FOOTPRINTS Primary, Level 2

Transcription

1 FOOTPRINTS Primary, Level 2

2 UNIT: INTRODUCTION OBJECTIVES To meet the course characters. To say the alphabet. To spell names and familiar words. CONTENTS Communicative competence Understanding Listening: Can understand greetings Can understand questions to ask people s names and how to spell them. Can recognise letters of the alphabet Can understand how to spell names and familiar Words. Reading: Can recognise names Can recognise familiar words Can recognise questions that ask people s names and how to spell words Speaking: Spoken interaction Can exchange greetings Can ask people s names and how to spell them Can ask and say how to spell familiar words Spoken production Can sing the song It s time for English Can say the alphabet Can sing the Alphabet song Can sing the Pirate song Can say familiar words Can sing the song Its time to finish Writing: Can complete and write names Can complete and write familiar words Learning strategies and thinking skills Use of English Structures and grammar How do you spell? Recycled: What s your / his / her name?, I m, He s / She s, How are you? I m fine, thanks., I ve got, I like

3 Learning strategies Vocabulary Following a model Imitating and repeating Associating pictures and characters Associating music, rhythm and colours with letters of the alphabet Taking turns Activating previous knowledge Main receptive language: follow, find, footprints, clue, map Core: the alphabet Other: pirates, island, ship, sea Recycled: Hello / Hi, Goodbye, treasure, friend, name, apple, pencil, dog, flower, jumper, car, balloon, hat, rabbit, banana, tree, ruler, colours CULTURE Identifying adventure story characters VALUES AND ATTITUDES Interest in learning English Pleasure in meeting the Footprints 1 course characters again Satisfaction in learning the English alphabet Awareness that adventure story characters exist in English Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C5 Social and civil 4 Play a game. C6 Cultural and artistic 5 Lesson 2 C8 The competence of personal autonomy and initiative. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can recognise the course characters. Can say the alphabet. Can spell names and familiar words.

4 UNIT 1: ME AND MY FRIENDS OBJECTIVES To say words to describe people. To understand and act out episode 1 of the story. To practise asking and answering questions to describe yourself. To ask and answer questions to describe other people. To recognise and produce the target sounds of the unit. To recognise that we are all similar in the way we grow and change. To identify things that help us grow and change. To order stages in the way we grow and say the stage where you are now. To say things which help us grow and change. To play a traditional rhyme game. To play a traditional game based on visual observation and the initial letter of words. CONTENTS Communicative competence Understanding Listening: Can recognise words to describe people Can understand questions and answers to describe yourself Can understand questions and answers to describe other people Can understand the episode of the story Reading: Can recognise words to describe people Can read questions and answers related to describing people Can read sentences about how we grow and change Can read sentences about things which help us grow and change Speaking: Spoken interaction Can ask and answer questions to describe yourself Can ask and answer questions to describe other people Spoken production Can sing the song It s time for English Can describe yourself Can describe other people Can act out the story Can say things which help you grow and change Can sing the song Tall or short

5 Can say the chant Pirate Meg Can say the rhyme Queenie! Queenie! Can name classroom objects and say the initial letters Can produce the sounds /:/ and // Can sing the song It s time to finish Writing: Can copy and write words to describe people Can write questions and answers to describe people Can complete short sentences to describe people Use of English Structures and Have you got? Yes, I have. / No, I haven t. grammar Has he / she got? Yes, he / she has. No, he / she hasn t. I every day / night. Recycled: What s this? It s a, Are you? Yes, I am. / No, I m not., Is he / she?, Yes, he / she is. / No, he / she isn t., I m, He s / She s, I ve got, He s / She s got, We, You re a!, Me, too! Learning strategies Recognising learning objectives Following simple instructions Using mime and gesture Associating rhythm with a language pattern Making logical deductions Associating objects and initial letters of words Ordering Reflecting on learning Vocabulary Main receptive language: all, different, similar, grow, change, start life, help Core: tall, short, thin, fat, young, old, dark, fair, straight, curly Other: map, telescope, scarf, scar, patch, beard Content / culture: child, teenager, adult, exercise, rest, sleep, spy, something Recycled: boy, girl, treasure, pirate, island, little, eye, leg, hair, eat, drink, play, work, love, care for, baby, food, water, family, friends, ball, colours, the alphabet, classroom objects Pronunciation Difference between /:/ and // CULTURE Playing a traditional rhyme game: Queenie! Queenie! Playing a traditional game: I spy

6 VALUES AND ATTITUDES Pleasure and confidence in describing people Interest in things which help us grow and change Awareness of the value of friends Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction with the physical world Social sciences: the way we grow and change C4 Competence in information CD ROM, activities unit 1. and communication technologies C5 Social and civil 8 Make and play with C6 C7 C8 Cultural and artistic The competence of learning to learn. The competence of personal autonomy and initiative Play I spy! Listen and sing the song. Story: The stolen treasure. Listen and say the chant. Queenie, Queenie! 13 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can say words to describe people. Can understand and act out episode 1 of the story. Can asking and answering questions to describe yourself. Can ask and answer questions to describe other people. Can recognise and produce the target sounds of the unit. Can recognise that we are all similar in the way we grow and change. Can identify things that help us grow and change. Can order stages in the way we grow and say the stage where you are now. Can say things which help us grow and change. Can play a traditional rhyme game. Can play a traditional game based on visual observation and the initial letter of words.

7 UNIT 2: ANIMAL WORLD OBJECTIVES To name wild animals. To say animals you like. To understand and act out episode 2 of the story. To practise asking and answering questions to describe animals. To recognise and use a and an appropriately. To say a tongue- twister with /w/. To recognise characteristics which most animals have got in common. To identify physical characteristics some animals have got in common. To be aware of ways in which people are different to animals. To listen and act out a traditional rhyme. To play a tradicional board game using dice and counters. CONTENTS Communicative competence Understanding Listening: Can recognise names of wild animals Can understand questions and answers to describe animals Can understand statements to describe animals Can understand the episode of the story Can recognise numbers to twenty Reading: Can recognise names of animals Can read questions and answers related to describing animals Can read sentences about things animals have got in common Can read sentences describing animals Speaking: Spoken interaction Can ask about and describe animals Can ask and answer questions in a game Spoken production Can sing the song It s time for English Can say animals you like Can describe animals Can act out the story Can say what animals have got in common Can sing the song I like tigers Can sing the song A, E, I, O, U

8 Can say The elephant rhyme Can count to twenty Can say a or an before nouns appropriately Can say a tongue-twister with /w/ Can sing the song It s time to finish Writing: Can copy and write the names of wild animals Can copy and write words to describe animals Can write questions and answers to describe animals Can complete short sentences to describe what animals have got in common Use of English Structures and grammar Learning strategies Has it got? Yes, it has. / No, it hasn t. It s a / an They all / They ve (all) got Recycled: I like, too., Do you like?, Yes, I do. / No, I don t., Is it? Yes, it is. / No, it isn t., It s / It s got, They are Recognising learning objectives Following simple instructions Using mime and gesture Observing shared features Making logical deductions Relating vowel and consonant sounds to the use of a and an Reflecting on learning Vocabulary Main receptive language: in common, up, down, ladder Core: tiger, giraffe, snake, elephant, ostrich, iguana, orangutan, alligator, zebra, whale Other: animals, sea, wave, oar, monster, enormous, row Content / culture: alive, talk, move, grow, need, produce, babies, people, trunk, terribly Recycled: island, ship, boat, map, big, fat, fingers, toes, nose, legs, tail, neck, wings, fur, hair, teeth, long, food, water, clock, robot, car, plane, computer, fish, bird, bear, wolf, turtle, numbers 1 20 CULTURE Acting out a traditional rhyme: The elephant Playing a traditional game: Snakes and ladders VALUES AND ATTITUDES Curiosity in wild animals and the world of nature Interest in identifying things which animals have got in common Awareness of ways in which people and animals are different

9 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C2 Mathematical 20 Play Snakes and ladders! C3 Knowledge of, and interaction with the physical world. 18,19 Science: characteristics of animals. C4 Competence in information CD ROM and communication technologies C5 Social and civil 16 Make and play with C6 Cultural and artistic Listen and sing the song. Story: The helpful whale. Listen and act out the rhyme. C7 C8 The competence of learning to learn. The competence of personal autonomy and initiative. 21 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name wild animals. Can say animals you like. Can understand and act out episode 2 of the story. Can practise asking and answering questions to describe animals. Can recognise and use a and an appropriately. Can say a tongue- twister with /w/. Can recognise characteristics which most animals have got in common. Can identify physical characteristics some animals have got in common. Can be aware of ways in which people are different to animals. Can listen and act out a traditional rhyme. Can play a tradicional board game using dice and counters.

10 UNIT 3: THINGS I CAN DO OBJECTIVES To name skills and activities. To make and respond to suggestions. To understand and act out episode 3 of the story. To practise asking and saying what you can and can t do. To ask and say what other people can and can t do. To recognise vowel sounds which are the same. To understand that we need exercise and can exercise in many ways. To identify activities which give us exercise. To recognise that people do different activities to exercise. To identify activities you do to exercise. To listen and act out a traditional rhyme. To do a traditional spelling bee in teams. CONTENTS Communicative competence Understanding Listening: Can recognise names of skills and activities Can understand questions and answers about what you can do Can understand questions and answers about what other people can do Can understand statements about how people exercise Can understand the episode of the story Can identify vowel sounds which are the same Reading: Can recognise names of skills and activities Can read sentences about what you and other people can do Can read questions and answers about what you and other people can do Can read sentences about exercise Can read sentences about what people do to exercise Speaking: Spoken interaction Can make and respond to suggestions Can ask and say what you and other people can and can t do Can ask and spell words in a spelling bee Spoken production Can sing the song It s time for English Can name skills and activities Can sing the song Let s sing Can act out the story

11 Can say the chant Can he ride a bike? Can say what you and other people can and can t do Can say what you do to exercise Can say the rhyme Can you walk on tiptoe? Can say words with similar vowel sounds Can sing the song It s time to finish Writing: Can copy and write the names of skills and activities Can write questions and answers about what you and other people can do Can write sentences about what you and other people can and can t do Can complete short sentences to say what you do to exercise Use of English Structures and grammar Learning strategies ri / He / She / We / They can / can t Can you / he / she / they? Yes, I / he / she / we / they can. No, I / he / she / we / they can t. but Recycled: Let s!, Great idea!, Me, too!, I in / to Recognising learning objectives Following simple instructions Using mime and gesture Personalising learning Associating some activities with exercise Recognising and producing words with similar vowel sounds Reflecting on learning Vocabulary Main receptive language: need, stay, makes Core: swim, ride a bike, dance, skate, play the piano, speak English, play table tennis, sing, use a computer, play chess Other: queen, hearts, majesty, tap, tummy, move, pass, test, mirror Content / culture: exercise, healthy, strong, fun, indoors, outdoors, alone, school, playground, park, tiptoe, stamp, stride, softly, slowly Recycled: leg, head, move, circle, run, jump, skip, walk, giant, man, map, very, old, friend, the alphabet CULTURE Acting out a rhyme: Can you walk on tiptoe? Doing a spelling bee VALUES AND ATTITUDES Interest in what other people can do Awareness of the importance of exercise Recognition that you can do things if you try

12 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction with the physical world Social sciences: the importance of exercise C4 Competence in information CD ROM and communication technologies C5 Social and civil 24 Make and play with C6 C7 C8 Cultural and artistic The competence of learning to learn. The competence of personal autonomy and initiative Listen and sing the song. Story: The Queen of Hearts. Listen and say the chant. Listen and act out the rhyme. 29 All activities To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name skills and activities. Can make and respond to suggestions. Can understand and act out episode 3 of the story. Can asking and saying what you can and can t do. Can ask and say what other people can and can t do. Can recognise vowel sounds which are the same. Can understand that we need exercise and can exercise in many ways. Can identify activities which give us exercise. Can recognise that people do different activities to exercise. Can identify activities you do to exercise. Can listen and act out a traditional rhyme. Can do a traditional spelling bee in teams.

13 UNIT 4: IN THE FOREST OBJECTIVES To say action words. To give and respond to instructions. To understand and act out episode 4 of the story. To practise asking and saying what you re doing now. To ask and say what other people are doing. To say a tongue-twister with /r/. To understand why trees are important. To recognise things we get from trees. To be aware of differences between trees. To identify the parts of a tree. To express you opinion about different trees. To identify and draw a tree you like and say what it s got and where it is. To listen and sing a version of a traditional song. To play a traditional game with music. CONTENTS Communicative competence Understanding Listening: Can recognise action words Can understand questions and answers about what you and other people are doing Can understand statements about what you and other people are doing Can understand the episode of the story Can identify the parts of a tree Reading: Can recognise action words Can read sentences about what you and other people are doing Can read questions and answers about what you and other people are doing Can read about trees Can read the names for the parts of a tree Speaking: Spoken interaction Can give and respond to instructions Can ask and say what you are doing Can ask and say what other people are doing Spoken production Can say action words Can sing the song Throw a ball

14 Can act out the story Can say the chant Playtime Can say a tree you like, what it s got and where it is Can sing The tree song Can sing the songs We ve got our favourite lesson and English is fun Can say a tongue-twister with /r/ Writing: Can copy and write action words Can write questions and answers about what you and other people are doing Can write sentences about what you and other people are doing Use of English Structures and Are you ing? grammar Yes, I am. / No, I m not. Is he / she ing? Yes, he / she is. / No, he / she isn t. I m / He s / She s / They re ing. Recycled: This is / These are, I like, We get Learning strategies It s, It s got, The is in / on, a / an Recognising learning objectives Responding to instructions Associating language with mime Predicting and guessing from visual clues Observing the natural world around you Building on your existing knowledge Reflecting on learning Vocabulary Main receptive language: oxygen, air, shade Core: climb, hide, throw, kick, eat, drink, sleep, laugh, cry, shout Other: sheriff, forest, silver, arrow, winner, competition Content / culture: walnut, orange, rubber, cacao, medicine, shade, hang, wind, blow, trunk, branch, leaves, roots, fruit, garden, street, nest, egg, ground, grow, all around Recycled: milk, friends, ball, angry, run, jump, skip, sit, tree, food, wood, paper, plastic, clean, apple, banana, water, flower, park, playground, boy, girl, bird, grass, numbers, colours CULTURE Singing a version of a traditional song: The tree song Playing a version of a traditional game: Musical statues VALUES AND ATTITUDES Interest in asking and saying what you and other people are doing Awareness of the role of trees Recognition that we need to take care of trees

15 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction Science: the role of trees with the physical world. C4 Competence in information CD ROM and communication technologies C5 Social and civil Play a game. Make and play with Play a game. Listen and play Musical statues! C6 C7 C8 Cultural and artistic The competence of learning to learn. The competence of personal autonomy and initiative Listen and sing the song. Story: The silver arrow. Listen and say the chant. Listen and sing the song. 37 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can say action words. Can give and respond to instructions. Can understand and act out episode 4 of the story. Can ask and say what other people are doing. Can say a tongue-twister with /r/. Can understand why trees are important. Can recognise things we get from trees. Can be aware of differences between trees. Can identify the parts of a tree. Can express you opinion about different trees. Can identify and draw a tree you like and say what it s got and where it is. Can listen and sing a version of a traditional song. Can play a traditional game with music.

16 UNIT 5: THE WEATHER OBJECTIVES To say short statements to describe the weather. To associate the weather and things we can do. To understand and act out the episode 5 of the story. To practise saying what the weather is. To ask and answer questions about the weather. To ask and say what the weather is like. To ask and say what you re wearing. To recognise intonation in questions. To understand why it is important to use water in a responsible way. To recognise things we can do to save water. To listen and identify what people say they do to save water. To say what you do to save water. To listen to and sing a traditional song. To play a version of a traditional game with music. CONTENTS Communicative competence Understanding Listening: Can recognise statements that describe the weather Can understand questions and answers about the weather Can understand a question and answers about what you are wearing Can understand the episode of the story Can recognise things to do to save water Can recognise intonation in questions Reading: Can recognise statements that describe the weather Can read questions and answers about the weather Can read a question and answers about what you are wearing Can read about water Can read what to do to save water Speaking: Spoken interaction Can ask and answer questions about the weather Can ask and say what the weather is like Can ask and say what you are wearing Spoken production Can sing the song We ve got our favourite lesson Can say simple statements about the weather Can sing the song It s hot and sunny today

17 Can act out the story Can say the chant What s the weather like? Can say what you do to save water Can sing the song I hear thunder Can say what you are wearing Can sing the song English is fun Writing: Can copy and write words to describe the weather Can write short statements to describe the weather Can ask and answer questions about the weather Can ask and answer questions about what you are wearing Use of English Structures and grammar Learning strategies What s the weather like? What are you wearing? I m wearing So am I! Recycled: It s, Is it? Yes, it is. / No, it isn t., s ing., Let s, can / can t, put on, too! Recognising learning objectives Responding to instructions Sequencing Associating language with actions and sounds Associating weather and clothes Relating language to personal habits Reflecting on learning Vocabulary Main receptive language: need, save, live, get, responsible, way Core: sunny, cloudy, raining, windy, snowing, foggy, wet, hot, warm, (very) cold Other: kite, dragon, cave, storm, thunder, lightning, friendly Content / culture: bath, tap, turn off, properly, use, save, sink, spare, hear, raindrop, wind, rain, sky, sunshine, dry, high Recycled: fierce, love, great, hurray, play, go out, today, water, shower, wash, brush, teeth, face, hands, plant, coat, hat, gloves, shorts, jeans, jumper, t-shirt, shoes, socks, colours. CULTURE Singing a traditional song: I hear thunder Playing a version of a traditional game: Musical bumps VALUES AND ATTITUDES Interest in the weather Recognition of the need to use water in a responsible way Awareness of things we can do to save water

18 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction Science: the role of trees with the physical world. C4 Competence in information CD ROM and communication technologies C5 Social and civil Play a game. Make and play with Listen and play Musical bumps! C6 Cultural and artistic C7 C8 The competence of learning to learn. The competence of personal autonomy and initiative Listen and sing the song. Story: The storm. Listen and say the chant. Listen and sing the song. 45 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can say short statements to describe the weather. Can associate the weather and things we can do. Can understand and act out the episode 5 of the story. Can practise saying what the weather is. Can ask and answer questions about the weather. Can ask and say what the weather is like. Can ask and say what you re wearing. Can recognise intonation in questions. Can understand why it is important to use water in a responsible way. Can recognise things we can do to save water. Can listen and identify what people say they do to save water. Can say what you do to save water. Can listen to and sing a traditional song. Can play a version of a traditional game with music.

19 UNIT 6: MY HOME OBJECTIVES To name rooms and places at home. To understand and act out episode 6 of the story. To practise asking and saying what you do in different rooms and places at home. To ask and say where something is. To recognise word stress. To understand that many accidents happen at home. To be aware of basic rules to keep safe at home. To listen and identify rules to keep safe at home. To choose two rules to illustrate a poster. To identify what you do to keep safe in different rooms at home. To listen and say a traditional rhyme. To play a version of a traditional game. CONTENTS Communicative competence Understanding Listening: Can recognise names of rooms/places at home Can understand statements about rooms/places at home Can understand questions and answers about what you do in rooms/places at home Can understand questions and answers about where something is Can understand the episode of the story Can recognise rules to keep safe at home Can recognise word stress Reading: Can recognise statements about rooms/places at home Can read questions and answers about what you do in rooms/places at home Can read a question and answers about where something is Can read about safety in the home Can read rules to keep safe at home Speaking: Spoken interaction Can ask and answer questions about what you do in rooms/places at home Can ask and say where something is

20 Spoken production Can say simple statements about rooms places at home Can say the chant My mum s in the kitchen Can act out the story Can say the rhymes Where s the mouse? And Ladybird, ladybird Can say rules to keep safe at home Can say what you never do to keep safe at home Can sing the songs We ve got our favourite lesson and English is fun Writing: Can copy and write names of rooms/places at home Can write statements about rooms/places at home Can write questions and answers about what you do in rooms/places at home Can write questions and answers about where something is. Use of English Structures and Do you? grammar Yes, I do. / No, I don t. Where s? It s next to, behind, between, in front of, in the corner Never Recycled: He s / She s ing., Where s? It s in / on / under Learning strategies, I can, I can t. Recognising learning objectives Guessing and predicting Observing detail in pictures Associating language with spatial position Associating things at home with personal safety Repeating a language pattern with rhythm Reflecting on learning Vocabulary Main receptive language: keep safe, accident, happen, follow, rules Core: house, flat, kitchen, dining room, living room, bedroom, bathroom, hall, garage, garden Other: live, watch TV, do your homework, beach, line, still, grow, catch, boot Content / culture: safe, plug, wire, matches, fire, pan, light, turn on, touch, use, electric, wet, hot, ladybird, home, frying pan Recycled: mum, dad, brother, sister, throw, fish, wait, move, big, enormous, old, eat, use a computer, table, chair, window, door, shoe, book, pencil, pen, pencil case, rubber, box, bag, tea, cat, dog, car, flower, everyone, happy, mouse, drink, draw, have a shower, fly, children, hands CULTURE Saying a traditional rhyme: Ladybird, ladybird Playing a version of a traditional game: Hide and seek

21 VALUES AND ATTITUDES Enjoyment in talking about rooms/places at home Awareness of the importance of safety at home Recognition of rules to follow to keep safe at home. Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction with the physical world Social sciences: safety at home C4 Competence in information CD ROM and communication technologies C5 Social and civil Make and play with Draw and play a game. Play Hide and seek! C6 Cultural and artistic Listen and sing the song. Story: The old boot. Listen and say the rhyme. Listen and say the rhyme. C7 C8 The competence of learning to learn. The competence of personal autonomy and initiative. 53 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name rooms and places at home. Can understand and act out episode 6 of the story. Can practise asking and saying what you do in different rooms and places at home. Can ask and say where something is. Can recognise word stress. Can understand that many accidents happen at home. Can be aware of basic rules to keep safe at home. Can listen and identify rules to keep safe at home. Can choose two rules to illustrate a poster. Can identify what you do to keep safe in different rooms at home. Can listen and say a traditional rhyme. Can play a version of a traditional game.

22 UNIT 7: MY SCHOOL OBJECTIVES To name rooms and places at school. To say what you do in different places at school. To understand and act out the episode 7 of the story. To practise saying there are children and teachers in different rooms and places at school. To practise asking and answering questions in a game and about their own school. To count a hundred and back (in tens). To listen and identify numbers in a game. To recognise numbers which sound similar. To understand that maths is useful in our everyday lives. To say when you use maths. To do simple sums. To read and solve maths problems and invent your own problem. To ask and say whether you like Maths and other school subjects. To listen and say a version of a traditional story chant. To play a number game. CONTENTS Communicative competence Understanding Listening: Can recognise names of rooms and places at school Can understand statements about rooms and places at school Can understand questions and answers about places at school Can recognise numbers to a hundred (in tens) Can understand the episode of the story Can understand simple maths problems Can differentiate numbers which sound similar Reading: Can recognise statements about rooms and places at school Can read questions and answers about rooms and places at school Can recognise numbers to a hundred (in tens) Can read about ways we use maths every day Can read simple maths problems Speaking: Spoken interaction Can ask and answer questions about rooms and places at school Can ask and answer questions about what there is / are Can ask and say subjects you like and don t like

23 Spoken production Can say simple statements about rooms and places at school Can act out the story Can say the rhyme Let s play chase! Can say numbers to a hundred and back (in tens) Can say school subjects you like and don t like Can say the story chant In a dark, dark wood Can sing the songs We like English, It s so cool at our school and Monday, Tuesday Writing: Can copy and write names of rooms and places at school Can write statements and answer questions about rooms and places at school Can write statements and answer questions about what there is / are Can write numbers to a hundred (in tens) Use of English Structures and grammar Learning strategies Vocabulary There s / There are Is there a? Yes, there is. / No, there isn t. Are there any? Yes, there are. / No, there aren t. Recycled: We, How many?, Let s, I m ing, I like / I don t like, Do you like? Yes, I do. / No, I don t., but Recognising learning objectives Guessing and predicting Using logical deduction Solving problems Recognising logical relationships between numbers Associating learning with personal experience Reflecting on learning Main receptive language: school subject, altogether, add, take away Core: classroom, computer room, library, gym, canteen, playground, teachers room, office, school hall, toilet, numbers to 100 (in tens) Other: wizard, magic, spell, bat, children, teacher, chase, race, count Content / culture: sum, Maths, English, Art, Music, Gym, Science, go shopping, share, lesson, wood, dark, cupboard, shelf, box Recycled: hat, frog, spider, test, friends, play, run, come, biscuits, sweets, chocolates, sandwiches, car, park, up, down, watch TV, play, eat, drink, numbers 1 20, colours CULTURE Saying a traditional story chant: In a dark, dark wood Playing a number guessing game: Up or down! VALUES AND ATTITUDES Recognition of ways we use maths in our everyday lives Satisfaction in solving simple maths problems in English Awareness of ways in which school is enjoyable

24 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C2 Mathematical C4 Competence in information CD ROM and communication technologies C5 Social and civil 56 C6 C7 C8 Cultural and artistic The competence of learning to learn. The competence of personal autonomy and initiative. Listen, write and play Bingo! Listen and say. All activities Maths: how we use maths in our everyday lives Make and play with 60 Play Up or down!. 54 Listen and sing the song. 55 Story: The magic spell test. 57 Listen and say the rhyme. 60 Listen and say the story chant. 61 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name rooms and places at school. Can say what you do in different places at school. Can understand and act out the episode 7 of the story. Can practise saying there are children and teachers in different rooms and places at school. Can practise asking and answering questions in a game and about their own school. Can count a hundred and back (in tens). Can listen and identify numbers in a game. Can recognise numbers which sound similar. Can understand that maths is useful in our everyday lives. Can say when you use maths. Can do simple sums. Can read and solve maths problems and invent your own problem. Can ask and say whether you like Maths and other school subjects. Can listen and say a version of a traditional story chant. Can play a number game.

25 UNIT 8: FRUIT, DELICIOUS FRUIT! OBJECTIVES To name fruit. To understand and act out episode 8 of the story. To practise making offers and accepting or declining. To ask about and identify different fruit. To say sentences describing fruit. To say a tongue-twister with /p/. To understand that fruit is from plants. To recognise how fruit grows. To identify fruit which grows on trees. To identify fruit from seeds. To ask and say what your favourite fruit is. To listen and sing a popular song. To play a traditional game. CONTENTS Communicative competence Understanding Listening: Can recognise names of fruit Can understand statements about fruit Can understand questions and answers to identify fruit Can understand offers and responses Can understand the episode of the story Can understand questions and answers about where fruit grows Reading: Can read statements about fruit Can read questions and answers to identify fruit Can read offers and responses Can read about differences between fruit Can read simple descriptions of fruit Speaking: Spoken interaction Can ask and answer questions to identify fruit Can make and respond to offers Can ask and say what your favourite fruit is Spoken production Can sing the song We like English Can say simple statements about fruit Can sing the song Fruit is delicious

26 Can act out the story Can say the chant What s that? Can say sentences to describe fruit Can say what your favourite fruit is Can sing the song Bananas in pyjamas Can say a tongue-twister with /p/ Can sing the song Monday, Tuesday Writing: Can copy and write names of fruit Can write questions and answers to identify fruit Can write questions and responses to offers of fruit Use of English Structures and grammar Learning strategies What s that? What are those? Would you like a / some? Recycled: This is a, These are, What s this? It s a, What are these? They re, What s your favourite?, My favourite is, I, I ve got Me, too!, Yes, please. / No, thank you. Here you are. Recognising learning objectives Guessing and predicting Using logical deduction Associating fruit with size and colour Using visual observation Associating language with personal choice Reflecting on learning Vocabulary Main receptive language: from lots of Core: melon, grapes, peach, pear, strawberry, raspberry, pineapple, kiwi, plum, cherry Other: sweet, delicious, fruit, coconut, village, berries, things, poisonous, catch, watch out Content / culture: seed, stone, plant, grow, ground, shoot, pick, little, tiny, fruit salad, teddy bear Recycled: delicious, apple, orange, banana, sweet, good for you, tree, look, find, go, bush, hungry, eat, big, small, colours CULTURE Singing a popular song: Bananas in pyjamas Playing a traditional game: Fruit salad VALUES AND ATTITUDES Pleasure in identifying fruit in English Recognition of similarities and differences in fruit Awareness that fruit is good for you

27 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction Science: how fruit grows with the physical world. C4 Competence in information CD ROM and communication technologies C5 Social and civil Make and play with Play Fruit salad! C6 Cultural and artistic C7 C8 The competence of learning to learn. The competence of personal autonomy and initiative Listen and sing the song. Story: The coconut. Listen and say the chant. Listen and sing the song. 69 All activities To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name fruit. Can understand and act out episode 8 of the story. Can practise making offers and accepting or declining. Can ask about and identify different fruit. Can say sentences describing fruit. Can say a tongue-twister with /p/. Can understand that fruit is from plants. Can recognise how fruit grows. Can identify fruit which grows on trees. Can identify fruit from seeds. Can ask and say what your favourite fruit is. Can listen and sing a popular song. Can play a traditional game.

28 UNIT 9: HOLIDAY TIME OBJECTIVES To name holiday activities. To understand and act out episode 9 of the story. To practise asking and saying what you want to do. To practise saying what other people want to do. To recognise an example of elision in spoken English. To understand why roads are dangerous. To recognise how to cross roads safely. To develop awareness of road safety as part of our daily lives. To listen and understand where people walk to and who with. To say where you walk to and who with. To listen and sing a traditional campfire song. To play a version of a traditional game. CONTENTS Communicative competence Understanding Listening: Can recognise names of holiday activities Can understand statements about what you and other people want to do Can understand questions and answers about what you want to do Can understand the episode of the story Can understand statements about where people walk to and who with Can recognise an example of elision in spoken English Reading: Can recognise phrases to describe holiday activities Can read statements about what you and other people want to do Can read questions and answers about what you want to do Can read about road safety Can read statements about where people walk to and who with Speaking: Spoken interaction Can ask and answer questions about what you want to do Can respond appropriately if you want to do the same activity as someone else Spoken production Can say statements about what you and other people want to do Can say statements about what you don t want to do Can sing the songs It s holiday time, We like English, and Monday Tuesday Can act out the story

29 Can say the chant Do you want to play football? Can name things related to road safety Can say what to do in response to traffic signals Can sing The campfire song Writing: Can copy and write the names of holiday activities Can write statements about what you and other people want to do Can write questions and answers about what you want to do Can write statements about where you walk to and who with Use of English Structures and grammar Learning strategies I want to / I don t want to Do you want to? Yes, I do. / No, I don t. He / She wants to I do, too! Recycled: What s that? It s, Let s, I / We, Here, to / with Recognising learning objectives Guessing and predicting Following a route Associating language with personal wishes Relating language to personal experience Ordering a procedure in a logical way Reflecting on learning Vocabulary Main receptive language: dangerous, moves fast, important, safely, pay attention Core: play computer games, watch DVDs, read books, listen to music, paint pictures, help at home, go to the swimming pool / mountains / seaside / zoo Other: holiday time, scared, surprise, real, come back Content / culture: stop, wait, look, listen, cross, crossing, pavement, road, traffic, signal, one day Recycled: camp, pirates, treasure, chocolate, delicious, run, wait, party, ride a bike, play chess, football, shops, park, friend, house, school, walk, mum, dad, brother, sister, frog, little, know, go CULTURE Sing a traditional campfire song: The campfire song Playing a chain game VALUES AND ATTITUDES Pleasure in talking about holiday activities Awareness of the importance of road safety Sense of achievement in completing Footprints 2

30 Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C3 Knowledge of, and interaction Social sciences: road safety with the physical world. C4 Competence in information CD ROM and communication technologies C5 Social and civil Make and play with Play a Caín game. C6 Cultural and artistic C7 C8 The competence of learning to learn. The competence of personal autonomy and initiative Listen and sing the song. Story: The pirate Camp. Listen and say the chant. Listen and sing the campfire song. 77 All activities. To carry out all tasks with enthusiasm and to be aware of the effects of one s actions on others. To be participative and respectful in all cooperative activities. EVALUATION CRITERIA Can name holiday activities. Can understand and act out episode 9 of the story. Can practise asking and saying what you want to do. Can practise saying what other people want to do. Can recognise an example of elision in spoken English. Can understand why roads are dangerous. Can recognise how to cross roads safely. Can develop awareness of road safety as part of our daily lives. Can listen and understand where people walk to and who with. Can say where you walk to and who with. Can listen and sing a traditional campfire song. Can play a version of a traditional game.

31 CHRISTMAS OBJECTIVES To listen and sing a Christmas song. To associate letters and words in the song. To make a Christmas mobile. CONTENTS Communicative competence Understanding Listening: Can understand the song The Christmas alphabet Reading: Can recognise key words in the song Speaking: Spoken interaction Can ask and answer questions about the key items in the song Spoken production Can sing the song Can say what the letters in the song stand for Writing: Can write key words in the song Use of English Structures and We / He grammar Recycled: is, What s? It s, I like Learning Predicting what the letters in the song stand for strategies Associating letters with the initial sounds of words Using spelling to memorise a song Vocabulary Main receptive language: Core: candle, holly, ice, stocking, sack Other: snow, chimney, wall, kiss Recycled: Santa, reindeer, sleigh, Christmas, tree, toy, mum, dad, animal, tall, good, bring, get, the alphabet CULTURE Recognising items associated with Christmas Singing a version of a well-known Christmas song

32 VALUES AND ATTITUDES Pleasure in celebrating Christmas Enjoyment in singing a well-known Christmas song Awareness that traditionally you should be good to get presents from Santa Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C5 Social and civil To be participative and respectful in all cooperative activities. C6 Cultural and artistic Listen and sing the song. Art and craft: Christmas mobile-

33 WORLD BOOK DAY OBJECTIVES To sing a song about World Book Day. To carry out a survey with friends about books you like and don t like. To write a book review and draw a picture. CONTENTS Communicative competence Understanding Listening: Can understand the song It s World Book Day Can recognise the types of books people say they like and don t like Reading: Can recognise different types of books Speaking: Spoken interaction Can ask and say the types of books you like and don t like Spoken production Can sing the song It s World Book Day Writing: Can complete a simple book review Use of English Structures and grammar Learning strategies tell read Recycled: It s..., We, Do you like? Yes, I do. / No, I don t. Associating types of books with stories you know Reflecting and expressing opinions about books Relating learning to personal experience Vocabulary Main receptive language: author, title, character, scene Core: adventure stories, fairy tales, rhymes, poems, books with facts Other: pleasure, interesting Recycled: adventure, story, rhyme, book, hurray, fun, learn, (brilliant, fantastic, great, good, funny)

34 CULTURE Awareness of different types of children s books VALUES AND ATTITUDES Pleasure in celebrating World Book Day Respect for other people s opinions about books Enjoyment in doing a book review Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C5 Social and civil To be participative and respectful in all cooperative activities. C6 Cultural and artistic Listen and sing the song. Language and literature: book review

35 DAYS OF THE WEEK OBJECTIVES To say a chant and play a clapping game. To say what you do on different days of the week. To make and write personalised sentences in a little origami book. CONTENTS Communicative competence Understanding Listening: Can understand a chant Reading: Can recognise the days of the week Speaking: Spoken interaction Can respond to statements where you do the same activity as others Spoken production Can say a chant as part of a clapping game Can say what you do on different days of the week Writing: Can write the days of the week Can write sentences about what you do on different days Use of English Structures and On grammar Learning strategies Recycled: I, I do, too! Using rhythm, movement and repetition to memorise language Associating days of the week with personal routines Personalising a little book Vocabulary Main receptive language: CULTURE Playing a clapping game Core: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday Other: day, week Recycled: go, play, ride a bike, swim, football, piano

36 VALUES AND ATTITUDES Satisfaction in learning to name the days of the week Enjoyment in saying what you do on different days Pleasure in personalising a little book Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C5 Social and civil To be participative and respectful in all cooperative activities. C6 Cultural and artistic Art and craft: Days of the week little book

37 MONTHS OF THE YEAR OBJECTIVES To sing a song naming the months of the year. To ask and say when your birthday is. To make a birthday calendar. CONTENTS Communicative competence Understanding Listening: Can recognise the months of the year in a song Reading: Can recognise the months of the year Speaking: Spoken interaction Can ask and say when your birthday is Spoken production Can say the months of the year Writing: Can write the months of the year Use of English Structures and grammar Learning strategies When s? It s in Recycled: your, It s Recognising similarities between English and L1 Using music and rhythm to memorise language Associating months and birthdays Vocabulary Main receptive language: Core: January, February, March, April, May, June, July, August, September, October, November, December Recycled: birthday CULTURE Making a birthday calendar

38 VALUES AND ATTITUDES Satisfaction in naming the months of the year in English Enjoyment in finding out about people s birthdays Pleasure in making a birthday calendar Development of Basic Competences Page Activity C1 Linguistic communicative All activities of the unit. C5 Social and civil To be participative and respectful in all cooperative activities. C6 Cultural and artistic Art and craft: birthday calendar