NEXT MOVE 4

NEXT STOP STOP 4

2nd level

JUSTIFICATION The final objective of learning a foreign language is that the pupils reach stages of linguistic competence, understanding that as the ability to interact in such language. This is a complex process in which cognitive, affective and social elements take part. A specific communicative activity requires the use of oral and written language and the use of resources and strategies of linguistic and non-linguistic communication concerning the context where it takes place. n the same way, learning a foreign language has to help the development of positive and receptive attitudes towards other languages and cultures. !urthermore, it is intended to encourage and value the effort and confidence in one"s own ability to learn a foreign language. The nformation and #ommunication Technologies will be mediating vehicles for learning.

JUSTIFICATION The final objective of learning a foreign language is that the pupils reach stages of linguistic competence, understanding that as the ability to interact in such language. This is a complex process in which cognitive, affective and social elements take part. A specific communicative activity requires the use of oral and written language and the use of resources and strategies of linguistic and non-linguistic communication concerning the context where it takes place. n the same way, learning a foreign language has to help the development of positive and receptive attitudes towards other languages and cultures. !urthermore, it is intended to encourage and value the effort and confidence in one"s own ability to learn a foreign language. The nformation and #ommunication Technologies will be mediating vehicles for learning.

.- &earn how to use with progressive autonomy all the means available to them, including new technologies, to obtain information and to communicate in the foreign language. .- /alue the foreign language as a mean of communication and understanding among people from different origins and cultures, and as a learning tool with different contents. 0.- 1how a receptive and confident attitude in one2s own ability to learn and use the foreign language. 3.- 4se the knowledge and previous experiences with other languages for a faster, more effective and more autonomous acquisition of the foreign language. 5.- dentify phonetic, rhythmic aspects, accentuation and intonation, as well as linguistic structures and lexical aspects of the foreign language and use them as basic elements of communication.

SECOND CYCLE OF PRIMARY EDUCATION OBJECTIVES

%.- 4nderstand globally simple oral messages in regular classroom situations. '.- 4nderstand and use some linguistic and non-linguistic conventions in basic situations of communication. ).-nteract with the others in i n classroom situations of communication.

part of the language. language. The vocabula vocabulary ry and grammar grammar are revised revised and recycled recycled systematically, while phonics is enhanced through spelling games and chants so as to assure the language is internalised in an entertaining way. And we have the word of the day in each lesson. - Se+e"l le"nin# le+el($ 9ext le+el($ 9ext 1top takes them into account so each unit can be treated in a different level of depth, besides taking into account those pupils who finish fast and the ones who need reinforcement. There are also optional activities and extra activities provided in the Teachers=esource >it cd-rom - Pupil. Pupil.( ( #&up #&upin# in#$$ the activitie activities s requir require e severa severall types types of groups groups in their their development; alone, in pairs, in small groups and in big groups.

- Aut&n&*&u( le"nin#$ 9ext le"nin#$ 9ext 1top"s main objective is to develop skills and the necessary knowledge to achieve autonomy in one"s own learning, in a positive and collaborative working atmosphere.

49T %

NEXT STOP 4 CYCLE: 2 TERM: I (Units !

GRADE: 4th

O"#e$tives: -

#hildren learn to give their own descriptions and describe others .

S%ILLS

-

-

&earn to introduce themselves and others. &earn to ask people2s ages and introduce themselves. 6ractice reading skills and explore the value of cooperation &earn to describe family members and talk about them &earn about a family in 9ew ?ealand and find out about 9ew ?ealanders= leisure activities. @escribe a sport and a leisure

PROCEDURES

%. &istening, speaking and talking -

&isten, repeat and act out the dialog. &isten, read and act out the dialog. ake a list of solutions to a problem Act out the dialog and change parts. &isten and chant. &isten, say and spell the words. &isten and connect the letters.

ATTITUDES -

-

(nthusiasm when participating.
activity.

&istening to and understanding a song, a story and a chant. &isten and point. Then say the words. &isten and circle the correct word. Talk to a friend about themselves. '. eading and writing. &isten and read the dialog. &isten and read the story. - ead the story and answer the questions. - &isten to the song and complete it. Then sing it. - &isten and read the dialog. Then act out a dialog to present your family. - ead about an activity in 9ew ?ealand ead a chart and make sentences. ead and complete the conversation. - Act out making a new friend. ead the words and connect them. Then say the complete sentences. -

ACTI&ITIES

MANAGING DI&ERSITY

n each unit the activities are arranged in E%ten(i&n "cti+itie($ sequence along the different lessons. *e do !or fast finishers. the following division of activities within each To reinforce what has been learnt. lesson; To enhance reading strategies. Bpening activities; these are aimed to To develop the first steps in writing. break up the different barriers and to see for the first time the topics we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the phrase of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the topic of the day and to round up a single lesson. At this stage, we give priority to reading and

RESOURCES -

#@+ 6upil"s book. 6hotocopy for each pupil. Cteacher"s bookD. #oloured pencils and markers 1cissors and glue. #ardboard to make a poster !amily pictures Teacher2s resource ki t #@-B print out 6oster, magaEine, newspaper pictures

writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bi t more in certain aspects. E&ALUATION

T&&l($ -

@irect observation. 6articipation in the classroom activities. 6upils" books revision. egister the facts.

Citei"$ - Acquires useful phrases to describe people. s able to ask the other"s names and give his:her own. >nows how to say, identify and count the numbers. !ollows simple instructions. s capable of making a poster about a leisure

CROSS'CURRICULAR TOPICS - E!uc"ti&n '& Pe"ce$ (xplore the value of cooperation. - M&"l "n! ci+ic e!uc"ti&n$ cooperating with the others for the success of the activities. - E!uc"ti&n '& (&li!"it/$ creating a positive, helping and respectful atmosphere in the classroom, to facilitate teamwork.

-

activity. 1hows interest in participating in the classroom activities. (nd of unit 1elf-evaluation worksheet

St"tin# e+"lu"ti&n$ As the pupils have taken (nglish in )rd grade of primary education we"ll dedicate a lesson to revise, mainly orally, the contents they must have worked on, to know the starting point. !rom the previous knowledge we"ll select the points to work on in our didactic units. Test Teacher"s book,

NEXT STOP  CYCLE: II TERM: I (Unit 2!

GRADE: 4th

O"#e$tives: -

#hildren learn to compare and contrast people, animals and objects that surround them

S%ILLS

PROCEDURES

ATTITUDES

-

dentify people, animals and objects characteristics @iscover what things are dentify geographical features through questions. 6ractise reading skills and explore the value of diversity ecogniEe typical animals in /eneEuela Ask and answer questions about typical animals. #ompare objects, animals and people.

%. &istening, speaking and talking;

-

- &isten, repeat and act out the dialog. - &isten, point and say. Then repeat. - @raw a typical animal from your country, talk to a friend about it. &isten, point, say and spell the words. &isten and read the dialog, then act it out. - Asking Is the water hotter than the ocean? &isten, chant and complete words with the corresponding syllables. &ook and listen. Then connect the letters. 1how pictures and establish differences This chair is more comfortable than….. 6resenting projects; 1peech about a typical animal from their country. '. eading and writing. - &ook at the pictures and match opposites 4sing visual and verbal context to recognise descriptive

-

otivation to improve in the learning process.
wordsCadjectivesD. - &isten, read, repeat the dialog and answer the questions. - ead the story and act out. - &isten to the song, recognise syllables in comparative forms then sing it. - &ook and circle the correct answer. - ead about animals from /eneEuela - ead short texts about typical animals. - ead the texts aloud and make a mini project. - ead and answer the questions and make a poster. -
ACTI&ITIES

n each unit the activities are arranged in sequence along the different lessons. *e do the following division of activities within each lesson; Bpening activities; these are aimed to

MANAGING DI&ERSITY

E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To develop the first steps in writing.

RESOURCES -

6ictures from animals Teacher2s esource >it #@GB pringout CoptionalD 6ictures of animals &exical cards with words from the

-

-

greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the phrase of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the phrase of the day

At this stage, we give priority to reading and writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bit more in certain aspects.

-

lesson. *ord and 6icture #ards from the lesson. 6oster 6icture cards from animals, objects and animals to be compared.. #ardboard, coloring pencils, markers, pictures. #@+ 6upil"s book.

E&ALUATION

T&&l($ -

@irect observation. 6articipation in the classroom activities. 6upils" books revision. egister the facts. (nd of unit 1elf-evaluation worksheet

Citei"$ (stablish differences between animals, people and objects. s able to ask about the differences between things, especially geographical features >nows how to describe people and differentiate them. >nows how to say, identify typical animals from their country. 4ses comparative adjectives. dentifies ure, ar, ear sounds correctly - Answers what, where and yes:no questions related to animals and geographical features. !ollows written instructions to make projects. 1hows interest in participating in the classroom activities.

CROSS'CURRICULAR TOPICS - E!uc"ti&n '& Pe"ce$ Appreciate different styles. - M&"l "n! ci+ic e!uc"ti&n$ collaborating with the others for the success of the activities. - E!uc"ti&n '& (&li!"it/$ creating a positive, helping and respectful atmosphere in the classroom, to facilitate teamwork.

49T )

NEXT STOP 4 CYCLE: II TERM: I (Unit !

GRADE: 4th

O"#e$tives: -

#hildren will be able to establish differences among savage and tropical animals around the world.

S%ILLS -

-

dentify sea animals. 6ractice asking and answering questions about the main characteristics of a sea animal. dentify sounds through pictures and recordings. 6ractise reading skills and explore the value of respect &earn more about animals; savage ones. 6ractise superlatives adjectives through songs. ead about typical animals from ndonesia. (stablish comparisons about beaches here and other parts of

PROCEDURES

ATTITUDES


-

- &isten, repeat and make the dialog. - &isten and act out stories. - &isten, repeat and spell words. - &isten and point. Then say the words. &isten, chant and repeat the sounds. &isten and circle the correct answers. &ook and say how different animals are. 1ay riddles about animals '. eading and writing.

-

otivation to improve in the learning process.
the world.

ACTI&ITIES

n each unit the activities are arranged in sequence along the different lessons. *e do the following division of activities within each lesson; Bpening activities; these are aimed to greet and to see for the first time the

- &ook at the picture and complete sentences. 4sing visual and verbal context to recognise words. - &isten and read. Then repeat the dialog. - ead the story and answer questions. - ead a story and give a different ending - &isten, read a song then circle the superlative adjectives. - ead about animals in ndonesia. - 6repare a mini poster about their favourite beach.

MANAGING DI&ERSITY

E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To improve spelling and recognition of words.

RESOURCES -

6ictures from animals Teacher2s esource >it #@GB pringout CoptionalD 6ictures of animals Tambourine *ord and 6icture #ards from the lesson.

subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the phrase of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the phrase of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and nonverbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bit more in certain aspects.

-

To develop the first steps in writing. To develop story telling and giving speeches.

-

6oster 6icture cards from animals #ardboard, magaEines, glue and scissors. #@+ 6upil"s book. #oloured pencils.

E&ALUATION

T&&l($ -


Citei"$ - Acquires animals names. s able to ask about the main characteristics of animals around the world. >nows how to establish differences among animals. >nows how to say, identify wild and typical animals. 4ses superlative adjectives. dentify learnt sounds correctly. !ollows written instructions. 1hows interest in participating in the classroom activities.

CROSS'CURRICULAR TOPICS - E!uc"ti&n '& Pe"ce$ espect for wildlife. - M&"l "n! ci+ic e!uc"ti&n$ collaborating with the others for the success of the activities. - E!uc"ti&n '& (&li!"it/$ creating a positive, helping and respectful atmosphere in the classroom, to facilitate teamwork.
49T +

NEXT STOP 4 CYCLE: II TERM: II (Unit 4!

GRADE: 4th

O"#e$tives: -

#hildren will learn to describe their daily routine in and out of school.

S%ILLS -

PROCEDURES

&earn subjects worked at school. %. &istening, speaking and talking; 6ractice talking about the - &isten, repeat and make up a subjects they study everyday. dentify sounds through pictures. dialog. - &isten and level their 6ractise reading skills and preferences. explore the value of - Asking and answering questions responsibility.

ATTITUDES -

nterest in participating in the classroom activities.
-

-

&earn how to level their about their past routine. preferences. - &isten and answer questions. @evelop reading strategies; - &isten and chant. scanning, getting specific - &isten, sing and make a new verse. information. - &isten and read the dialog, then act &earn about historical facts about it out. - Ask and answer about historical Holland. esearch about their country=s facts about Holland. history. @raw, write and say about a historical fact about their country. '. eading and writing. - &evel their preferences through diagrams and sentences. - ead and listen to the story. - ead the story and put the events in order. - ead and write words correctly spelt. - ead and listen to the dialog. - ead about historical facts from Holland. - 1can information from the text.

ACTI&ITIES

n each unit the activities are arranged in sequence along the different lessons. *e do

-

work. Hand in work on time.

MANAGING DI&ERSITY

E%ten(i&n "cti+itie($ To reinforce what has been learnt

RESOURCES -

Action cards. 6ictures of food.

the following division of activities within each lesson; Bpening activities; these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the sentence of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and nonverbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD

-

!or fast finishers. To enhance reading strategies. To improve spelling and recognition of words. To develop the first steps in writing. To develop story telling and giving speeches.

-

Teacher2s esource >it #@GB pringout CoptionalD *ord and 6icture #ards from the lesson. 6oster #@+ 6upil"s book. #oloured board markers or chalk Iellow paper: card paper 6rops for acting out the story. 7ox, hat bow 1mall pieces of paper agaEine pictures of historical places 1cissors and glue.

and reinforcement, for those who need to work a bit more in certain aspects

E&ALUATION

T&&l($ -

@irect observation. 6articipation in the classroom activities. 6upils" books revision. egister the facts. (nd of unit test 1elf-evaluation worksheet

Citei"$ dentify, illustrate and write names of s ubjects and food eaten in the past. 4se polite expressions in and out of class. dentify school subjects. 1pell words with j,ge,dge. - Answering past tense questions related to food. !ollows written instructions. 1hows interest in participating in the classroom activities.

CROSS'CURRICULAR TOPICS - E!uc"ti&n '& Pe"ce$ esponsibility to accomplish duties. - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you.

49T 

NEXT STOP 4 CYCLE: II TERM: II (Unit )!

GRADE: 4th

O"#e$tives: -

#hildren will ask and answer about past events.

S%ILLS -

6ractice identify activities in the past. @iscover verb-noun combinations. dentify sounds through pictures. 6ractise reading skills and explore the value of respect. ntroduce and practice items in a house. Ask and answer questions about what they did the previous day. &earn about a martial art practised in >orea. @iscover about activities

PROCEDURES

ATTITUDES


-

- &isten, repeat and act out the dialog. - &isten and point to past activities - &isten and number the activities. - &isten, say and spell the words. - &isten and complete the words. - &isten and read the dialog. -&isten, sing and change words to make silly verses.

-

- 1ay what they did the day before.

- eport an interview. '. eading and writing.

-

practised for long.

ACTI&ITIES

- &isten and read. Then say the sentences. - &isten, read the story and answer the questions.. - ead an article about a martial art in >orea and answer questions. - &isten, read and sing a song. - 6repare an interview; make up questions and practice them. - nterview the person chosen and write the answers. - eport the answers of the interview in a written way.

MANAGING DI&ERSITY

n each unit the activities are arranged in E%ten(i&n "cti+itie($ sequence along the different lessons. *e do To reinforce what has been learnt the following division of activities within each !or fast finishers. lesson; To enhance reading strategies. Bpening activities; these are aimed to To improve spelling and recognition of greet and to see for the first time the words. subjects we are going to work with, and To develop the first steps in writing. even remember and take up again To develop story telling and making previous aspects we are going to need. interviews. The learning of the sentence of the day is placed here. ain activities; these are the main -

RESOURCES -

Action cards Teacher2s esource >it #@GB printout CoptionalD &exical cards; verb-noun combination 6icture #ards of items of a house. 6oster #@+ 6upil"s book. &ibrary book about martial arts and leisure activities from the past. 6ictures from magaEines or postcards about activities from the past

activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and nonverbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bit more in certain aspects .

E&ALUATION

T&&l($ -

@irect observation. 6articipation in the classroom activities.

CROSS'CURRICULAR TOPICS - E!uc"ti&n '& Pe"ce$ espect people=s ages - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions.

-

6upils" books revision. egister the facts. (nd of unit 1elf-evaluation worksheet

Citei"$ - Ask and answer about the past. &ist activities done in the past. &abel modern items from a house. @escribing what people did in the past. 6icture dictation dentify a martial art practise in >orea. Talk about leisure activities in our country. !ollows written instructions. ecognise beginning sounds; pl,gl,fl, sl ake and report an interview. 1hows interest in participating in the classroom activities.

- M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. espect people=s preferences.

49T  9(JT 1TB6 + CYCLE: II TERM: II ( Unit * !

GRADE : 4T+

Objectives: Children will learn to ask and answer about people activities in the past and write about them in a perfect sequence.

S%ILLS -

6ractise identify activities in the past. @iscover verb-noun combinations and word order. dentify sounds through pictures. 6ractise reading skills and explore the value of cooperation. ntroduce and practice public places in a city. Ask and answer questions about what they did before at certain places.

PROCEDURES

ATTITUDES


-

- &isten, repeat and act out the dialog. - &isten and mark sentences true or false. - &isten and order activities - &isten, say and spell the words. - &isten and complete the words. - &isten and read the dialog. -&isten, sing and circle irregular past tense verbs.

-

-

&earn about tourist attractions in TanEania. @iscover about activities that could be done at public places.

- 1ay what they did the day before in public places.

-
ACTI&ITIES

MANAGING DI&ERSITY

n each unit the activities are arranged in sequence along the different lessons. *e do the following division of activities within each lesson; Bpening activities; these are aimed to greet and to see for the first time the subjects we are going to work

E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To improve spelling and recognition of words. To develop the first steps in writing. -

RESOURCES -

Action cards.- (<4&A 6A1T /(7 !B1 Teacher2s esource >it #@GB printout CoptionalD &exical cards; verb-noun combination 6icture #ards of public places

with, and even remember and take up again previous aspects we are going to need. The learning of the sentence of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and

-

To develop story telling and making interviews.

-

6oster #@+ 6upil"s book.. 6ictures from magaEines or postcards about tourist attractions

reinforcement, for those who need to work a bit more in certain aspects.

E&ALUATION

T&&l($ -


Citei"$ - Ask and answer about the past. &ist activities done in the past. &abel public places @escribing what people did in the past at certain places. 6icture dictation dentify tourist attractions in TanEania and in their country. !ollows written instructions. ecognise beginning sounds; aw,oor,ore ake an article and present it to class. 1hows interest in participating in the classroom

CROSS CURRICULAR TOPICS

- E!uc"ti&n '& Pe"ce$ #ooperate with others - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems.

activities.

49T 0 9(JT 1TB6 + CYCLE: II TERM: III ( Unit , !

GRADE : 4T+

Objective: Children will learn to report fluently and accurately what they did.

S%ILLS -

6ractise identify past activities in a birthday party @iscover verb-noun combinations and word order. dentify sounds through pictures. 6ractise reading skills and explore the value of responsibility ntroduce and practice food items. Ask and answer questions about what they did before at certain times of the year.

PROCEDURES %. &istening, speaking and talking; - &isten, repeat and act out the dialog. - &isten and point pictures. - &isten and mark the sentences true or false - &isten, say and spell the words. - &isten and complete the words. - &isten and read the dialog. -&isten, sing and choose irregular past

ATTITUDES nterest in participating in the classroom activities.
-

&earn about food products from a country

tense verbs. - 1ay what they did the day before at certain times.

-
ACTI&ITIES

n each unit the activities are arranged in sequence along the different lessons. *e do the following division of activities within each lesson;

MANAGING DI&ERSITY

E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. -

RESOURCES -

Action cards.- (<4&A 6A1T /(7 !B1 Teacher2s esource >it #@GB printout CoptionalD

Bpening activities; these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the sentence of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. -

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To improve spelling and recognition of words. To develop the first steps in writing. To develop story telling and making articles.

&exical cards; verb-noun combination 6icture #ards of public places 6oster #@+ 6upil"s book.. - 6ictures from magaEines about typical products from their country. -

1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bit more in certain aspects.

E&ALUATION

T&&l($ -

@irect observation. 6articipation in the classroom activities. 6upils" books revision. egister the facts. (nd of unit test. 1elf-evaluation worksheet

Citei"$ - Ask and answer about the past. &ist activities done in the past. &abel food products. @escribing what people did in the past at certain events. 6icture dictation dentify food products from #olombia.. !ollows written instructions. ecognise beginning sounds; wh -


- E!uc"ti&n '& Pe"ce$ #ooperate with others - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems.

ake an article and present it to class. 1hows interest in participating in the classroom activities.

49T 3 9(JT 1TB6 + CYCLE: II TERM: III ( Unit - !

GRADE : 4T+

Objective: Children will learn to ask and answer about quantities

S%ILLS -

6ractise identify quantity of something @iscover quantifier phrases. dentify sounds through pictures. 6ractise reading skills and explore the value of effort. ntroduce and practice food items and their containers. Ask and answer questions about the necessary quantity of food

PROCEDURES %. &istening, speaking and talking; - &isten, repeat and act out the dialog. - &isten, point pictures and say them aloud. - &isten and mark the sentences true or false - &isten, say and spell the words. - &isten and complete the words.

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items. &earn about mythology from
- &isten and read the dialog. - Talk about neighbourhood -
ACTI&ITIES

MANAGING DI&ERSITY

n each unit the activities are arranged in sequence along the different lessons. *e do the following division of activities within each lesson; Bpening activities; these are aimed to greet and to see for the first time the subjects we are going to work with, and even remember and take up again previous aspects we are going to need. The learning of the

E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To improve spelling and recognition of words. To develop the first steps in writing. To develop story telling and making descriptions.

RESOURCES -

6ictures of food items and containers. Teacher2s esource >it #@GB printout CoptionalD &exical cards; countable and uncountable nouns. 6icture #ards of heroes 6oster #@+ 6upil"s book..

sentence of the day is placed here. ain activities; these are the main activities aimed to obtain the intended objectives in each unit, arranged in sequence in each lesson. #losing activities; these are used for a quick revision of what"s been worked in each lesson, to remember the sentence of the day and to say goodbye. At this stage, we give priority to reading and pre-writing skills on these levels, that is why most of the activities are directed to this end not putting listening and speaking aside. The activities will have an increasing level of difficulty and they will be motivating and close to the pupil"s world. ost of them mean a FTotal 6hysical esponseF, furthermore, provoking verbal and non-verbal responses. The same patterns are repeated in each lesson. 1ome of them are aimed to routine acquisition, to work in group or alone, of extension Cfast finishersD and reinforcement, for those who need to work a bit more in certain aspects. -

- 6ictures from magaEines about films and its heroes.

E&ALUATION

T&&l($ -


Citei"$ - Ask and answer about quantities &ist countable and uncountable nouns. &abel food products. @escribing what their neighbourhood is like 6icture dictation dentify

- E!uc"ti&n '& Pe"ce$ ake an effort to be better each day - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems.

49T 5 9(JT 1TB6 + CYCLE: II TERM: I& ( Unit . !

GRADE : 4T+

Objective: Children will learn to ask and answer about their past abilities

S%ILLS -

6ractise identify people=s past abilities @iscover modal phrases. dentify sounds through pictures. 6ractise reading skills and explore the value of equality. ntroduce and practice the manner people do something. Ask and answer questions about people=s past abilities. &earn about musical history in ussia. @iscover types of music around the

PROCEDURES %. &istening, speaking and talking; - &isten, repeat and act out the dialog. - &isten, point pictures and say them aloud. - &isten and mark the sentences true or false - &isten, say and spell the words. - &isten and complete the words. - &isten and match with pictures. - Talk about important personal events. -
world.

and how people dance to it '. eading and writing. - &isten and read. Then match the captions to the pictures. - &isten, sing and then answer questions. - ead an article about the history of ussian music. - *rite a text about a particular type of music. - 6resent the article to the class accompanied by a mini poster.

ACTI&ITIES

MANAGING DI&ERSITY


E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To improve spelling and recognition of words. To develop the first steps in writing. To develop presentation ski lls. -

RESOURCES

6ictures of abilities. Teacher2s esource >it #@GB printout CoptionalD &exical cards; adverbs. 6icture #ards of special abilites 6oster #@+ 6upil"s book.. - 6ictures from magaEines and information from the web about particular -


types of music.

E&ALUATION

T&&l($ -


Citei"$ - Ask and answer about people=s abilities &ist abilities and the way they were performed &abel special abilities. @escribing how people perform certain abilities. 6icture dictation dentify ussian rythm !ollows written instructions. ecognise beginning sounds; hard and soft C ake a description and present it to class. 1hows interest in participating in the classroom activities.


- E!uc"ti&n '& Pe"ce$ ake an effort to be better each day - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems.

49T %8 9(JT 1TB6 + CYCLE: II TERM: I& ( Unit / !

GRADE : 4T+

Objectives: Children will learn to ask and answer about their belongings

S%ILLS -

6ractise phrases about possessions @iscover key vocabulary. dentify sounds through pictures. 6ractise reading skills and explore the value of Kustice. ntroduce and practice daily used and worn objects. Ask and answer questions about

PROCEDURES

ATTITUDES


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- &isten, repeat and act out the dialog. - &isten, point pictures and say them aloud. - &isten and play a game. - &isten, say and spell the words. - &isten and complete the words.

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belongings &earn about a special art form from Kapan @iscover special art forms and practise them.

- &isten and read the dialog. - Talk about possessions -
ACTI&ITIES

MANAGING DI&ERSITY


E%ten(i&n "cti+itie($ To reinforce what has been learnt !or fast finishers. To enhance reading strategies. To improve spelling and recognition of words. To develop the first steps in writing. To develop giving instructions strategies

RESOURCES -

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6ictures of daily objects Teacher2s esource >it #@GB printout CoptionalD &exical cards; common belongings.. 6icture #ards of words with silent T 6oster #@+ 6upil"s book.. ealia.


E&ALUATION

T&&l($ -



- E!uc"ti&n '& Pe"ce$ dentify cases of fairness and its opposite. - E!uc"ti&n '& (&li!"it/$ respect the others in their class2 contributions. - M&"l "n! ci+ic e!uc"ti&n$ recognising the importance of saying please when asking for something and saying thank you. Helping others in solving problems.

Citei"$ - Ask and answer about belongings &ist common objects used and worn. &abel objects with silent T (xplaining steps to make a paper object. 6icture dictation dentify special art forms !ollows written instructions ake a description and present it to class. 1hows interest in participating in the classroom activities.

………………………………… nglish Coordinator

………………………………….. !eacher in charge

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