literacy unit overview - macmillan education · pupil’s book activity 2 read and stick the ten...
TRANSCRIPT
147
6Unit
Spor
ts m
ad
Uni
t ov
ervi
ew
Cro
ss-c
urr
icula
r links
Lin
k t
o S
cie
nc
e
Wate
r an
d a
ir o
n E
art
h: Id
entif
ying w
here
we fi
nd
wate
r
Su
gg
este
d A
rts a
nd
Cra
fts c
on
ce
pts
Exp
loring
th
ree-d
imen
sio
nal g
eo
metr
ic s
hap
es a
nd
co
nstr
uctin
g a
cylin
drical Jap
an
ese c
arp
kite
Sta
yin
g s
afe
when d
oin
g s
po
rts.
Ap
ply
ing
ru
les (L
esso
ns 2
an
d 4
); P
red
ictin
g (L
esso
ns
3 a
nd
8); D
iscu
ssin
g v
alu
es (L
esso
n 3
); E
xp
ressin
go
pin
ion
s (L
esso
n 3
); S
eq
uen
cin
g (L
esso
n 6
); T
hin
kin
g
ab
ou
t yo
ur
cu
ltu
re (L
esso
n 8
); M
akin
g c
on
nectio
ns
(Revie
w)
•Id
en
tify
an
d n
am
e w
ate
r sp
ort
seq
uip
men
t (L
esso
n 1
)•
Say t
he v
ocab
ula
ry c
han
t (L
esso
n 1
)•
Un
ders
tan
d a
nd
act
ou
t a
co
nvers
atio
n (L
esso
n 2
)•
Talk
an
d w
rite
ab
ou
t fu
ture
pla
ns
(Lesso
n 2
)•
Fo
llow
, co
mp
lete
an
d c
orr
ect
the
gra
mm
ar
tab
les (L
esso
ns 2
an
d 4
)•
Learn
ad
verb
s o
f m
an
ner
(Lesso
n 4
)•
Learn
sim
ple
tim
e s
eq
uen
cers
fo
ro
rderin
g in
form
atio
n (L
esso
n 7
)
•U
se a
co
de t
o r
ead
a m
essag
e(L
esso
n 3
)
• U
se t
he P
up
il’s A
pp
on
Navio
• S
ay a
to
ng
ue t
wis
ter, learn
an
oth
er
sp
elli
ng
fo
r th
e ‘
k’
so
un
d a
nd
pra
ctise
sp
elli
ng
(L
esso
n 5
)•
Pra
ctise a
ctivity t
yp
es f
ou
nd
in
th
eC
am
brid
ge e
xam
s•
Revie
w y
ou
r o
wn
learn
ing
(R
evie
wle
sso
n)
• U
nd
ers
tan
d t
he im
po
rtan
ce o
flis
ten
ing
to
oth
er
peo
ple
’s id
eas
(Lesso
n 3
)
• W
ork
with
a T
alk
Part
ner
to p
ractise
an
d r
ein
forc
e learn
ing
(all
lesso
ns)
•D
o a
qu
estio
nn
aire in
pairs a
nd
rep
ort
on
it
(Lesso
n 5
)
• S
ing
tw
o s
on
gs (L
esso
ns 1
an
d 4
)•
Under
stan
d a
nd a
ct o
ut a
sto
ry (L
esso
n 3
)•
Read
and
evalu
ate
a lett
er
(Lesso
n 6
)•
Write
a lett
er
(Lesso
n 7
)•
Learn
ab
ou
t N
ew
Zeala
nd
(L
esso
n 8
)•
Th
ink a
bo
ut
yo
ur
ow
n c
ultu
re(L
esso
n 8
)
Vo
ca
bu
lary
Co
re v
oc
ab
ula
ryflip
pers
, g
loves,
helm
et,
kayak,
life jacket,
mask,
pad
dle
, sn
ork
el,
su
rfb
oard
, sw
imsu
it,
wate
r-skis
, w
ets
uit;
bad
ly,
fast,
lo
ud
ly,
qu
ickly
, q
uie
tly,
slo
wly
, w
ell
Exte
nsio
n v
oc
ab
ula
ry (
op
tio
na
l)fish
ing
ro
d,
go
gg
les,
jet
ski, o
ars
, ro
pe,
saili
ng
bo
at;
care
fully
, d
an
gero
usly
, h
ap
pily
, sad
ly
Oth
er
vo
ca
bu
lary
ad
ven
ture
/ s
po
rts c
am
p,
arc
hery
, b
un
gee ju
mp
ing
, extr
em
e s
po
rt,
fore
st,
ho
rse r
idin
g,
kayakin
g,
lake,
leaflet,
lett
er, m
ou
nta
in b
ikin
g,
raft
ing
, ro
ck c
limb
ing
, san
d s
urfi
ng
, w
ind
su
rfin
g,
zorb
ing
Re
cyc
led
vo
ca
bu
lary
b
aseb
all,
cycle
, d
an
ce,
go
sw
imm
ing
, g
ym
nastics,
ho
ckey,
pla
y
foo
tball,
rid
e a
ho
rse,
rolle
rbla
de,
saili
ng
, sin
g,
skate
, sn
ork
elli
ng
,sw
im,
ten
nis
, vo
lleyb
all,
walk
, w
atc
h T
V;
ad
ven
ture
, air,
beach
, cam
p,
faste
r, h
ill,
lie d
ow
n,
mo
un
tain
s,
river, r
ock,
sea a
nim
als
Str
uc
ture
s
Co
re s
tru
ctu
res
I am
/ I’m
no
t g
oin
g t
o (p
lay f
oo
tball
(to
mo
rro
w). H
e is /
isn
’t g
oin
gto
(g
o s
wim
min
g). T
hey a
re /
are
n’t
go
ing
to
(w
atc
h T
V). A
re y
ou
g
oin
g t
o (p
lay f
oo
tball)
? Y
es,
I am
. N
o,
I’m
no
t. W
hat
are
yo
u g
oin
g
to d
o (o
n S
atu
rday)?
I (p
lay c
hess) (w
ell)
. H
e (d
an
ces) (b
ad
ly).
Oth
er
str
uc
ture
sD
ear
(Gra
nd
ma), F
irst
/ N
ext
/ F
inally
, (I’
m g
oin
g to) (g
o h
ors
e r
idin
g).
See y
ou (so
on). L
ove
, (L
aura
). W
hic
h (sp
ort
) can y
ou d
o (in
the a
ir)?
If
you li
ke (tr
ave
lling fast
), (sa
nd
surfi
ng) is
(th
e s
port
for
you).
Re
cyc
led
str
uc
ture
sI’m
wearin
g (a w
ets
uit). I’m
read
y t
o (sn
ork
el).
Wh
at
ab
ou
t yo
u?
A
re y
ou
(re
ad
y t
o s
no
rkel)?
He’s
wearin
g (g
loves). S
he’s
go
t (w
ate
r-skis
). S
he’s
read
y t
o (w
ate
r-ski).
Yo
u m
ust
(ru
n f
ast)
. G
oo
d id
ea.
Wh
y d
on
’t y
ou
(p
lay f
oo
tball)
?
Do
yo
u lik
e (ad
ven
ture
)?
Ph
on
ics
Th
e ‘
k’
so
und
(b
lack
mo
nk
key
kk k
yaya
kkk
s q
ui
kkc
kly
la
kkke)
kk
Valu
esU
nd
ers
tan
din
g t
he im
po
rtan
ce o
f lis
ten
ing
to
oth
er
peo
ple
’s id
eas
Wo
rkin
g t
og
eth
er
(Lesso
n 1
); T
eam
bu
ildin
g (L
esso
n 2
);C
olla
bo
ratin
g (L
esso
n 4
); C
heckin
g learn
ing
(L
esso
n
5); S
harin
g in
form
atio
n (L
esso
n 5
); P
eer
evalu
atio
n a
nd
fe
ed
back (L
esso
n 7
); W
ork
ing
to
geth
er
(Revie
w)
Thin
king
ski
lls
21st C
entu
ry S
kills
212stss
Te
xt
typ
e: a lett
er
(writing
pre
para
tio
n)
Re
ad
ing
sk
ills
: seq
uen
cin
g p
art
s o
f a t
ext
Wri
ting
skill
s:usi
ng tim
e s
equencers
‘Firs
t’, ‘
Next
’, ‘F
inally
’
Lite
racy
Key
Cope
tece
sa
dKe
y Co
mpe
tenc
es a
ndKe
y Le
arni
ng O
utco
mes
Extr
em
e s
po
rts in
New
Zeala
nd
Cultu
re …
aro
und
the
wor
ldC
147
148
60
Uni
t 66 A
day
in th
e pa
rkLe
sso
n 1
Voc
abu
lary
We
ca
n c
limb
a t
ree
. W
e c
an
jum
p a
nd
ru
n.
We
ca
n p
lay
on
th
e s
win
g.
The
pa
rk is
fun
.
It’s
fun,
fun,
fun
in th
e p
ark
.Ye
s, it’
s fu
n, fu
n, fu
n in
the
pa
rk.
We
ca
n p
lay
on
th
e s
lide
.W
e c
an
jum
p a
nd
ru
n.
We
ca
n p
lay
on
th
e ro
un
da
bo
ut.
The
pa
rk is
fun
.
Cho
rus
We
ca
n p
lay
on
th
e g
rass
.W
e c
an
jum
p a
nd
ru
n.
We
ca
n p
lay
on
th
e s
ee
saw
.Th
e p
ark
is fu
n.
Cho
rus
1
List
en a
nd p
oint
. Sin
g It
’s fu
n in
the
park
.
2
Rea
d a
nd s
tick
the
ten
stic
kers
. Lis
ten
and
say
the
cha
nt.
Key
lear
nin
g o
utc
om
es: i
den
tify
an
d s
ay t
en p
ark
ob
ject
s; s
ing
a s
on
g a
bo
ut
pla
yin
g in
th
e p
ark
Vo
cab
ula
ry: p
ark
ob
ject
s
Lear
ning
to le
arn
Lear
ning
to le
arn
Lear
ning
to le
arn
➔ S
pel
ling
: go
to p
ag
e 67
in y
our A
ctiv
ity B
ook.
swin
gsl
ide
sees
awro
unda
bout
clim
bing
fr
ame
sixt
y
CD
3 3
CD
3 1
Uni
t 66 A
day
in th
e pa
rkLe
sso
n 1
Voc
abu
lary
1
Rea
d, l
ook
and
writ
e.
2
me
Writ
e. C
olou
r the
obj
ects
you
like
.
m
swin
g
slid
e
rou
ndab
out
se
esaw
c
lim
bing
fram
e
fl ow
ers
ro
cks
gr
ass
bu
shes
t
ree
1 I c
an
se
e
gras
s
in
th
e p
ark
.
2 I c
an
se
e s
ix
in t
he
pa
rk.
3 I c
an
se
e a
big
in
th
e p
ark
.
4 I c
an
se
e t
wo
in
th
e p
ark
.
5 I c
an
se
e t
hre
e
in t
he
pa
rk.
1
slide
4
2 5
3
58fi f
ty-e
ight
Extr
a a
cti
vit
y
Vo
ca
bu
lary
Exte
nsio
n
•b
en
ch
, fo
unta
in, p
layh
ouse
,
sand
pit, tr
am
polin
e, w
all
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w t
he a
ctio
n w
ord
s.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Lin
k t
o S
cie
nc
e
•P
lan
ts:
Iden
tify
liv
ing
an
d n
on
-
livin
g t
hin
gs a
nd
revie
w w
hat
pla
nts
need
to
su
rviv
e.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Wo
rkin
g t
og
eth
er
an
d
su
pp
ort
ing
ea
ch
oth
er
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Ask a
nd
an
sw
er
Wh
at’s t
his
?
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•R
ead
, lo
ok a
nd
write
.
Ac
tivit
y 2
m
e
•W
rite
.
•C
olo
ur
the o
bje
cts
yo
u lik
e.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Ask
an
d a
nsw
er.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d w
rite
the w
ord
.
Ac
tivit
y 1
•L
iste
n a
nd
po
int.
CD
3 T
rac
k 1
pX
XX
•S
ing
It’s f
un
in
th
e p
ark
.
Ac
tivit
y 2
•R
ead
and
stick t
he t
en s
tickers
.
•L
iste
n a
nd
say t
he c
han
t.
CD
3 T
rac
k 3
pX
XX
Go
to
th
e A
ctivity B
oo
k.
Wo
rd c
ard
s
•R
ead
th
e w
ord
card
s.
•M
atc
h t
hem
to
th
e fl a
sh
card
s.
Vo
ca
bu
lary
p
rese
nta
tio
n
•P
resen
t th
e n
ew
vo
cab
ula
ry.
Let’s
pra
ctis
e s
pe
llin
g!
Loo
kC
op
yC
ove
r a
nd w
rite
1
sw
ing
2
sl
ide
3
se
esaw
4ro
unda
bout
5
cl
imbi
ng
fr
ame
6
gr
ass
7
fl o
wer
8
tr
ee
9
bu
sh
10
ro
ck
c
Spel
ling
Let’s
pra
ctis
e s
pe
llin
g!
Spel
ling
sixt
y-se
ven
67
6 L
earn
ing
to le
arn
Lear
ning
to le
arn
Lear
ning
to le
arn
Sp
ellin
g
Le
t’s p
rac
tise
sp
ellin
g!
•U
se t
he L
oo
k-C
op
y-
Co
ver-
Write
tech
niq
ue.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
Sp
ellin
g
•P
ractise s
pelli
ng
at
an
y t
ime
du
rin
g t
his
un
it (A
ctivity B
oo
k
p6
7).
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6 Le
sso
n 1
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Ke
y la
ng
ua
ge
•clim
bin
g f
ram
e,
rou
nd
ab
ou
t, s
eesaw
, slid
e,
sw
ing
;
bu
sh
, fl o
wer, g
rass,
rock,
tree;
pla
y
•W
e c
an
(clim
b). W
e c
an
pla
y o
n t
he (slid
e). T
he p
ark
is
fun
. It
’s f
un
in
th
e p
ark
.
Re
cyc
led
: clim
b,
jum
p,
run
; cat
Re
cyc
led
: I can
see (six
fl o
wers
).
Ma
teri
als
•P
up
il’s B
oo
k p
60
; A
ctivity B
oo
k p
p5
8 a
nd
67
; C
lass
CD
3; Te
ach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s; P
layg
rou
nd
ob
jects
an
d n
atu
re w
ord
card
s; U
nit 6
stickers
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
, sin
g,
read
, m
atc
h, stick, say,
write
, co
lou
r, T
alk
Part
ners
•A
mu
sic
CD
•C
rayo
ns o
r co
lou
red
pen
cils
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
• Id
entify
and
say t
en p
ark
ob
jects
• S
ay t
he v
ocab
ula
ry c
hant
• S
tick t
he s
tickers
•Id
entify
liv
ing
and
no
n-l
ivin
g t
hin
gs (o
ptio
nal)
• P
ractise s
pelli
ng
• S
ing
a s
ong
ab
out
pla
yin
g in t
he p
ark
149
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
ac
tio
n w
ord
s.
•P
lay s
om
e m
usic
fro
m a
CD
and
say o
ne o
f th
e a
ctio
n
wo
rds w
alk
, fl y,
jum
p,
sw
im,
run,
clim
b.
The p
up
ils d
o
the a
ctio
n. S
top
the m
usic
and
the p
up
ils f
reeze lik
e
sta
tues. R
ep
eat
severa
l tim
es.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o le
arn
pla
yg
rou
nd
ob
jec
ts
an
d n
atu
re w
ord
s.
•H
old
up
the t
ask fl a
shcard
s a
nd
elic
it t
he a
ctivitie
s.
Stick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Re
ad
an
d s
tic
k t
he
te
n s
tic
ke
rs.
Lis
ten
an
d s
ay t
he
ch
an
t.
CD
3 T
rac
k 3
pX
XX
•(B
oo
ks o
pen
.) A
sk a
pu
pil
to r
ead
th
e fi r
st
wo
rd.
Th
e
pu
pils
stick t
he c
orr
esp
on
din
g s
ticker. R
ep
eat
with
the o
ther
stickers
.
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
an
d s
ay t
he c
han
t,
po
intin
g t
o t
he s
tickers
in
tu
rn.
Wo
rd c
ard
s
Re
ad
th
e w
ord
ca
rds.
Ma
tch
th
em
to
th
e fl
ash
ca
rds.
•(B
oo
ks c
losed
.) H
old
up
the p
layg
round
ob
jects
an
d
natu
re w
ord
card
s in t
urn
, and
say o
r elic
it e
ach w
ord
.
•A
sk d
iffe
rent
pup
ils t
o c
om
e a
nd
stick e
ach w
ord
card
on t
he b
oard
with t
he c
orr
esp
ond
ing
fl a
shcard
.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Re
ad
, lo
ok
an
d w
rite
.
•(B
oo
ks o
pen
.) A
sk d
iffe
ren
t p
up
ils t
o r
ead
ou
t th
e
sen
ten
ces.
Ch
eck u
nd
ers
tan
din
g.
•T
he p
up
ils w
ork
on
th
eir o
wn
. T
hey lo
ok a
t th
e p
ictu
re
an
d c
om
ple
te t
he s
en
ten
ces.
An
sw
ers
: 1 g
rass 2
fl o
wers
3 t
ree 4
bu
sh
es 5
ro
cks
Ac
tivit
y 2
m
e
Wri
te.
Co
lou
r th
e o
bje
cts
yo
u lik
e.
•R
ead
ou
t th
e p
ark
ob
jects
as a
cla
ss.
•T
he p
up
ils w
rite
th
e p
ark
ob
jects
un
der
the c
orr
ect
pic
ture
s.
Th
en
th
ey c
olo
ur
the p
ark
ob
jects
th
ey lik
e.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Read
the s
peech b
ub
ble
s. T
he
pup
ils a
sk a
nd
answ
er
with a
Talk
Part
ner.
An
sw
ers
: 1 s
lide 2
seesaw
3 c
limb
ing
fra
me 4
sw
ing
5 r
ou
nd
ab
ou
t
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
m
ou
se
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e le
arn
t p
layg
rou
nd
ob
jec
ts a
nd
na
ture
wo
rds.
Wh
at
wo
rds d
o y
ou
rem
em
be
r? E
licit t
he w
ord
s f
rom
th
e p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
Extr
a a
cti
vit
y
Vo
ca
bu
lary
Exte
nsio
n
•P
resen
t six
ad
ditio
nal w
ord
s: b
en
ch
, fo
un
tain
,
pla
yh
ou
se, san
dp
it, tr
am
po
line, w
all.
•U
se t
he V
ocab
ula
ry B
oo
ste
r o
n N
avio
to
pra
ctise
these n
ew
wo
rds.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d p
oin
t. S
ing
It’
s f
un
in
th
e p
ark
.
CD
3 T
rack 1
pX
XX
•(B
oo
ks o
pen.) F
ocus t
he p
up
ils o
n t
he p
ictu
re.
Ask
Wh
ere
are
Mo
lly,
Be
th,
To
by a
nd
Ja
ke
? W
ha
t c
an
the
y d
o in
th
e p
ark
?
•P
lay t
he C
D. T
he p
up
ils p
oin
t to
the o
bje
cts
.
•P
lay t
he C
D a
gain
. T
he p
up
ils s
ing
and
do
the a
ctio
ns.
Stick t
he p
layg
round
ob
jects
and
natu
re fl a
shcard
s o
n
the b
oard
in t
he o
rder
of
the s
ong
, if n
ecessary
.
Lin
k t
o S
cie
nc
e
•If y
ou
are
stu
dyin
g t
he S
cie
nce t
op
ic o
f P
lan
ts in
En
glis
h, re
vie
w liv
ing
an
d n
on
-liv
ing
th
ing
s w
ith
th
e
ob
jects
on
th
e o
pen
ing
sp
read
. T
hen
revie
w w
hat
all
pla
nts
need
to
su
rviv
e (air,
wate
r an
d s
un
ligh
t).
Sp
ellin
g (
Ac
tivit
y B
oo
k p
ag
e 6
7)
Le
t’s p
rac
tise
sp
ellin
g!
•T
he p
up
ils c
an
pra
ctise s
pelli
ng
th
e t
en
pla
yg
rou
nd
ob
jects
an
d n
atu
re w
ord
s u
sin
g t
he L
oo
k-C
op
y-
Co
ver-
Write
tech
niq
ue a
t an
y t
ime d
urin
g t
his
un
it
befo
re t
he L
esso
n 8
Revie
w.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
. If
necessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
cat
Vo
ca
bu
lary
pre
se
nta
tio
n
Pre
se
nt
the
ne
w v
oc
ab
ula
ry.
•(B
oo
ks c
losed
.) A
sk D
o y
ou
lik
e g
oin
g t
o t
he
pa
rk?
Wh
at
ca
n y
ou
se
e a
t th
e p
ark
? E
licit t
he n
am
es o
f
natu
ral and
man-m
ad
e t
hin
gs.
•H
old
up
the p
layg
round
ob
jects
and
natu
re fl a
shcard
s and
say
the w
ord
. The c
lass
rep
eats
. S
tick the fl a
shcard
s on
the b
oard
. P
oin
t to
them
in turn
. The p
up
ils s
ay
the w
ord
s.
Wo
rkin
g t
og
eth
er
an
d s
up
po
rtin
g e
ac
h o
the
r
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Pup
il A
checks t
he learn
ing
of
Pup
il B
by p
oin
ting
to
a p
ark
ob
ject
sticker
and
askin
g
What’s
this
? P
up
il B
answ
ers
usin
g It’s
(a) ... If P
up
il B
can’t r
em
em
ber, P
up
il A
help
s h
im /
her. T
hey s
wap
role
s a
nd
rep
eat.
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
150
66Le
sso
n 2
Gra
mm
ar
1
Rea
d, f
ollo
w a
nd w
rite.
d
Wh
ere
’s
?
An
d w
he
re’s
?
She
’s o
n t
he
. L
oo
k! .
Co
me
on
. Le
t’s p
lay,
too
.
roc
k
swin
g
roun
dabo
ut
sees
aw
He
’s o
n t
he
rock
. . .
She
’s o
n t
he
.1
Wh
ere
’s To
by?
2 W
he
re’s
Mo
lly?
3 W
he
re’s
Be
th?
4 W
he
re’s
Ja
ke?
2
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
sC
hoos
e. C
ompl
ete
the
conv
ersa
tion.
Act
out
.
6 59fi f
ty-n
ine
616Le
sso
n 2
Gra
mm
ar
6
1
List
en a
nd re
pea
t. A
ct o
ut.
2
List
en a
nd m
atc
h.
I’m lo
st. W
he
re’s
my
big
sis
ter?
She
’s o
n t
he
sw
ing
. Lo
ok!
An
d w
he
re’s
my
big
bro
the
r?
He
’s o
n t
he
rou
nd
ab
ou
t. C
om
e o
n. L
et’s
pla
y, to
o.
a
bc
d
1 2
34
Key
lear
nin
g o
utc
om
es: u
se w
her
e an
d p
rep
osi
tio
ns
of
pla
ceG
ram
mar
: Wh
ere’
s (B
eth
)? S
he’
s (o
n t
he
swin
g).
Wh
ere’
s (J
ake)
? H
e’s
(on
th
e sl
ide)
.
Wh
ere
’s m
y si
ste
r?
She
’s o
n t
he
sw
ing
.
Wh
ere
’s m
y b
roth
er?
H
e’s
on
th
e ro
un
da
bo
ut.
Gra
mm
ar
gras
sfl o
wer
tree
bush
rock
sixt
y-on
e
CD
3 4
CD
3 5
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Revie
w
the p
layg
rou
nd
ob
jects
an
d
natu
re v
ocab
ula
ry.
•R
evie
w t
he It’s f
un
in
th
e p
ark
so
ng
.
CD
3 T
rac
k 1
pX
XX
CD
3 T
rac
k 2
pX
XX
(o
pti
on
al
ka
rao
ke
ve
rsio
n)
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 2
•L
iste
n a
nd
matc
h.
CD
3 T
rac
k 5
pX
XX
Go
to
th
e A
ctivity B
oo
k.
Extr
a a
cti
vit
y
Re
info
rce
me
nt
•P
lay F
ast
fi n
ger.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Ac
tivit
y 1
•L
iste
n a
nd
rep
eat.
CD
3 T
rac
k 4
pX
XX
•A
ct
ou
t.
Be
ing
aw
are
of
oth
ers
•P
lay a
cla
ss g
am
e.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•R
ead
, fo
llow
an
d w
rite
.
Ac
tivit
y 2
•C
ho
ose.
Co
mp
lete
th
e
co
nvers
atio
n.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Act
ou
t.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Less
on
2
Ke
y la
ng
ua
ge
•W
here
’s (B
eth
)? S
he’s
(o
n t
he s
win
g). W
here
’s (Jake)?
He’s
(o
n t
he s
lide).
Re
cyc
led
: clim
bin
g f
ram
e,
rou
nd
ab
ou
t, s
eesaw
,
slid
e,
sw
ing
; b
ush
, fl o
wer, g
rass,
rock,
tree;
park
;
bro
ther, s
iste
r; b
ig;
du
ck
Ma
teri
als
•P
up
il’s B
oo
k p
61
; A
ctivity B
oo
k p
59;
Cla
ss C
D3
;
Teach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
, act
ou
t, m
atc
h, re
ad
, fo
llow
, w
rite
, th
ink, Talk
Part
ners
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
•A
scarf
• U
se w
here
and
pre
po
sitio
ns
• C
om
ple
te a
nd
pra
ctise a
co
nvers
atio
n
• Lis
ten f
or
sp
ecifi c
info
rmatio
n
151
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
pla
yg
rou
nd
ob
jec
ts a
nd
na
ture
vo
ca
bu
lary
.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
The p
up
ils w
ork
with a
Talk
Part
ner
to r
em
em
ber
and
nam
e t
he p
layg
round
ob
jects
and
natu
re v
ocab
ula
ry.
Ask a
pair t
o s
ay a
pla
yg
round
ob
jects
and
natu
re w
ord
and
ho
ld u
p t
he
co
rresp
ond
ing
fl a
shcard
. T
he c
lass r
ep
eats
the w
ord
.
Rep
eat
for
all
the p
layg
round
ob
jects
and
natu
re
fl ashcard
s, askin
g d
iffe
rent
pairs o
f p
up
ils e
ach t
ime.
Re
vie
w t
he
It’
s f
un
in
th
e p
ark
so
ng
.
CD
3 T
rack 1
pX
XX
CD
3 T
rack 2
pX
XX
(o
pti
on
al ka
rao
ke
ve
rsio
n)
•U
se t
he p
layg
round
ob
jects
fl a
shcard
s t
o q
uic
kly
revie
w t
he t
en ite
ms in t
he p
ark
. T
hen,
stick t
he
fl ashcard
s in d
iffe
rent
pla
ces a
round
the c
lassro
om
.
Ask W
he
re’s
th
e s
lid
e?
The p
up
ils f
ace a
nd
po
int
to
the c
orr
esp
ond
ing
fl a
shcard
. R
ep
eat
with t
he o
ther
fl ashcard
s. A
s t
he p
up
ils b
eco
me m
ore
co
nfi d
ent,
incre
ase t
he s
peed
of
yo
ur
deliv
ery
.
•P
lay t
he C
D (o
r use t
he k
ara
oke v
ers
ion). T
he c
lass
sin
gs t
he s
ong
and
po
ints
to
the fl a
shcard
s w
hen
th
ey
are
mentio
ned
in t
he s
ong
.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o t
alk
ab
ou
t b
oys a
nd
gir
ls
in t
he
pa
rk.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lis
ten
an
d m
atc
h.
CD
3 T
rac
k 5
pX
XX
•N
am
e t
he c
hara
cte
rs a
nd
th
e o
bje
cts
in
Activity 2
.
•T
hen
say L
et’s lis
ten
an
d m
atc
h.
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
an
d d
raw
matc
hin
g
lines.
Pau
se t
he C
D a
fter
each
co
nvers
atio
n t
o a
llow
the p
up
ils t
ime t
o m
atc
h t
he c
hara
cte
rs a
nd
th
e p
ark
ob
jects
.
•P
lay t
he C
D a
gain
an
d c
heck t
he a
nsw
ers
.
An
sw
ers
: 1 c
2 a
3 d
4 b
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Re
ad
, fo
llo
w a
nd
wri
te.
•(B
oo
ks o
pen
.) R
ead
ou
t th
e fi r
st
qu
estio
n in
Activity 1
.
Fo
llow
th
e p
ath
to
th
e a
nsw
er
an
d t
he p
up
ils d
o t
he
sam
e.
•A
sk a
vo
lun
teer
to r
ead
th
e s
eco
nd
qu
estio
n.
Th
e
pu
pils
fo
llow
with
th
eir fi n
ger. E
licit t
he a
nsw
er.
•T
he p
up
ils d
raw
th
e p
ath
s a
nd
write
th
e a
nsw
ers
.
An
sw
ers
: 1 H
e’s
on
th
e r
ock.
2 S
he’s
on
th
e s
eesaw
.
3 S
he’s
on
th
e r
ou
nd
ab
ou
t. 4
He’s
on
th
e s
win
g.
Ac
tivit
y 2
Ch
oo
se
. C
om
ple
te t
he
co
nve
rsa
tio
n.
Ac
t o
ut.
•D
em
on
str
ate
th
e a
ctivity t
o t
he c
lass.
Co
mp
lete
th
e
fi rs
t sp
eech
bu
bb
le b
y a
dd
ing
a g
irl’s
nam
e a
nd
th
e
seco
nd
by a
dd
ing
a p
layg
rou
nd
ob
ject.
Elic
it a
bo
y’s
nam
e f
or
the t
hird
sp
eech
bu
bb
le a
nd
a d
iffe
ren
t
pla
yg
rou
nd
ob
ject
for
the f
ou
rth
.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Th
e p
up
ils w
ork
with
a T
alk
Part
ner
to c
om
ple
te t
heir o
wn
co
nvers
atio
n.
•A
sk d
iffe
ren
t p
airs o
f p
up
ils t
o a
ct
ou
t th
eir
co
nvers
atio
ns f
or
the c
lass.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
d
uck
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e t
alk
ed
ab
ou
t b
oys
an
d g
irls
an
d w
e’v
e a
cte
d o
ut
a c
on
ve
rsa
tio
n
tog
eth
er.
Re
me
mb
er
we
use
‘h
e’ fo
r b
oys a
nd
‘sh
e’
for
gir
ls. D
id y
ou
wo
rk w
ell t
od
ay?
Elic
it r
esp
on
ses
fro
m t
he p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
•P
lay t
he C
D a
gain
, p
au
sin
g a
fter
each
sen
ten
ce f
or
the p
up
ils t
o r
ep
eat.
•A
sk d
iffe
ren
t p
up
ils t
o c
om
e t
o t
he f
ron
t an
d a
ct
ou
t
the c
on
vers
atio
n.
Extr
a a
cti
vit
y
Re
info
rce
me
nt
•P
lay F
ast
fi n
ger
(see p
28
) w
ith
th
e p
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d r
ep
ea
t. A
ct
ou
t.
CD
3 T
rack 4
pX
XX
•(B
oo
ks o
pen.) T
he p
up
ils lo
ok a
t th
e p
ictu
re.
Ask
Wh
ere
’s B
eth
? P
oin
t to
the s
mall
bo
y. A
sk I
s h
e b
ig
or
sm
all? I
s h
e h
ap
py o
r sa
d?
•P
lay t
he C
D. T
he p
up
ils lis
ten a
nd
read
the
co
nvers
atio
n. A
sk W
ha
t’s t
he
ma
tte
r w
ith
th
e s
ma
ll
bo
y? W
he
re a
re h
is b
roth
er
an
d s
iste
r?
Be
ing
aw
are
of
oth
ers
•A
sk t
he c
lass t
o lo
ok c
are
fully
at
wh
ere
th
e o
ther
pu
pils
are
sittin
g.
•In
vite o
ne p
up
il to
th
e f
ron
t an
d c
over
his
/ h
er
eyes
with
a b
lind
fold
. A
sk W
he
re’s
(P
atr
icia
)? T
he p
up
il
po
ints
to
wh
ere
his
/ h
er
cla
ssm
ate
is s
ittin
g.
•R
ep
eat
with
oth
er
pu
pils
.
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
152
1 W
ha
t g
am
e d
o t
he
ch
ildre
n p
lay?
2 W
he
re a
re J
ake
an
d M
olly
?
3 W
ha
t c
an
Tob
y d
o?
1
Rem
emb
er th
e st
ory.
Rea
d a
nd ti
ck (
✓).
2
Look
at t
he s
tory
ag
ain
. Rea
d a
nd m
atc
h.
ch
1 2 3 4
Sorr
y, To
by.
Yo
u c
an
’t p
lay
in h
ere
.
The
y’re
be
hin
d t
he
tre
e.
Re
ad
y o
r n
ot,
he
re I
co
me
!
You
ca
n h
ave
a r
ide
on
th
e m
ag
ic b
ike
.
foo
tba
ll
be
hin
d a
tre
e
go
in t
he
p
layg
rou
nd
hid
e a
nd
se
ek
be
hin
d a
bu
sh
ha
ve a
rid
e o
n
the
ma
gic
bik
e
ten
nis
in t
he
lon
g g
rass
pla
y h
ide
a
nd
se
ek
6Le
sso
n 3
Sto
ry
60si
xty
Aft
er y
ou re
ad
6Le
sso
n 3
Sto
ry
62
1
List
en a
nd re
ad
. Act
out
.
Wh
at
ca
n y
ou
se
e in
th
e p
layg
rou
nd
?
Tha
nk
you
.
Sorr
y, To
by.
Yo
u c
an
’t p
lay
in h
ere
.
Wh
ere
are
Ja
ke
an
d M
olly
?
Go
t yo
u!
Let’s
pla
y h
ide
an
d s
ee
k.
The
y’re
be
hin
d
the
tre
e.
Aa
arg
h!
8, 9
, 10!
R
ea
dy
or
no
t, h
ere
I c
om
e!
Wh
ere
are
th
ey?
Go
od
ide
a, B
eth
.
Key
lear
nin
g o
utc
om
es: r
ead
, lis
ten
an
d u
nd
erst
and
a s
tory
ab
ou
t a
gam
e o
f h
ide
and
see
kLa
ng
uag
e: W
her
e’s
Tob
y? H
e’s
on
th
e sl
ide.
Wh
ere
are
Jake
an
d M
olly
? Th
ey’r
e b
ehin
d t
he
tree
.si
xty-
two
1 3
2 4
Hid
e an
d se
ekH
ide
and
seek
Bef
ore
you
read
CD
3 6
63
2
Valu
esVa
lues
Valu
esRe
ad
and
circ
le.
➔G
o to
pa
ge
60 in
you
r Act
ivity
Boo
k.
No
w I
ca
n
see
Tob
y.
Ma
gic
Bik
e, c
an
yo
u h
elp
?
But
you
ca
n h
ave
a r
ide
on
th
e m
ag
ic b
ike
. Le
t’s g
o!
He
isn
’t u
nd
er
the
bu
sh.
An
d h
e is
n’t
in
the
lon
g g
rass
.
He
’s o
n
the
slid
e!
Wh
ere
is h
e?
You
ca
n’t
go
in t
he
p
layg
rou
nd
, To
by.
Val
ues
: res
pec
tin
g s
ign
ssi
xty-
thre
e
Late
r …
I do
n’t
kno
w.
Tob
y! To
by!
I ca
n’t
see
him
in t
he
pa
rk.
Oh
no
! W
he
re’s
Tob
y?
756
8
Re
me
mb
er!
Res
pect
/ W
rite
/ Sa
y
the
sig
ns
aro
un
d y
ou
.
Aft
er y
ou re
adN
ow w
atc
h th
e a
nim
ate
d s
tory
!
6
At a
Gla
nce
Less
on P
lan
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Act
ivity
Boo
k
Less
on
3
Ke
y la
ng
ua
ge
•b
eh
ind
; p
layg
rou
nd
, sig
n
•W
here
are
(Jake a
nd
Mo
lly)?
Th
ey’r
e (b
eh
ind
) th
e
(tre
e). W
here
’s T
ob
y?
He’s
(o
n t
he s
lide). H
e isn
’t
(un
der
the b
ush
). R
ead
y o
r n
ot,
here
I c
om
e.
Let’s p
lay
(hid
e a
nd
seek). Y
ou
can
/ c
an
’t (p
lay in
here
).
Re
cyc
led
: in
, o
n,
un
der;
tre
e,
bu
sh
, g
rass;
slid
e;
lon
g;
pla
y;
ch
icken
Re
cyc
led
: T
han
k y
ou
.
Ma
teri
als
•P
up
il’s B
oo
k p
p6
2–6
3; A
ctivity B
oo
k p
60
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re w
ord
card
s
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: th
ink,
liste
n, re
ad
, act
ou
t, c
ircle
, tick, m
atc
h
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
).
• R
ead
, lis
ten a
nd
und
ers
tand
a s
tory
ab
out
ag
am
e o
f hid
e a
nd
seek
•R
ead
the s
tory
with s
om
e fl u
ency
• B
eco
me f
am
iliar
with t
he s
tory
thro
ug
h a
pre
-re
ad
ing
task
• U
nd
ers
tand
the im
po
rtance o
f re
sp
ecting
sig
ns
• U
nd
ers
tand
and
enjo
y t
he s
tory
• G
ive a
n o
pin
ion o
n t
he s
tory
Pupi
l’s B
ook
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w t
he lan
gu
ag
e f
rom
Lesso
n 2
.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y B
oo
k
Aft
er
yo
u r
ea
d:
Ac
tivit
y 1
•R
em
em
ber
the s
tory
.
Read
an
d t
ick (✓
).
Ac
tivit
y 2
•L
oo
k a
t th
e s
tory
ag
ain
.
Read
an
d m
atc
h.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
Aft
er
yo
u r
ea
d
Ac
tivit
y 2
Go
to
pag
e 6
0 in
yo
ur
Activity B
oo
k.
•V
alu
es:
Read
an
d c
ircle
.
Ac
tivit
y 1
•L
iste
n a
nd
read
.
CD
3 T
rac
k 6
pX
XX
•A
ct
ou
t.
No
w w
atc
h t
he
an
ima
ted
sto
ry!
Be
fore
yo
u r
ea
d
•E
xp
lain
th
e s
tory
title
.
•R
ead
an
d a
nsw
er
the q
uestio
n.
153
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
la
ng
ua
ge
fro
m L
esso
n 2
.
•P
lay C
lever
parr
ots
(see p
28) to
revie
w t
he p
layg
rou
nd
ob
jects
and
natu
re v
ocab
ula
ry f
rom
Lesso
n 2
usin
g
the c
orr
esp
ond
ing
wo
rd c
ard
s.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o lis
ten
to
a s
tory
.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
•F
ram
e 2
: W
ha
t n
um
be
rs d
oe
s B
eth
co
un
t? (8
, 9
, 1
0)
•F
ram
e 3
: C
an
th
e b
oy s
ee
Ja
ke
an
d M
olly?
(Y
es.)
Wh
ere
are
th
ey?
(B
eh
ind
th
e t
ree.)
•F
ram
e 4
: D
oe
s B
eth
fi n
d J
ak
e a
nd
Mo
lly?
(Y
es.)
•F
ram
e 5
: C
an
th
e c
hild
ren
se
e T
ob
y?
(N
o.) A
re t
he
y
ha
pp
y?
(N
o.)
•F
ram
e 6
: C
an
th
e c
hild
ren
se
e T
ob
y n
ow
? (N
o.)
Wh
at
ca
n h
elp
th
em
? (T
he m
ag
ic b
ike.)
•F
ram
e 7
: C
an
Mo
lly s
ee
To
by?
(Y
es.) W
he
re is h
e?
(On
th
e s
lide.)
•F
ram
e 8
: C
an
To
by p
lay in
th
e p
layg
rou
nd
? (N
o.)
Ca
n T
ob
y h
ave
a r
ide
on
th
e m
ag
ic b
ike
? (Y
es.)
•F
inally
, ask t
he p
up
ils I
s t
his
a g
oo
d s
tory
? T
he
pu
pils
giv
e t
heir o
pin
ion
th
rou
gh
gestu
re (th
um
bs u
p /
do
wn
) o
r o
rally
(yes /
no
).
•O
rgan
ise t
he c
lass in
to f
ou
r g
rou
ps (B
eth
, M
olly
, Jake
an
d t
he s
mall
bo
y).
•P
lay t
he C
D.
Each
gro
up
jo
ins in
wh
en
th
eir c
hara
cte
r
sp
eaks.
If t
he p
up
ils n
eed
extr
a s
up
po
rt,
pau
se t
he
CD
aft
er
each
sen
ten
ce f
or
the p
up
ils t
o r
ep
eat.
•T
he g
rou
ps s
wap
ro
les,
an
d r
ep
eat
severa
l tim
es.
Aft
er
yo
u r
ea
d
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Go
to
pag
e 6
0 in
yo
ur
Activity B
oo
k.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Va
lue
s: R
ea
d a
nd
cir
cle
.
•T
he p
up
ils lo
ok a
t th
e p
ho
to o
n t
he r
igh
t. R
ead
ou
t th
e
sen
ten
ce in
th
e s
peech
bu
bb
le a
nd
pro
mp
t th
e c
lass
to t
ell
yo
u t
he c
orr
ect
an
sw
er.
•H
igh
ligh
t th
e im
po
rtan
ce o
f re
sp
ectin
g s
ign
s.
An
sw
er:
R
esp
ect
Ac
tivit
y 2
Lo
ok
at
the
sto
ry a
ga
in. R
ea
d a
nd
ma
tch
.
•R
ead
th
e s
tory
ag
ain
, th
en
fo
cu
s t
he p
up
ils o
n A
ctivity
2.R
ead
ou
t th
e s
peech
bu
bb
les a
s a
cla
ss.
•T
he p
up
ils m
atc
h t
hem
to
th
e c
hara
cte
rs.
An
sw
ers
: 1
Mo
lly 2
Beth
3 b
oy 4
Jake
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
ch
icken
Ac
tivit
y B
oo
k
Aft
er
yo
u r
ea
d:
Ac
tivit
y 1
Re
me
mb
er
the
sto
ry.
Re
ad
an
d t
ick
(✓
).
•(B
oo
ks o
pen
.) A
sk D
o y
ou
re
me
mb
er
the
sto
ry?
•A
sk d
iffe
ren
t p
up
ils t
o r
ead
ou
t th
e q
uestio
ns.
•T
he p
up
ils r
em
em
ber
the s
tory
an
d t
ick t
he c
orr
ect
pic
ture
s.
•To
ch
eck t
he a
nsw
ers
, ask t
he p
up
ils t
o r
ead
ou
t th
e
qu
estio
ns w
ith
th
eir a
nsw
ers
.
An
sw
ers
: 1 h
ide a
nd
seek 2
beh
ind
a t
ree 3
have a
rid
e
on
th
e m
ag
ic b
ike
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e lis
ten
ed
to
a
sto
ry a
bo
ut
the
ga
me
Hid
e a
nd
se
ek
. A
sk W
ha
t
ha
pp
en
ed
in
th
e s
tory
? E
licit t
he s
tory
fro
m t
he
pu
pils
.
•T
hen
say T
od
ay y
ou
’ve
le
arn
t th
at
it’s
im
po
rta
nt
to
resp
ec
t th
e s
ign
s a
rou
nd
yo
u.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
Be
fore
yo
u r
ea
d
Exp
lain
th
e s
tory
tit
le.
•(B
oo
ks o
pen.) F
ocus o
n t
he s
tory
title
. R
ead
it
alo
ud
and
ask D
o y
ou
kn
ow
th
is g
am
e? C
ount
to t
en a
nd
hid
e t
o d
em
onstr
ate
the g
am
e,
if n
ecessary
.
Re
ad
an
d a
nsw
er
the
qu
esti
on
.
•R
ead
the s
peech b
ub
ble
. T
he p
up
ils s
can t
he s
tory
to
fi nd
the p
layg
round
ob
jects
.
An
sw
ers
: a s
lide,
a s
win
g,
a c
limb
ing
fra
me,
a r
ou
nd
ab
ou
t, a
seesaw
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d r
ea
d.
Ac
t o
ut.
CD
3 T
rack 6
pX
XX
•T
he p
up
ils p
lace t
heir ‘
mag
ic fi n
ger’
on t
he fi r
st
fram
e
of
the s
tory
.
•P
lay t
he C
D. T
he p
up
ils p
oin
t to
the d
iffe
rent
fram
es
as t
he s
tory
pro
gre
sses.
Pause t
he C
D a
fter
each
fram
e t
o c
heck t
hat
all
the p
up
ils a
re f
ollo
win
g.
•P
lay t
he C
D a
gain
. A
sk q
uestio
ns a
bo
ut
each s
tory
fram
e t
o h
elp
and
check u
nd
ers
tand
ing
.
•P
lay t
he C
D o
ne m
ore
tim
e,
pausin
g it
so
the p
up
ils
can r
ep
eat.
Su
gg
este
d c
om
pre
he
nsiv
e q
ue
sti
on
s
•F
ram
e 1
: W
he
re a
re t
he
ch
ild
ren
? (A
t th
e p
ark
.)
Wh
at
ga
me
do
th
ey p
lay? (H
ide a
nd
seek.) C
an
To
by
pla
y? (N
o.)
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
154
1
List
en a
nd ti
ck (
✓).
CD
3 10
h
1 W
he
re a
re t
he
big
do
gs?
Th
ey’
re
bet
wee
n
th
e t
ree
s.
2 W
he
re a
re t
he
do
gs
with
lon
g h
air?
Th
ey’
re
th
e b
ush
.
3 W
he
re a
re t
he
sm
all
do
gs?
Th
ey’
re
th
e fl
ow
ers
.
4 W
he
re a
re t
he
lon
g d
og
s?
Th
ey’
re
th
e ro
cks
.
12
34
2
Rea
d, l
ook
and
writ
e.
betw
een
n
ext t
o
in fr
ont o
f
behi
nd
Less
on
4 V
oca
bula
ry a
nd G
ram
ma
r
61si
xty-
one
66
Less
on
4 V
oca
bula
ry a
nd G
ram
ma
r
64
1
List
en, p
oint
and
say
.
behi
nd
the
tree
ne
ar
the
gras
s in
fron
t of
the
fl ow
ers
next
to
the
bush
betw
een
the
rock
s
2
List
en a
nd p
oint
. Sin
g H
ide
and
seek
.
3 T
alk
Part
ners
Talk
Par
tner
sTa
lk P
artn
ers
List
en a
nd re
pea
t. A
sk a
nd a
nsw
er.
Wh
ere
are
An
na
a
nd
Da
vid
?
The
y’re
in fr
on
t o
f th
e d
esk
.
Hide
, hid
e,
Hid
e ev
eryo
ne.
Rea
dy
or n
ot,
Here
I co
me!
Wh
ere
are
Ja
ke a
nd
Mo
lly?
Wh
ere
are
th
ey?
The
y’re
ne
xt to
th
e t
ree
.Le
t’s p
lay
ag
ain
!
Wh
ere
are
Be
th a
nd
Mo
lly?
Wh
ere
are
th
ey?
Th
ey’
re n
ea
r th
e ro
cks
. Le
t’s p
lay
ag
ain
!
Wh
ere
are
Ja
ke a
nd
Be
th?
Wh
ere
are
th
ey?
Th
ey’
re b
eh
ind
th
e b
ush
.Le
t’s p
lay
ag
ain
!
sixt
y-fo
urK
ey le
arn
ing
ou
tco
mes
: ask
an
d a
nsw
er q
ues
tio
ns
to fi
nd
ou
t w
her
e p
eop
le a
reV
oca
bu
lary
: pre
po
siti
on
s o
f p
lace
Gra
mm
ar: W
her
e ar
e (J
ake
and
Mo
lly)?
Th
ey’r
e (n
ext
to t
he
tree
).
CD
3 7
CD
3 9
CD
3 8
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w t
he L
esso
n 3
sto
ry.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 2
•L
iste
n a
nd
po
int.
•S
ing
Hid
e a
nd
seek.
CD
3 T
rac
k 8
pX
XX
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•L
iste
n a
nd
tic
k (✓
).
CD
3 T
rac
k 1
0 p
XX
X
Ac
tivit
y 2
•R
ead
, lo
ok a
nd
write
.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
Ac
tivit
y 3
•L
iste
n a
nd
rep
eat.
CD
3 T
rac
k 9
pX
XX
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Ask a
nd
an
sw
er.
Go
to
th
e A
ctivity B
oo
k.
Extr
a a
cti
vit
ies
Re
info
rce
me
nt
•R
evie
w p
rep
ositio
ns o
f p
lace.
Vo
ca
bu
lary
Exte
nsio
n
•U
se t
he V
ocab
ula
ry B
oo
ste
r o
n
Navio
an
d p
resen
t an
d p
ractise
fou
r ad
ditio
nal w
ord
s t
o
describ
e n
atu
re: g
rou
nd
, p
lan
t,
po
nd
, sh
ell
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Ac
tivit
y 1
•L
iste
n,
po
int
an
d s
ay.
CD
3 T
rac
k 7
pX
XX
Vo
ca
bu
lary
p
rese
nta
tio
n
•P
resen
t th
e n
ew
vo
cab
ula
ry.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Ke
y la
ng
ua
ge
•b
etw
een
, in
fro
nt
of,
near, n
ext
to
Re
cyc
led
: b
ush
, fl o
wers
, g
rass,
rocks,
tree;
do
gs,
ho
rse;
beh
ind
; b
ig,
sm
all,
lo
ng
Re
cyc
led
: R
ead
y o
r n
ot,
here
I c
om
e.
Wh
ere
are
(Jake a
nd
Mo
lly)?
Th
ey’r
e (n
ext
to) (t
he t
ree).
Ma
teri
als
•P
up
il’s B
oo
k p
64
; A
ctivity B
oo
k p
61
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
, sin
g,
Talk
Part
ners
, tick, re
ad
, w
rite
Op
tio
na
l m
ate
ria
ls
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
• A
sk a
nd
answ
er
questio
ns t
o fi n
d o
ut
where
peo
ple
are
• S
ing
a s
ong
Less
on
4
155
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
Le
sso
n 3
sto
ry.
•R
ead
out
the s
tory
. T
he p
up
ils f
ollo
w in t
heir P
up
il’s
Bo
oks. W
hen y
ou c
om
e t
o a
key w
ord
, m
ake a
beep
so
und
inste
ad
of
sayin
g t
he w
ord
. T
he p
up
ils s
ay t
he
mis
sin
g w
ord
.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o le
arn
to
sa
y w
he
re t
hin
gs
are
an
d s
ing
a s
on
g.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 3
Lis
ten
an
d r
ep
ea
t. A
sk
an
d a
nsw
er.
CD
3 T
rac
k 9
pX
XX
•F
ocu
s t
he p
up
ils o
n t
he a
ctivity a
nd
read
ou
t th
e t
wo
sp
eech
bu
bb
les.
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
an
d r
ead
.
•P
lay t
he C
D a
gain
. T
he p
up
ils lis
ten
an
d r
ep
eat
the
qu
estio
n a
nd
th
e a
nsw
er.
•A
sk t
wo
pu
pils
to
co
me t
o t
he f
ron
t an
d s
tan
d in
fro
nt
of
yo
ur
desk.
Ask W
he
re a
re (
Sa
ra a
nd
Da
vid
)? T
he
oth
er
pu
pils
an
sw
er.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Rep
eat
with
diffe
ren
t p
up
ils in
diffe
ren
t p
laces.
Th
e p
up
ils a
sk a
nd
an
sw
er
each
qu
estio
n w
ith
a T
alk
Part
ner.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Lis
ten
an
d t
ick
(✓
).
CD
3 T
rac
k 1
0 p
XX
X
•(B
oo
ks o
pen
.) T
he p
up
ils lo
ok a
t th
e fi r
st
two
pic
ture
s
an
d s
ay w
here
Mo
lly a
nd
Beth
are
. C
on
tin
ue w
ith
all
the p
ictu
res.
•P
lay t
he C
D,
pau
sin
g a
fter
each
co
nvers
atio
n.
Th
e
pu
pils
tic
k t
he c
orr
ect
pic
ture
s.
An
sw
ers
: 1 T
hey’r
e in
fro
nt
of
the fl o
wers
. 2 T
hey’r
e
betw
een
th
e r
ocks.
3 T
hey’r
e n
ext
to t
he t
ree.
4 T
hey’r
e
near
the b
ush
.
Ac
tivit
y 2
Re
ad
, lo
ok
an
d w
rite
.
•A
sk W
ha
t c
an
yo
u s
ee
in
th
e p
ictu
re?
•T
he p
up
ils c
om
ple
te t
he s
en
ten
ces w
ith
th
e w
ord
s in
the b
ox.
•A
sk t
he p
up
ils t
o r
ead
ou
t th
eir s
en
ten
ces.
An
sw
ers
: 1
betw
een
2 b
eh
ind
3 n
ext
to 4
in
fro
nt
of
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
h
ors
e
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
ooks c
losed
.) S
ay T
od
ay w
e’v
e s
un
g a
so
ng
an
d
talk
ed
ab
ou
t w
here
th
ing
s a
re. C
an
yo
u r
em
em
ber
the d
iffe
ren
t p
laces? E
licit the p
rep
ositio
ns.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te? E
licit t
he p
up
ils’ fa
vo
urite
activitie
s.
Extr
a a
cti
vit
ies
Re
info
rce
me
nt
•R
ep
eat
the p
rep
ositio
n a
ctivity f
rom
th
e v
ocab
ula
ry
pre
sen
tatio
n, en
co
ura
gin
g t
he p
up
ils t
o r
ep
eat
the
pre
po
sitio
ns a
nd
do
th
e a
ctio
ns (b
eh
ind
: h
an
ds
beh
ind
yo
ur
back; in
fro
nt
of:
han
ds in
fro
nt
of
yo
u;
next
to: h
an
ds t
ou
ch
ing
yo
ur
sid
e; n
ear:
han
ds
str
etc
hed
ou
t an
d c
irclin
g a
rou
nd
yo
u; b
etw
een
:
han
ds b
etw
een
yo
ur
kn
ees).
Vo
ca
bu
lary
Exte
nsio
n
•U
se t
he V
ocab
ula
ry B
oo
ste
r o
n N
avio
an
d p
resen
t
an
d p
ractise f
ou
r ad
ditio
nal w
ord
s t
o d
escrib
e n
atu
re:
gro
un
d, p
lan
t, p
on
d, sh
ell
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lis
ten
an
d p
oin
t. S
ing
Hid
e a
nd
se
ek
.
CD
3 T
rac
k 8
pX
XX
•A
sk W
ha
t g
am
e a
re t
he
ch
ild
ren
pla
yin
g?
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
to
th
e s
on
g a
nd
po
int
to
the c
orr
ect
pic
ture
s.
•D
ivid
e t
he c
lass in
to t
hre
e g
rou
ps.
•P
lay t
he C
D a
gain
. E
ach
gro
up
sin
gs a
vers
e a
nd
th
e
wh
ole
cla
ss s
ing
s t
he c
ho
rus a
nd
do
es t
he a
ctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
, p
oin
t a
nd
sa
y.
CD
3 T
rack 7
pX
XX
•(B
oo
ks o
pen.) T
he p
up
ils lo
ok a
t th
e p
ictu
res.
Say
Le
t’s lis
ten
an
d s
ay t
he
wo
rds.
•P
lay t
he C
D. T
he p
up
ils s
ay t
he w
ord
s a
nd
po
int
to
the p
ictu
res.
•P
oin
t to
diffe
ren
t p
ictu
res a
nd
ask t
he p
up
ils w
here
Tob
y is. T
he p
up
ils a
nsw
er
usin
g t
he p
rep
ositio
ns.
Vo
ca
bu
lary
pre
se
nta
tio
n
Pre
se
nt
the
ne
w v
oc
ab
ula
ry.
•(B
oo
ks o
pen.) P
oin
t to
the fi r
st
pic
ture
and
read
th
e
cap
tio
n. S
ay L
oo
k a
t To
by.
He
’s b
eh
ind
th
e t
ree
.
Rep
eat
the p
rep
ositio
n a
nd
pla
ce y
our
hand
s b
ehin
d
yo
ur
back. P
rom
pt
the c
lass t
o r
ep
eat
the p
rep
ositio
n
and
do
the s
am
e a
ctio
n.
Rep
eat
with t
he o
ther
pre
po
sitio
ns (in
fro
nt
of:
hand
s in f
ront
of
yo
u;
next
to: hand
s t
ouch
ing
yo
ur
sid
e;
near:
hand
s s
tretc
hed
out
and
circlin
g a
round
yo
u;
betw
een:
hand
s b
etw
een
yo
ur
knees).
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
156
wa
lkw
ate
rg
oa
tW
ed
ne
sda
y
we
ek
wa
llw
ea
the
rru
ler
2
Col
our t
he w
ord
s th
at b
egin
with
‘w’. S
ay.
3
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
sPl
ay W
hat’s
my
wor
d? in
pa
irs. sh
Is it
win
dow
?
No
, it
isn
’t.
Is it
wor
m?
Yes,
it is
.
w –
w –
w.
W a
lly t
he
o
rma
she
s
ind
ow
s.
Play
Wh
at’s
my
wo
rd?:
Pu
pils
pla
y w
ith
th
eir
Talk
Pa
rtn
er. T
his
is a
gu
essi
ng
gam
e. P
up
il A
ch
oo
ses
a w
ord
an
d P
up
il B
ask
s th
e q
ues
tio
n Is
it...
? W
hen
Pu
pil
B g
ues
ses
corr
ectl
y, t
hey
sw
ap r
ole
s an
d r
epea
t.
Ma
gic
Ph
onic
s
6Le
sso
n 5
Pho
nics
62si
xty-
two
1
Writ
e a
nd s
ay.
Toby
’s to
ngue
twis
ter
Less
on
5 S
pea
king
6 65
3 C
oope
rati
ve le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngSi
ng L
iste
n to
oth
ers.
1 3
2 4
1
List
en a
nd s
ay.
2
List
en a
nd m
atc
h.
4 T
alk
Part
ners
Talk
Par
tner
sTa
lk P
artn
ers
Ma
ke a
nd p
lay
the
ga
me.
Wh
ere
are
Mo
lly
an
d To
by?
The
y’re
be
twe
en
th
e b
ush
es.
sixt
y-fiv
eK
ey le
arn
ing
ou
tco
mes
: pla
y a
com
mu
nic
atio
n g
ame
abo
ut
fi n
din
g p
eop
le
Pho
nic
s: t
he
‘w’ s
ou
nd
Toby
’s to
ngue
twis
ter
Tea
cher
’s Re
sour
ce
Bank
: Uni
t 6
Ma
gic
Ph
onic
s
w –
w –
w. W
all
y th
e w
orm
wa
shes
win
do
ws.
CD
3 12
CD
3 13
CD
3 11
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w p
rep
ositio
ns o
f p
lace.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 2
•L
iste
n a
nd
matc
h.
CD
3 T
rac
k 1
2 p
XX
X
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•W
rite
an
d s
ay.
Ac
tivit
y 2
•C
olo
ur
the w
ord
s t
hat
beg
in w
ith
‘w
’. S
ay.
Go
to
Mag
ic P
ho
nic
s.
Ac
tivit
y 3
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Pla
y W
hat’s m
y w
ord
? in
pairs.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d w
rite
the w
ord
.
Ac
tivit
y 4
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Make a
nd
pla
y t
he g
am
e.
Extr
a a
cti
vit
y
Re
info
rce
me
nt
•C
on
tin
ue t
he p
ron
un
cia
tio
n
wall
dis
pla
y.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Ac
tivit
y 1
•L
iste
n a
nd
say.
CD
3 T
rac
k 1
1 p
XX
X
Go
to
Mag
ic P
ho
nic
s.
Go
to
th
e A
ctivity B
oo
k.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Less
on
5
Ke
y la
ng
ua
ge
Re
cyc
led
: b
ush
, fl o
wer, g
rass,
rock,
tree;
beh
ind
,
betw
een
, in
fro
nt
of,
near, n
ext
to;
sh
eep
Re
cyc
led
: W
here
are
(M
olly
an
d T
ob
y)?
Th
ey’r
e
(betw
een
th
e b
ush
es). W
here
’s (Jake)?
He’s
(n
ext
to t
he
tree). W
here
’s (B
eth
)? S
he’s
(in
fro
nt
of
the fl o
wers
).
Ma
teri
als
•P
up
il’s B
oo
k p
65
; A
ctivity B
oo
k p
62
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
, say,
write
, co
lou
r, t
hin
k, Talk
Part
ners
, m
atc
h, cu
t o
ut
•S
cis
so
rs, cra
yo
ns o
r co
lou
red
pen
cils
•Te
ach
er’s R
eso
urc
e B
an
k: U
nit 6
Lesso
n 5
Activity 3
cu
t-o
uts
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
•C
olo
ure
d p
ap
er
• S
ay a
to
ng
ue t
wis
ter
with t
he ‘w
’ so
und
• Lis
ten f
or
sp
ecifi c
info
rmatio
n
• S
ing
a c
oo
pera
tive learn
ing
so
ng
•P
lay a
co
mm
unic
atio
n g
am
e a
bo
ut
fi nd
ing
peo
ple
Sin
g L
iste
n t
o o
thers
.
CD
3 T
rac
k 1
3 p
XX
X
157
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
pre
po
sit
ion
s o
f p
lac
e.
•In
vite t
wo
to
fo
ur
pup
ils t
o c
om
e t
o t
he f
ront
of
the
cla
ss a
nd
giv
e t
hem
instr
uctio
ns.
Say S
tan
d (
in f
ron
t
of)
th
e (
bo
ard
). S
tan
d (
be
hin
d)
(Ma
ria
). T
he p
up
ils
liste
n a
nd
do
th
e a
ctio
ns.
Rep
eat
with d
iffe
rent
gro
up
s
of
pup
ils.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o p
rac
tise
sa
yin
g a
to
ng
ue
twis
ter
an
d w
e’r
e g
oin
g t
o m
ak
e a
nd
pla
y a
ga
me
.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lis
ten
an
d m
atc
h.
CD
3 T
rac
k 1
2 p
XX
X
•A
sk W
ha
t c
an
yo
u s
ee
in
th
e p
ictu
res?
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
to
fi n
d o
ut
wh
ere
th
e
ch
ara
cte
rs a
re.
•P
lay t
he C
D a
gain
, p
ausin
g a
fter
each c
onvers
atio
n s
o
the p
up
ils c
an d
raw
lin
es f
rom
the c
hara
cte
rs t
o t
he
pla
ce.
An
sw
ers
: 1
Mo
lly a
nd
To
by a
re b
etw
een
th
e b
ush
es.
2 J
ake is n
ear
the r
ou
nd
ab
ou
t. 3
Th
e M
ag
ic B
ike is n
ext
to
the t
ree.
4 B
eth
is in
fro
nt
of
the fl o
wers
.
Pu
pil’s
Bo
ok
Ac
tivit
y 4
Ma
ke
an
d p
lay t
he
ga
me
.
•E
xp
lain
to
th
e c
lass t
hat
they a
re g
oin
g t
o m
ake
the g
am
e. C
heck t
hat
the p
up
ils h
ave g
ot
a p
air o
f
scis
so
rs a
nd
sh
ow
th
em
ho
w t
o c
ut
ou
t th
e c
ard
s.
Ask t
hem
to
pla
ce t
he s
cen
e a
nd
th
e c
ard
s o
n t
he
tab
le in
fro
nt
of
them
.
•P
rom
pt
a p
up
il to
ask y
ou w
here
one o
f th
e c
hara
cte
rs
is (W
here
’s (B
eth
)?) D
ecid
e o
n a
pla
ce in t
he s
cene
and
giv
e t
he a
nsw
er. S
ay S
he
’s (n
ext
to) th
e t
ree
. A
ll
the p
up
ils p
lace t
he c
ard
in t
he s
cene. R
ep
eat
with t
he
oth
er
card
s, usin
g t
he p
rep
ositio
ns fro
m L
esso
n 4
and
recyclin
g ‘in
’, ‘o
n’ o
r ‘u
nd
er’
. C
ontinue p
layin
g u
ntil th
e
cla
ss is c
onfi d
ent
with t
he lang
uag
e a
nd
the a
ctivity.
•
Talk
Par
tner
sTa
lk P
artn
ers
Talk
Par
tner
s T
he p
up
ils p
lay t
he g
am
e w
ith
a
Talk
Part
ner.
•O
pti
on
: T
he g
am
e c
an
be p
layed
as a
wh
ole
cla
ss
activity a
s d
escrib
ed
in
th
e in
str
uctio
ns a
bo
ve.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Wri
te a
nd
sa
y.
•(B
oo
ks o
pen
.) T
he p
up
ils w
rite
th
e lett
er
‘w’
in t
he
ton
gu
e t
wis
ter. R
em
ind
th
em
th
at
they s
ho
uld
use a
low
er
case ‘
w’
an
d n
ot
a c
ap
ital ‘W
’ as in
‘W
ally
’.
An
sw
ers
: W
ally
th
e w
orm
wash
es w
ind
ow
s.
Ac
tivit
y 2
Co
lou
r th
e w
ord
s t
ha
t b
eg
in w
ith
‘w
’. S
ay.
•A
sk t
he p
up
ils t
o s
ay t
he w
ord
s t
hat
beg
in w
ith
th
e ‘
w’
so
un
d.
Th
e p
up
ils c
olo
ur
an
d s
ay t
hese w
ord
s.
An
sw
ers
: w
alk
, w
ate
r, W
ed
nesd
ay,
week,
wall,
weath
er
Go
to
Mag
ic P
ho
nic
s.
Ac
tivit
y 3
Pla
y W
ha
t’s m
y w
ord
? in
pa
irs.
•P
oin
t to
each
pic
ture
an
d e
licit t
he w
ord
s.
•T
hin
k o
f an
ob
ject
on
th
e p
ag
e a
nd
ask W
ha
t’s m
y
wo
rd?
Th
e p
up
ils g
uess y
ou
r w
ord
.
•
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
s T
he p
up
ils p
lay t
he g
am
e w
ith
a
Talk
Part
ner.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
the w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
sh
eep
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e p
rac
tise
d a
to
ng
ue
twis
ter
an
d p
laye
d a
ga
me
in
pa
irs. E
licit t
he t
on
gu
e
twis
ter
fro
m t
he p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
•S
panis
h s
peakers
so
metim
es h
ave d
iffi culty
pro
no
uncin
g t
he lett
er
‘w’
co
rrectly in E
ng
lish.
Wh
en
the lett
er
‘w’ ap
pears
befo
re a
vo
wel, t
hey s
om
etim
es
say t
he s
ound
as ‘
g’
or
‘gw
’ in
ste
ad
of
‘w’.
•F
orm
ati
on
: T
his
so
und
is m
ad
e b
y m
akin
g a
tig
ht
circle
with y
our
lips.
The t
ong
ue r
em
ain
s in a
fo
rward
po
sitio
n. W
hen
makin
g t
his
so
und
, th
e lip
s s
ho
uld
n’t
touch e
ach o
ther.
Tric
ky s
oun
ds
Extr
a a
cti
vit
y
Re
info
rce
me
nt
Co
ntin
ue t
he p
ron
un
cia
tio
n w
all
dis
pla
y. C
ut
ou
t th
e
lett
er
‘w’ in
co
lou
red
pap
er. S
tick it
on
a p
iece o
f
diffe
ren
tly c
olo
ure
d p
ap
er. E
licit w
ord
s t
hat
beg
in
with
‘w
’ an
d w
rite
th
em
on
th
e w
all
dis
pla
y.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d s
ay.
CD
3 T
rack 1
1 p
XX
X
•(B
oo
ks o
pen.) W
rite
the t
arg
et
‘w’
so
und
on t
he
bo
ard
. A
sk t
he p
up
ils if
they k
no
w w
hat
so
und
th
is
lett
er
makes. S
ay t
he s
ound
and
the p
up
ils s
ay it
with
yo
u. M
ake s
ure
they a
re s
ayin
g t
he s
ound
co
rrectly.
•S
ay I
t’s t
ime
fo
r To
by’s
To
ng
ue
Tw
iste
r.
•P
lay t
he C
D. T
he p
up
ils lis
ten a
nd
rep
eat
the t
arg
et
so
und
, th
en t
he w
ord
s a
nd
then t
he e
ntire
to
ng
ue
twis
ter, f
aste
r and
faste
r.
Go
to
Mag
ic P
ho
nic
s.
Sin
g L
iste
n t
o o
the
rs.
CD
3 T
rac
k 1
3 p
XX
X
•R
em
ind
th
e c
lass t
hat
it’s
im
po
rtan
t to
lis
ten
to
each
oth
er
an
d t
ake t
urn
s. Te
ach
th
e L
iste
n t
o o
thers
so
ng
.
•P
lay t
he C
D. T
he p
up
ils lis
ten
an
d d
o t
he a
ctio
ns.
•P
lay t
he C
D a
gain
. T
he p
up
ils s
ing
an
d d
o t
he a
ctio
ns.
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
158
66
Less
on
6 B
ritis
h cu
lture
1
List
en a
nd re
ad
. Ans
wer
.
We
fee
d t
he
du
cks
on
th
e
po
nd
. Th
ey
love
bre
ad
.
We
love
th
e p
layg
rou
nd
. Th
e z
ip w
ire is
ve
ry fa
st.
4
2
I lo
ve t
he
pa
rk in
my
tow
n. I
t’s v
ery
big
. I g
o w
ith m
y fa
mily
on
Sa
turd
ay.
W
e d
o lo
ts o
f fu
n a
ctiv
itie
s.
3
sixt
y-si
xK
ey le
arn
ing
ou
tco
mes
: rea
d a
bo
ut
par
ks in
Bri
tain
; th
ink
abo
ut
par
ks w
her
e yo
u li
ve
1
Thin
k ab
out y
our c
ultu
reTh
ink
abou
t you
r cul
ture
Thin
k ab
out y
our c
ultu
re
Wha
t do
you
do
at t
he p
ark
?
We
pla
y c
ricke
t o
n t
he
gra
ss.
Loo
k. I
ca
n h
it th
e b
all.
We
rid
e o
n t
he
tra
in.
It’s
gre
at!
CD
3 14
2
me
Rea
d a
nd ti
ck (
✓).
Dra
w a
nd w
rite.
1 I p
lay
in t
he
pla
ygro
un
d.
2 I h
ave
a p
icn
ic.
3 I p
lay
foo
tba
ll o
n t
he
gra
ss.
4 I f
ee
d t
he
du
cks
.
1 A
nn
2 To
m
3 Bi
ll
4 To
ny
an
d A
lex
g
Wh
at
do
yo
u d
o a
t th
e p
ark
?
I .
1
List
en a
nd m
atc
h. C
D3
15
Thin
k ab
out y
our c
ultu
reTh
ink
abou
t you
r cul
ture
Thin
k ab
out y
our c
ultu
re
Less
on
6 B
ritis
h cu
lture
63si
xty-
thre
e
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Revie
w
Tob
y’s
To
ng
ue T
wis
ter.
CD
3 T
rac
k 1
1 p
XX
X
•R
evie
w t
he It’s f
un
in
th
e p
ark
so
ng
.
CD
3 T
rac
k 1
pX
XX
CD
3 T
rac
k 2
pX
XX
(o
pti
on
al
ka
rao
ke
ve
rsio
n)
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Extr
a a
cti
vit
ies
Re
info
rce
me
nt
•P
lay C
lever
parr
ots
.
Exte
nsio
n
•In
vestig
ate
a lo
cal p
ark
.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n
•R
evie
w t
he t
ask fl a
sh
card
s.
Ac
tivit
y 1
•L
iste
n a
nd
read
.
CD
3 T
rac
k 1
4 p
XX
X
•A
nsw
er.
Th
ink
ab
ou
t yo
ur
cu
ltu
re
•W
hat
do
yo
u d
o a
t th
e p
ark
?
Go
to
th
e A
ctivity B
oo
k.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Lis
ten
an
d m
atc
h.
CD
3 T
rac
k 1
5 p
XX
X
Ac
tivit
y 2
: T
hin
k
ab
ou
t yo
ur
cu
ltu
re
me
Read
an
d t
ick (✓
).
Dra
w a
nd
write
.
Re
cyc
led
vo
ca
bu
lary
Lo
ok,
rem
em
ber
an
d w
rite
the w
ord
.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Less
on
6
Ke
y la
ng
ua
ge
•cricket,
pic
nic
, zi
p w
ire
•W
e lo
ve (th
e p
layg
rou
nd
). W
e p
lay (cricket
on
th
e
gra
ss). W
e (fe
ed
th
e d
ucks). W
e (rid
e o
n t
he t
rain
).
Re
cyc
led
: g
oat;
tra
in,
ball;
pla
y, g
rass,
park
,
pla
yg
rou
nd
; b
ig
Re
cyc
led
: I can
(h
it t
he b
all)
.
Ma
teri
als
•P
up
il’s B
oo
k p
66
; A
ctivity B
oo
k p
63
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
,
read
, th
ink, m
atc
h, tick, d
raw
, w
rite
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
).
• Lis
ten f
or
genera
l in
form
atio
n
• R
ead
ab
out
park
s in B
rita
in•
Thin
k a
bo
ut
park
s w
here
yo
u liv
e
159
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w T
ob
y’s
To
ng
ue
Tw
iste
r.
CD
3 T
rack 1
1 p
XX
X
•A
sk W
ha
t so
un
d d
id y
ou
pra
cti
se
in
To
by’s
To
ng
ue
Tw
iste
r? C
an
yo
u r
em
em
be
r th
e t
on
gu
e t
wis
ter?
(Wally
the w
orm
washes w
ind
ow
s.) P
lay t
he C
D.
Pra
ctise t
he t
ong
ue t
wis
ter
as a
cla
ss.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
The p
up
ils p
ractise s
ayin
g t
he
tong
ue t
wis
ter
as f
ast
as p
ossib
le w
ith a
Talk
Part
ner.
Cho
ose a
fast
pair t
o s
ay it
for
the c
lass.
Re
vie
w t
he
It’
s f
un
in
th
e p
ark
so
ng
.
CD
3 T
rack 1
pX
XX
CD
3 T
rack 2
pX
XX
(o
pti
on
al ka
rao
ke
ve
rsio
n)
•P
ut
the p
layg
round
ob
jects
and
natu
re fl a
shcard
s o
n
the b
oard
in t
he o
rder
they a
pp
ear
in t
he s
ong
. D
ivid
e
the c
lass into
thre
e g
roup
s.
Pla
y t
he C
D (o
r use t
he
kara
oke v
ers
ion). E
ach g
roup
sin
gs a
vers
e.
They
chang
e r
ole
s a
nd
rep
eat.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o le
arn
ab
ou
t p
ark
s in
Bri
tain
.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d r
ea
d.
An
sw
er.
CD
3 T
rack 1
4 p
XX
X
•(B
oo
ks o
pen.) F
ocus t
he p
up
ils o
n t
he p
ho
tos.
Ask
Wh
at
ca
n y
ou
se
e? R
ead
the s
peech b
ub
ble
at
the
top
of
the p
ag
e.
•P
lay t
he C
D, p
ausin
g a
fter
each p
iece o
f in
form
atio
n
to c
heck u
nd
ers
tand
ing
. T
he p
up
ils lis
ten a
nd
lo
ok a
t
the p
ho
tos.
•P
lay t
he C
D a
gain
. T
he p
up
ils lis
ten a
nd
read
.
Enco
ura
ge t
hem
to
rep
eat
so
me o
f th
e s
ente
nces.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Lis
ten
an
d m
atc
h.
CD
3 T
rac
k 1
5 p
XX
X
•(B
oo
ks o
pen
.) F
ocu
s t
he p
up
ils o
n t
he p
ictu
res.
Elic
it
wh
at
they c
an
see.
•P
lay t
he C
D,
pau
sin
g a
fter
each
text.
Th
e p
up
ils lis
ten
an
d m
atc
h t
he n
am
es t
o t
he p
ictu
res.
•P
lay t
he C
D a
gain
to
ch
eck t
he a
nsw
ers
.
An
sw
ers
: 1
feed
ing
th
e d
ucks 2
pla
yin
g o
n t
he z
ip w
ire
3 r
idin
g o
n a
tra
in 4
pla
yin
g c
ricket
Ac
tivit
y 2
: T
hin
k a
bo
ut
yo
ur
cu
ltu
re
me
Re
ad
an
d t
ick
(✓
). D
raw
an
d w
rite
.
•R
ead
ou
t th
e q
uestio
n in
th
e s
peech
bu
bb
le.
Elic
it t
he
pu
pils
’ an
sw
ers
.
•R
ead
ou
t th
e fi r
st
sen
ten
ce.
Th
e p
up
ils t
ick t
he b
ox if
they d
o t
his
activity a
t th
e p
ark
.
•R
ep
eat
with
th
e o
ther
sen
ten
ces.
•T
he p
up
ils d
raw
on
e o
f th
e a
ctivitie
s t
hey d
o a
nd
th
ey
co
mp
lete
th
e s
en
ten
ce.
•In
vite d
iffe
ren
t p
up
ils t
o s
ho
w t
he c
lass t
heir d
raw
ing
an
d t
o r
ead
th
eir s
en
ten
ce.
Pu
pil’s
Bo
ok
Th
ink
ab
ou
t yo
ur
cu
ltu
re
Wh
at
do
yo
u d
o a
t th
e p
ark
?
•R
ead
ou
t th
e q
uestio
n.
•T
he p
up
ils t
ell
yo
u w
hat
they d
o a
t th
e p
ark
.
•A
sk a
dd
itio
nal q
uestio
ns,
e.g
. Is
th
ere
a p
ark
ne
ar
yo
ur
ho
use
? D
o y
ou
lik
e t
he
slid
es a
nd
sw
ing
s?
Do
yo
u p
lay f
oo
tba
ll in
th
e p
ark
? A
re t
he
re a
ny
du
ck
s?
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e le
arn
t a
bo
ut
pa
rks
in B
rita
in. W
ha
t a
cti
vit
ies c
an
yo
u d
o in
a p
ark
?
Elic
it a
nsw
ers
fro
m t
he p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
Extr
a a
cti
vit
ies
Re
info
rce
me
nt
•P
lay C
lever
parr
ots
(see p
28
) w
ith
th
e u
nit fl a
sh
card
s.
Exte
nsio
n
•F
ind
in
form
atio
n a
bo
ut
a n
earb
y p
ark
. T
he p
up
ils s
ay
fi ve t
hin
gs t
hey c
an
do
th
ere
an
d fi v
e t
hin
gs t
hey c
an
see.
Su
gg
este
d c
om
pre
he
nsio
n q
ue
sti
on
s
•P
ho
to 1
: W
ha
t g
am
e a
re t
he
y p
layin
g? (C
ricket.
)
•P
ho
to 2
: W
ha
t a
nim
als
ca
n y
ou
se
e? (D
ucks.)
•P
ho
to 3
: A
re t
he
y r
idin
g a
bik
e? (N
o,
they’r
e r
idin
g
on
a t
rain
.)
•P
ho
to 4
: W
he
re a
re t
he
y n
ow
? (A
t th
e p
layg
rou
nd
.)
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
. If
necessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
g
oat
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
160
Less
on
7 L
itera
cy6 67
Text
typ
e: I
nstr
uctio
ns
1
Wha
t do
you
need
to g
row
fl ow
ers?
Thi
nk a
nd c
ircle
.
2
List
en a
nd re
ad
the
inst
ruct
ions
.
soil
a b
oo
kw
ate
rg
rass
see
ds
sun
➔G
o to
pa
ge
64 in
you
r Act
ivity
Boo
k. In
stru
ctio
ns
1 Pu
t the
soil
in a
pot
.
2 Pu
sh th
e se
eds
into
the
soil
with
yo
ur fi
nger
.
3 W
ater
the
seed
s.
4 Pu
t the
pot
in a
su
nny
plac
e. W
atch
th
e pl
ants
gro
w.
5 Pu
t the
pla
nts i
n th
e ga
rden
. Wat
ch th
e flo
wer
s gro
w.
My
ga
rde
n
Ask
an a
dult
to h
elp y
ou. D
o no
t eat
seed
s.
Pans
y
Th
ey
’re
ea
sy a
nd
fu
n
to g
row
!
sixt
y-se
ven
Key
lear
nin
g o
utc
om
es: r
ead
an
d u
nd
erst
and
in
stru
ctio
ns
for
gro
win
g fl
ow
ers
Aft
er y
ou re
ad
Bef
ore
you
read
CD
3 16
1
Rea
d a
nd m
atc
h.
f
2
Ord
er a
nd w
rite
the
inst
ruct
ions
. Dra
w.
1 Pu
t th
e s
oil
in a
po
t.
2 Pu
sh t
he
se
ed
s in
to t
he
so
il w
ith y
ou
r fi n
ge
r.
3 W
ate
r th
e s
ee
ds.
4 Pu
t th
e p
ot
in a
su
nn
y p
lac
e. W
atc
h t
he
pla
nts
gro
w.
5 Pu
t th
e p
lan
ts in
th
e g
ard
en
. Wa
tch
th
e fl
ow
ers
gro
w.
Wat
er th
e se
eds
Pu
t the
pot
in a
sunn
y pl
ace
Push
the
seed
s int
o th
e so
il
12
3
Pus
h
..
.
Aft
er y
ou re
ad
64
6
sixt
y-fo
ur
Less
on
7 L
itera
cy
Text
typ
e: I
nstr
uctio
ns
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Be
fore
yo
u r
ea
d
•S
ay if
yo
u’v
e g
ot
a g
ard
en
.
Ac
tivit
y 1
•W
hat
do
yo
u n
eed
to
gro
w
fl o
wers
?
•T
hin
k a
nd
circle
.
Aft
er
yo
u r
ea
d
Go
to
pag
e 6
4 in
yo
ur
Activity B
oo
k.
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w t
he c
ultu
re lesso
n.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 2
•L
iste
n a
nd
read
th
e
instr
uctio
ns.
CD
3 T
rac
k 1
6 p
XX
X
Lin
k t
o S
cie
nc
e
•P
lan
ts:
Revie
w w
hat
pla
nts
need
to
su
rviv
e.
Extr
a a
cti
vit
ies
Re
info
rce
me
nt
•P
lay B
it b
y b
it.
Exte
nsio
n
•G
row
fl o
wers
fro
m s
eed
s.
Ac
tivit
y B
oo
k
Aft
er
yo
u r
ea
d:
Ac
tivit
y 1
•R
ead
an
d m
atc
h.
Ac
tivit
y 2
•O
rder
an
d w
rite
th
e
instr
uctio
ns.
Dra
w.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Less
on
7
Ke
y la
ng
ua
ge
•g
row
, p
lan
ts,
po
t, s
eed
s,
so
il, s
un
, su
nn
y p
lace,
watc
h,
wate
r
•P
ut
the (p
ot
in a
su
nn
y p
lace). P
ush
th
e s
eed
s (in
to t
he
so
il).
Wate
r th
e s
eed
s.
Re
cyc
led
: b
oo
k;
fro
g;
fi n
ger;
fl o
wers
, g
ard
en
Ma
teri
als
•P
up
il’s B
oo
k p
67
; A
ctivity B
oo
k p
64
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: th
ink,
circle
, lis
ten,
read
, m
atc
h, w
rite
Op
tio
na
l m
ate
ria
ls
•P
layg
rou
nd
ob
jects
an
d n
atu
re w
ord
card
s
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
•P
ots
, so
il, p
acket
of
seed
s
•R
ead
and
und
ers
tand
instr
uctio
ns f
or
gro
win
g fl o
wers
•W
rite
instr
uctio
ns
•Id
entify
what
pla
nts
need
to
surv
ive
(o
ptio
nal)
161
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
cu
ltu
re le
sso
n.
•R
evie
w t
he a
ctivitie
s t
hat
British c
hild
ren d
o a
t th
e
park
.
•E
licit p
lay c
ricket,
pla
y o
n a
zip
wir
e, rid
e o
n a
tra
in
and
feed
the d
ucks.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o r
ea
d s
om
e in
str
uc
tio
ns.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Wh
at
do
yo
u n
ee
d t
o g
row
fl o
we
rs? T
hin
k a
nd
cir
cle
.
•F
ocus t
he p
up
ils o
n t
he p
ho
tos.
Read
out
the
questio
n.
•E
licit a
nsw
ers
fro
m t
he p
up
ils.
Then t
hey c
ircle
th
e
pic
ture
s.
An
sw
ers
: so
il, s
eed
s,
wate
r, s
un
Be
fore
yo
u r
ea
d
•A
sk H
ave
yo
u g
ot
a g
ard
en
? H
ave
yo
u g
ot
fl o
we
rs
in y
ou
r g
ard
en
?
•E
licit a
nsw
ers
fro
m t
he p
up
ils.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lis
ten
an
d r
ea
d t
he
in
str
uc
tio
ns.
CD
3 T
rack 1
6 p
XX
X
•F
ocus t
he p
up
ils o
n A
ctivity 2
. S
ay L
et’s r
ea
d a
nd
liste
n t
o t
he
in
str
uc
tio
ns.
•P
lay t
he C
D, p
ausin
g a
fter
each instr
uctio
n.
The
pup
ils p
oin
t to
the c
orr
ect
pic
ture
and
mim
e t
he
actio
n.
•P
lay t
he C
D a
gain
. T
he c
lass r
ep
eats
the instr
uctio
ns.
•A
sk v
olu
nte
ers
to
read
the instr
uctio
ns a
loud
.
Ac
tivit
y B
oo
k
Aft
er
yo
u r
ea
d:
Ac
tivit
y 1
Re
ad
an
d m
atc
h.
•(B
oo
ks o
pen
.) F
ocu
s t
he p
up
ils o
n t
he fi r
st
sen
ten
ce.
Read
ou
t th
e in
str
uctio
ns a
nd
ask t
he p
up
ils t
o f
ollo
w
the lin
e.
•A
sk a
vo
lun
teer
to d
o t
he s
am
e f
or
the s
eco
nd
sen
ten
ce.
•T
he p
up
ils w
ork
on
th
eir o
wn
to
co
mp
lete
th
e a
ctivity.
An
sw
ers
: 1
th
ird
pic
ture
2 f
ou
rth
pic
ture
3 s
eco
nd
pic
ture
4 fi fth
pic
ture
5 fi r
st
pic
ture
Ac
tivit
y 2
Ord
er
an
d w
rite
th
e in
str
uc
tio
ns.
Dra
w.
•R
ead
ou
t th
e in
str
uctio
ns in
th
e b
ox.
•T
he p
up
ils w
rite
th
e in
str
uctio
ns in
th
e c
orr
ect
ord
er
in b
oxes 1
–3
. T
hey d
raw
a p
ictu
re t
o illu
str
ate
th
e
instr
uctio
ns in
bo
xes 2
an
d 3
.
•A
sk v
olu
nte
ers
to
read
ou
t th
eir a
nsw
ers
.
An
sw
ers
: 1
Pu
sh
th
e s
eed
s in
to t
he s
oil.
2 W
ate
r th
e
seed
s.
3 P
ut
the p
ot
in a
su
nn
y p
lace.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
fr
og
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e r
ea
d s
om
e
instr
uc
tio
ns in
En
glish
. W
ha
t w
ere
th
ey?
Elic
it t
he
instr
uctio
ns f
rom
th
e p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s.
Say L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te?
Elic
it t
he p
up
ils’
favo
urite
activitie
s.
Extr
a a
cti
vit
y
Re
info
rce
me
nt
•P
lay B
it b
y b
it (see p
28
) w
ith
th
e p
layg
rou
nd
an
d
natu
re o
bje
cts
wo
rd c
ard
s.
Exte
nsio
n
•G
row
fl o
wers
fro
m s
eed
s in
th
e c
lassro
om
. B
rin
g in
so
me s
oil
in p
ots
an
d s
om
e s
eed
s. T
he p
up
ils p
lan
t
the s
eed
s, w
ate
r th
em
an
d p
ut
them
in
a s
un
ny p
lace.
Rem
ind
th
e c
lass t
o w
ate
r th
e s
eed
s r
eg
ula
rly.
Watc
h
the fl o
wers
gro
w.
Lin
k t
o S
cie
nc
e
•If y
ou
are
stu
dyin
g t
he S
cie
nce t
op
ic o
f P
lan
ts in
En
glis
h, yo
u c
ou
ld r
evie
w w
hat
pla
nts
need
to
su
rviv
e
befo
re y
ou
do
th
e P
up
il’s
Bo
ok
Ac
tivit
y 1
: B
efo
re
yo
u r
ea
d. E
licit ‘su
nlig
ht’
, ‘a
ir’, ‘w
ate
r’ a
nd
‘so
il’.
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
162
She
’s
on th
e ro
unda
bout
.
Key
fo
r A
ctiv
ity
3: 1
. I c
an s
ay t
he
ob
ject
s in
th
e p
ark.
2.
I ca
n s
ay w
her
e p
eop
le a
nd
th
ing
s ar
e. 3
. I c
an t
alk
abo
ut
a p
ark
in m
y to
wn
. 4. I
can
un
der
stan
d in
stru
ctio
ns.
5. I
list
en
to in
stru
ctio
ns
in t
he
clas
sro
om
. 6. I
list
en t
o o
ther
s.
1
Rea
d, m
atc
h a
nd w
rite.
2
Rea
d, l
ook
and
writ
e.
3
My
prog
ress
Use
you
r tra
ffic
light
. Lis
ten
to th
e te
ach
er a
nd p
oint
.
in fr
ont o
f
near
b
ehin
d
bet
wee
n
nex
t to
c
The
y’re
.
He
’s
. .
3 W
he
re a
re M
olly
an
d B
eth
?
1 W
he
re’s
Mo
lly?
2 W
he
re’s
Ja
ke?
4 W
he
re’s
Be
th?
1 T
he
fro
gs
are
nea
r
t
he
tre
e.
2 B
eth
is
th
e fl
ow
ers
.
3 J
ake
is
th
e ro
cks
.
4 M
olly
is
th
e b
ush
.
5 T
he
ca
ts a
re
th
e fl
ow
er.
Less
on
8 R
evie
w
65si
xty-
fi ve
6
68
6Le
sso
n 8
Rev
iew
1
List
en a
nd n
umb
er. W
rite
and
say
.
2
Look
, rea
d a
nd w
rite.
1 W
he
re’s
Tob
y? H
e’s
a
roc
k.
2 W
he
re’s
Mo
lly?
Sh
e’s
a
bu
sh.
3 W
he
re a
re B
eth
an
d J
ake
? T
he
y’re
a
roc
k.
in fr
ont o
f
next
to
beh
ind
swin
g
1
3 C
oope
rati
ve le
arni
ngCo
oper
ativ
e le
arni
ngCo
oper
ativ
e le
arni
ngSi
ng W
ell d
one!
HIGH FIV
E, EV
ERYO
NE!
WELL
DONE!
sixt
y-ei
ght
Key
lear
nin
g o
utc
om
es: r
evie
w la
ng
uag
e in
th
e u
nit
Lan
gu
age:
par
k o
bje
cts,
Wh
ere’
s/
sW
her
e ar
e an
d p
rep
osi
tio
ns
CD
3 17
CD
3 18
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w t
he u
nit v
ocab
ula
ry.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 1
•L
iste
n a
nd
nu
mb
er.
CD
3 T
rac
k 1
7 p
XX
X
•W
rite
an
d s
ay.
Ac
tivit
y 2
•L
oo
k,
read
an
d w
rite
.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•R
ead
, m
atc
h a
nd
write
.
Ac
tivit
y 2
•R
ead
, lo
ok a
nd
write
.
Ac
tivit
y 3
M
y pr
ogre
ss
•U
se y
ou
r tr
affi c
lig
ht.
Lis
ten
to t
he t
each
er
an
d p
oin
t.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d w
rite
the w
ord
.
En
din
g t
he
le
sso
n
•R
evie
w t
he t
ask fl a
sh
card
s.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Ke
y la
ng
ua
ge
•b
eh
ind
, b
etw
een
, in
fro
nt
of,
near, n
ext
to;
bu
sh
,
fl o
wer, g
rass,
rock,
tree;
clim
bin
g f
ram
e,
rou
nd
ab
ou
t,
seesaw
, slid
e,
sw
ing
; cats
, co
w,
fro
gs
•W
here
’s (B
eth
)? (S
he’s
) o
n t
he (slid
e). W
here
are
(B
eth
an
d M
olly
)? T
hey’r
e (o
n t
he c
limb
ing
fra
me). (M
olly
) is
(in
fro
nt
of) (th
e b
ush
).
Re
cyc
led
: cats
, co
w,
fro
gs
Ma
teri
als
•P
up
il’s B
oo
k p
68
; A
ctivity B
oo
k p
65
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•P
layg
rou
nd
ob
jects
an
d n
atu
re fl a
sh
card
s
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: lis
ten
,
nu
mb
er, w
rite
, sin
g, stick, re
ad
, m
atc
h, th
ink, Talk
Part
ners
•Tra
ffi c
lig
ht
cu
t-o
ut
•H
igh
Fiv
e! sticker
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
an
d 5
)
• R
evie
w lang
uag
e in t
he u
nit
• R
efl ect
on o
wn learn
ing
• S
ing
a c
oo
pera
tive learn
ing
so
ng
Less
on
8 R
evie
w
•S
ing
Well
do
ne!
CD
3 T
rac
k 1
8 p
XX
X
•S
tick t
he H
igh
Fiv
e! sticker.
Go
to
th
e A
ctivity B
oo
k.
163
Ac
tivit
y 2
Re
ad
, lo
ok
an
d w
rite
.
•A
sk W
ha
t c
an
yo
u s
ee
in
th
e p
ictu
re? T
he p
up
ils
describ
e t
he p
ictu
re.
•T
he p
up
ils c
om
ple
te t
he s
en
ten
ces o
n t
heir o
wn
usin
g
the w
ord
s in
th
e b
ox.
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
Altern
atively
, th
e p
up
ils w
ork
with
a T
alk
Part
ner
to c
om
ple
te t
he s
en
ten
ces.
An
sw
ers
: 1
near
2 b
eh
ind
3 b
etw
een
4 in
fro
nt
of
5 n
ext
to
Ac
tivit
y 3
: M
y p
rog
ress
My
prog
ress
Use
yo
ur
tra
ffi c
lig
ht.
Lis
ten
to
th
e t
ea
ch
er
an
d p
oin
t.
•(B
oo
ks c
losed
.) A
sk t
he c
lass t
o t
ake o
ut
their t
raffi c
ligh
t cu
t-o
ut.
Say L
et’s t
hin
k a
bo
ut
ou
r w
ork
in
th
is
un
it. P
oin
t to
th
e g
reen
circle
, n
od
yo
ur
head
, sm
ile a
lot,
an
d s
ay I
ca
n s
ay t
he
ob
jec
ts in
th
e p
layg
rou
nd
.
Ye
s, I
ca
n d
o t
his
ve
ry w
ell. P
oin
t to
th
e y
ello
w c
ircle
,
mo
ve y
ou
r h
ead
a little, sm
ile a
little a
nd
say Y
es, I
ca
n d
o t
his
. T
hen
po
int
to t
he r
ed
circle
, sh
ake y
ou
r
head
an
d s
ay N
o, I
ca
n’t
do
th
is.
•R
ead
th
e d
iffe
ren
t sta
tem
en
ts. F
or
each
on
e, th
e
pu
pils
po
int
to t
he c
olo
ur
on
th
eir t
raffi c
lig
ht
that
sh
ow
s h
ow
th
ey f
eel ab
ou
t th
eir o
wn
learn
ing
.
Se
lf-a
sse
ssm
en
t sta
tem
en
ts
1.I can s
ay t
he o
bje
cts
in t
he p
ark
.2.I can s
ay w
here
peo
ple
and
thin
gs a
re.
3.I can t
alk
ab
out
a p
ark
in m
y t
ow
n.
4.I can u
nd
ers
tand
instr
uctio
ns.
5.I lis
ten t
o instr
uctio
ns in t
he c
lassro
om
.6.I lis
ten t
o o
thers
.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re a
nd
write
th
e w
ord
.
If n
ecessary
, th
ey lo
ok b
ack a
t th
e p
revio
us u
nit.
An
sw
er:
co
w
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w t
he
un
it v
oc
ab
ula
ry.
•H
old
up
a p
layg
round
ob
jects
and
natu
re fl a
shcard
and
elic
it t
he w
ord
. S
tick t
he fl a
shcard
face d
ow
n o
n
the b
oard
. R
ep
eat
with a
ll th
e fl a
shcard
s.
•A
sk W
he
re’s
th
e (
slid
e)?
Invite a
pup
il to
turn
over
a
fl ashcard
. If it’s t
he c
orr
ect
fl ashcard
, he /
she s
ays
It’s
here
. If it
isn’t
the c
orr
ect
fl ashcard
, ano
ther
pu
pil
has a
turn
. R
ep
eat
with d
iffe
rent
wo
rds.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o r
em
em
be
r w
ha
t w
e’v
e
lea
rnt
in U
nit
6.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lo
ok
, re
ad
an
d w
rite
.
•T
he p
up
ils lo
ok a
t th
e p
ictu
re in
Activity 2
. R
ead
ou
t
the fi r
st
qu
estio
n.
Elic
it t
he a
nsw
er.
•R
ead
ou
t th
e o
ther
sen
ten
ces.
Th
e p
up
ils w
rite
th
e
an
sw
ers
on
th
eir o
wn
.
•A
sk v
olu
nte
ers
to
read
out
the q
uestio
ns a
nd
answ
ers
.
An
sw
ers
: 1
beh
ind
2 in
fro
nt
of
3 n
ext
to
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Re
ad
, m
atc
h a
nd
wri
te.
•(B
oo
ks o
pen
.) T
he p
up
ils s
ay w
hat
they c
an
see in
th
e
pic
ture
s.
•R
ead
ou
t th
e fi r
st
qu
estio
n.
Th
e p
up
ils f
ollo
w t
he
matc
hin
g lin
e t
o t
he p
ictu
re a
nd
th
en
th
e a
nsw
er.
Read
ou
t th
e a
nsw
er.
•R
ep
eat
with
all
the q
uestio
ns.
•T
he p
up
ils w
rite
th
e a
nsw
ers
.
An
sw
ers
: 1 S
he’s
on
th
e r
ou
nd
ab
ou
t. 2
He’s
on
th
e
sw
ing
. 3
Th
ey’r
e o
n t
he s
eesaw
. 4
Sh
e’s
on
th
e s
lide.
E
nd
ing
th
e le
sso
n
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s. S
ay L
oo
k a
t th
e
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y w
as
yo
ur
favo
uri
te? E
licit t
he p
up
ils’ fa
vo
urite
activitie
s.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Lis
ten
an
d n
um
be
r. W
rite
an
d s
ay.
CD
3 T
rack 1
7 p
XX
X
•P
oin
t to
each p
ictu
re a
nd
elic
it t
he w
ord
s.
•P
lay t
he C
D, p
ausin
g a
fter
each s
ente
nce.
The p
up
ils
write
the c
orr
ect
num
bers
in t
he c
ircle
s.
•P
lay t
he C
D a
gain
. T
his
tim
e t
he p
up
ils r
ep
eat.
•T
hen t
he p
up
ils w
rite
the w
ord
s u
nd
er
the p
ictu
res.
An
sw
ers
: 1 s
win
g 2
gra
ss 3
ro
un
dab
ou
t 4
slid
e 5
bu
sh
6 t
ree 7
seesaw
8 r
ock 9
clim
bin
g f
ram
e 1
0 fl o
wer
Sin
g W
ell d
on
e!
CD
3 T
rac
k 1
8 p
XX
X
•P
rais
e t
he p
up
ils f
or
their h
ard
wo
rk a
nd
en
co
ura
ge
them
to
pra
ise e
ach
oth
er. P
lay t
he W
ell
do
ne! so
ng
.
Th
e p
up
ils s
ing
an
d d
o t
he a
ctio
ns.
Sti
ck
th
e H
igh
Fiv
e!
sti
ck
er.
•T
he p
up
ils s
tick t
he H
igh
Fiv
e! sticker
on
th
e P
up
il’s
Bo
ok p
ag
e.
•V
ariatio
n:
Sin
g t
he W
ell
do
ne! so
ng
an
d s
tick t
he H
igh
Fiv
e! sticker
aft
er
the c
lass h
as a
lso
co
mp
lete
d t
he
Activity B
oo
k L
esso
n 8
Revie
w.
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
164
6V
ideo
and
21s
t Cen
tury
Ski
lls
1
Rea
d, l
iste
n a
nd m
atc
h. C
D3
19
1 2 3 4
I use
tw
o h
an
ds
on
th
e
I wa
it n
ext
to
I sit
do
wn
on
I go
do
wn
2
me
Rea
d, t
hink
and
writ
e.
Dra
w a
nd s
ay.
1 I u
se t
wo
ha
nd
s o
n t
he
.
2 I g
o d
ow
n t
he
.
3 I s
it d
ow
n o
n t
he
.
4 I w
ait
ne
xt to
th
e
.
Are
yo
u c
are
ful i
n t
he
pla
ygro
un
d?
Wh
at
do
yo
u d
o?
66si
xty-
six
b
Bei
ng c
aref
ulB
eing
car
eful
Bei
ng c
aref
ulV
ideo
and
21s
t Cen
tury
Ski
lls6 69
sixt
y-ni
ne
3
Rea
d a
nd c
ircle
.
Be c
are
ful i
n
the
pla
ygro
un
d.
Key
lear
nin
g o
utc
om
es: w
atch
an
d u
nd
erst
and
a v
ideo
ab
ou
t p
layg
rou
nd
s 2
1stLi
vin
g in
th
e w
orl
d: b
ein
g c
aref
ul i
n t
he
pla
ygro
un
d
✓
Bei
ng c
aref
ulB
eing
car
eful
Bei
ng c
aref
ul
Tod
ay’
s p
rog
ram
me
is
ab
ou
t p
layg
rou
nd
s.
Do
yo
u li
ke p
layg
rou
nd
s?
Wh
at
do
yo
u d
o t
he
re?
1
Wat
ch th
e vi
deo.
Tick
(✓
) or
cro
ss (
✗).
Are
thes
e pl
aygr
ound
s in
the
vide
o?
2
Wa
tch
the
vid
eo a
ga
in. R
ead
and
circ
le.
1 Th
e o
ran
ge
rou
nd
ab
ou
t is
fast
/ s
low
.
2 Th
e g
irl g
oe
s up
/ d
own
the
slid
e.
3 A
boy
/ g
irl is
on
th
e z
ip w
ire.
4 T
he
clim
bin
g fr
am
e is
/ is
n’t h
igh
.
3 St
and
up /
Sit
dow
n o
n t
he
se
esa
w.
1 O
nly
go
up
/ do
wn
the
slid
e.
4 W
ait
in fr
ont o
f / n
ext t
o th
e z
ip w
ire.
2 U
se tw
o ha
nds
/ on
e ha
ndo
n t
he
sw
ing
.
At a
Gla
nce
Less
on P
lan
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w p
layg
rou
nd
ob
jects
by
ran
kin
g
•S
et
learn
ing
ou
tco
mes a
nd
use t
he t
ask fl a
sh
card
s.
Ac
tivit
y 1
•W
atc
h t
he v
ideo
.
Un
it 6
vid
eo
•T
ick (✓
) o
r cro
ss (✗
). A
re t
hese
pla
yg
round
s in t
he v
ideo
?
Pre
-wa
tch
ing
ac
tivit
y
•R
evie
w U
nit 5
vid
eo
.
•P
red
ict
wh
at
pla
yg
rou
nd
ob
jects
th
ey a
re g
oin
g t
o s
ee.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
Elic
it t
he p
up
ils’
favo
urite
activitie
s.
Extr
a a
cti
vit
y
•P
up
ils w
ork
to
geth
er
in g
rou
ps
to d
o a
n a
ctivity.
Ac
tivit
y 2
•W
atc
h t
he v
ideo
ag
ain
.
Un
it 6
vid
eo
•R
ead
an
d c
ircle
.
Ac
tivit
y 3
•R
ead
an
d c
ircle
.
Go
to
th
e A
ctivity B
oo
k.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
6
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Ke
y la
ng
ua
ge
•clim
bin
g f
ram
e,
go
up
, in
fro
nt
of,
next
to,
on
e/t
wo
han
ds,
rou
nd
ab
ou
t, s
it d
ow
n,
slid
e,
sta
nd
up
, w
ait,
zip
wir
e
Ma
teri
als
•P
up
il’s B
oo
k p
69
; A
ctivity B
oo
k p
66
; C
lass C
D3
;
Vid
eo
; Te
ach
er’s A
pp
on
Navio
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s: tick,
read
, circle
, lis
ten
, m
atc
h, th
ink, w
rite
, d
raw
, say,
Talk
Part
ners
Op
tio
na
l m
ate
ria
ls
•Te
ach
er’s R
eso
urc
e B
an
k: Trin
ity E
xam
Pra
ctice c
ard
s
(sele
cte
d f
rom
Un
it 6
)
•Te
ach
er’s R
eso
urc
e B
an
k: P
layg
rou
nd
an
d n
atu
re
wo
rds fl a
sh
card
s
•w
atc
h a
nd
und
ers
tand
a v
ideo
ab
out
pla
yg
round
s.
Vid
eo
and
21s
t C
ent
ury
Skill
s
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•R
ead
, lis
ten
an
d m
atc
h.
CD
3 T
rac
k 1
9 p
XX
X
Ac
tivit
y 2
•R
ead
, th
ink a
nd
write
.
Dra
w a
nd
say.
Re
cyc
led
vo
ca
bu
lary
•L
oo
k,
rem
em
ber
an
d
write
th
e w
ord
.
•C
on
tin
ue t
he W
ays o
f th
inkin
g
wall
dis
pla
y.
165
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
Re
vie
w p
layg
rou
nd
ob
jec
ts.
•S
tick t
he p
layg
round
ob
jects
fl a
shcard
s o
n t
he b
oard
.
Invite d
iffe
rent
pup
ils t
o t
he f
ront
and
giv
e t
hem
a
pla
yg
round
ob
ject
wo
rd c
ard
to
matc
h t
o t
he p
ictu
re.
•A
sk a
few
pup
ils w
hic
h t
heir n
um
ber
one f
avo
urite
pla
yg
round
activity is.
Write
one t
o t
hre
e o
n t
he b
oard
and
ask t
he p
up
ils t
o r
ank t
he a
ctivitie
s.
Ta
lk P
air
s.
Pup
ils c
om
pare
their r
ankin
g w
ith t
heir
part
ner. A
sk I
s y
ou
r ra
nk
ing
th
e s
am
e? W
hic
h
pla
yg
rou
nd
ac
tivit
ies a
re b
ett
er
wh
en
yo
u w
ork
tog
eth
er?
Se
t le
arn
ing
ou
tco
me
s.
•S
ay T
od
ay w
e’r
e g
oin
g t
o w
atc
h a
vid
eo
an
d t
he
n
ask
an
d a
nsw
er
qu
esti
on
s a
bo
ut
pla
yg
rou
nd
s.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on t
he s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Wa
tch
th
e v
ide
o a
ga
in.
Re
ad
an
d c
irc
le.
•P
lay t
he v
ideo
ag
ain
. P
au
se a
fter
the o
ran
ge
rou
nd
ab
ou
t. R
ead
ou
t th
e fi r
st
sen
ten
ce in
Activity 2
.
Ask I
s t
he
ora
ng
e r
ou
nd
ab
ou
t fa
st
or
slo
w? S
ho
w
fast
circle
d.
•R
ead
ou
t sen
ten
ce t
wo
. A
sk p
up
ils w
hic
h w
ord
th
ey
sh
ou
ld c
ircle
. R
ep
eat
with
all
the s
en
ten
ces.
•P
lay t
he v
ideo
all
the w
ay t
hro
ug
h f
or
pu
pils
to
circle
the w
ord
s.
•A
sk t
he p
up
ils s
om
e q
uestio
ns t
o c
heck
un
ders
tan
din
g.
Su
gg
este
d q
uestio
ns.
Wh
ich
pla
yg
rou
nd
ob
jec
ts a
re h
igh
? (S
lide,
zip
lin
e,
clim
bin
g f
ram
e).
Wh
ich
pla
yg
rou
nd
ob
jec
t is
slo
w?
(T
he r
ed
rou
nd
ab
ou
t).
Wh
at
do
es S
op
hie
sa
y is im
po
rta
nt
to d
o o
n t
he
sw
ing
an
d c
lim
bin
g f
ram
e? (U
se t
wo
han
ds).
Wh
at
are
th
e c
hild
ren
do
ing
ne
xt
to t
he
clim
bin
g
fra
me
? (W
aitin
g f
or
their t
urn
).
Wh
at
na
ture
fe
atu
res d
o y
ou
se
e?
(G
rass,
bu
sh
,
tree).
Wh
y is it
imp
ort
an
t to
be
ca
refu
l a
t th
e
pla
yg
rou
nd
? (P
lay s
afe
ly s
o y
ou
do
n’t
get
hu
rt o
r h
urt
oth
er
ch
ildre
n).
An
sw
ers
: 1
fast
2 u
p 3
bo
y 4
is
Pu
pil’s
Bo
ok
Ac
tivit
y 3
Re
ad
an
d c
irc
le.
•S
tick t
he s
lide, sw
ing
an
d s
eesaw
fl a
sh
card
s o
n t
he
bo
ard
. A
sk t
he p
up
ils t
o t
ell
yo
u h
ow
th
ey c
an
pla
y
safe
ly o
n e
ach
ob
ject.
•R
ead
ou
t th
e s
en
ten
ces f
or
the p
up
ils t
o f
ollo
w.
•R
ead
ou
t th
e s
peech
bu
bb
le. E
xp
lain
th
at
the p
ictu
res
sh
ow
ho
w t
o b
e c
are
ful an
d s
afe
in
th
e p
layg
rou
nd
an
d t
hey h
ave t
o c
ircle
th
e c
orr
ect
wo
rds.
An
sw
ers
: 1
do
wn
2 t
wo
han
ds 3
sit d
ow
n 4
next
to
Pu
pil’s
Bo
ok
Ac
tivit
y 1
Wa
tch
th
e v
ide
o.
Tic
k (
✓)
or
cro
ss (
✗).
Are
th
ese
pla
yg
rou
nd
s in
th
e v
ide
o?
•A
sk D
o y
ou
se
e a
ny o
f th
e p
layg
rou
nd
ac
tivit
ies
tha
t yo
u t
alk
ed
ab
ou
t? P
lay t
he v
ideo
. A
sk W
ha
t
pla
yg
rou
nd
ob
jec
ts d
id y
ou
se
e?
•A
sk D
o S
op
hie
an
d T
om
lik
e p
layg
rou
nd
s? W
hy?
Pla
y t
he intr
o, p
ausin
g t
o e
licit t
he a
nsw
ers
.
• O
n t
he b
oard
stick f
our
pla
yg
round
fl a
shcard
s. Te
ll
the p
up
ils t
o lis
ten a
nd
tell
yo
u w
hic
h o
bje
ct
yo
u d
on
’t
say.
Say t
hre
e o
f th
e o
bje
cts
. A
sk a
pup
il to
co
me
to t
he b
oard
an
d w
rite
a c
ross u
nd
er
the p
layg
roun
d
ob
ject
fl ashcard
yo
u d
idn’t
say.
Rep
eat
with d
iffe
ren
t
pla
yg
round
ob
ject
fl ashcard
s.
•F
ocu
s t
he p
up
ils’
att
en
tio
n o
n t
he v
ideo
stills
. A
sk
Wh
at
ca
n y
ou
se
e?
•E
xp
lain
th
at
the p
up
ils c
ross t
he p
layg
rou
nd
ob
ject
that
is n
ot
in t
he v
ideo
lik
e t
he p
revio
us fl a
sh
card
activity.
Pla
y t
he fi r
st
part
of
the v
ideo
. P
au
se t
he
vid
eo
aft
er
the fi r
st
vid
eo
still.
Ask t
he p
up
ils t
o p
oin
t
to t
he c
orr
esp
on
din
g p
ho
to in
th
eir b
oo
k.
•P
lay t
he r
est
of
the v
ideo
fo
r p
up
ils t
o p
oin
t to
th
e
ph
oto
s in
th
e o
rder
they s
ee t
he p
layg
rou
nd
ob
jects
.
•P
lay t
he v
ideo
ag
ain
fo
r p
up
ils t
o w
rite
th
e c
ross.
Th
e
pu
pils
th
en
tic
k t
he p
layg
rou
nd
ob
jects
th
at
are
in
th
e
vid
eo
.
•A
sk W
hic
h p
layg
rou
nd
ac
tivit
y lo
ok
s t
he
mo
st
fun
?
An
sw
ers
: ✓
, ✗
, ✓
, ✓
Pre
-wa
tch
ing
ac
tivit
y
•A
sk W
hat
can
yo
u r
em
em
ber
ab
ou
t th
e U
nit
5 v
ideo
?
Wh
at
was it
ab
ou
t? W
hat
pla
yg
rou
nd
ob
jects
do
yo
u
thin
k y
ou
are
go
ing
to
see in
th
e v
ideo
th
is w
eek?
Thin
k-Pa
ir-Sh
are
Ask t
he p
up
ils w
hat
pla
yg
round
ob
jects
they h
ave in t
heir lo
cal
pla
yg
round
. W
rite
their a
nsw
ers
on t
he b
oard
.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Re
ad
, liste
n a
nd
ma
tch
.
CD
3 T
rac
k 1
9 p
XX
X
•Te
ll th
e p
up
ils y
ou
are
go
ing
to
say s
om
e in
str
uctio
ns
ab
ou
t b
ein
g c
are
ful in
th
e p
layg
rou
nd
an
d t
hey h
ave
to m
ime t
he a
ctio
ns. S
ay I
use
tw
o h
an
ds o
n t
he
clim
bin
g f
ram
e. I
wa
it n
ext
to t
he
sw
ing
. I
sit
do
wn
on
th
e z
ip w
ire
. I
on
ly g
o d
ow
n t
he
slid
e.
•P
lay t
he fi r
st
exch
an
ge o
n t
he C
D. S
ho
w t
he m
atc
hin
g
line. In
pairs, th
e p
up
ils r
ead
th
e o
ther
sen
ten
ces a
nd
matc
h t
hem
to
th
e p
ictu
res.
•P
lay t
he r
est
of
the C
D, p
au
sin
g a
fter
each
exch
an
ge,
for
pu
pils
to
ch
eck t
heir a
nsw
ers
.
An
sw
ers
: 1
clim
bin
g f
ram
e 2
sw
ing
3 z
ip w
ire 4
slid
e
Ac
tivit
y 2
Re
ad
, th
ink
an
d w
rite
. D
raw
an
d s
ay.
•R
ead
ou
t th
e s
peech
bu
bb
le. E
licit r
esp
on
ses f
rom
the p
up
ils.
•R
ead
ou
t th
e s
en
ten
ces f
or
the p
up
ils t
o f
ollo
w. T
he
pu
pils
co
mp
lete
th
e in
str
uctio
ns w
ith
a p
layg
rou
nd
ob
ject.
Th
e p
up
ils d
raw
pic
ture
s t
o illu
str
ate
th
e
instr
uctio
ns.
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
s. P
up
ils t
ak
e t
urn
s t
o p
oin
t to
the
ir p
ictu
res a
nd
sh
are
th
eir
in
str
uc
tio
ns w
ith
th
eir
pa
rtn
er.
Re
cyc
led
vo
ca
bu
lary
•T
he p
up
ils lo
ok a
t th
e p
ictu
re, re
mem
ber
the
vo
cab
ula
ry w
ord
an
d w
rite
it
on
th
e lin
e.
An
sw
ers
: b
ird
Det
aile
d Le
sson
Pla
n
6
Det
aile
d Le
sson
Pla
n
166
At a
Gla
nce
Less
on P
lan
Ac
tivit
y B
oo
k:
Pla
n y
ou
r p
roje
ct
Ac
tivit
y 1
•P
lan
a s
prin
g w
all
dis
pla
y. D
ecid
e w
ith
yo
ur
cla
ss a
nd
tic
k (✓
).
Ke
y la
ng
ua
ge
•b
utt
erfl
ies,
ch
icks,
lam
bs,
rab
bits;
sp
rin
g;
clo
ud
y, r
ain
y,
sn
ow
y, s
torm
y, s
un
ny,
win
dy
•H
ow
man
y (la
mb
s) can
yo
u s
ee?
I c
an
see (th
ree
lam
bs). W
hat’s t
he w
eath
er
like t
od
ay?
It’s (w
ind
y). Is it
(rain
y) to
day?
Yes,
it is.
No
, it isn
’t.
Re
cyc
led
: n
um
bers
1–1
0; b
ird
s,
bu
sh
es,
fl o
wers
,
trees
Ma
teri
als
•P
up
il’s B
oo
k p
70
; A
ctivity B
oo
k p
68
; C
lass C
D3
;
Teach
er’s A
pp
on
Navio
•Te
ach
er’s R
eso
urc
e B
an
k: Ta
sk fl a
sh
card
s:
liste
n, fi n
d,
write
, Talk
Part
ners
, p
lan
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
, 5
an
d 6
)
•Id
entify
and
talk
ab
out
sp
ring
anim
als
and
pla
nts
•C
ount
item
s in a
pic
ture
•Id
entify
weath
er
co
nd
itio
ns in s
pring
• P
rep
are
to
make a
cla
ss s
pring
wall
dis
pla
y
Lin
k t
o S
cie
nc
e
Wa
ter
an
d A
ir:
Revie
w d
iffe
ren
t
weath
er
co
nd
itio
ns.
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•R
evie
w t
he t
ask fl a
sh
card
s.
70se
vent
y
Ma
ke a
spr
ing
wa
ll di
spla
y
1 Li
sten
and
say
. Rea
d, c
ount
and
writ
e.
2
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
sLi
sten
. Ask
and
ans
wer
.
My
proj
ect 2
Le
sso
n 1
I ca
n s
ee
th
ree
lam
bs.
Ho
w m
an
y la
mb
s c
an
yo
u s
ee
?
lam
bs
fl ow
ers
bir
ds
rab
bits
c
hick
s b
utte
rfl i
es
3
Key
lear
nin
g o
utc
om
es: i
den
tify
an
d t
alk
abo
ut
spri
ng
an
imal
s an
d p
lan
tsLa
ng
uag
e: H
ow
man
y (l
amb
s) c
an y
ou
see
? I c
an s
ee (
thre
e) la
mb
s.
Lear
n
Plan
you
r pro
ject
Dig
ital t
ip!
Loo
k fo
r p
ictu
res
of s
prin
g o
n th
e
Inte
rne
t. W
ha
t ca
n y
ou
se
e?
➔
Prep
are
to m
ake
a sp
ring
wal
l dis
play
.G
o to
pag
e 68
in y
our A
ctiv
ity B
ook.
CD
3 21
CD
3 20
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w w
eath
er
vo
cab
ula
ry.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Ac
tivit
y 1
:L
ea
rn
•L
iste
n a
nd
say.
CD
3 T
rac
k 2
0 p
XX
X
•R
ead
, co
un
t an
d w
rite
.
Pla
n y
ou
r p
roje
ct
•P
rep
are
to
make a
sp
rin
g w
all
dis
pla
y.
Go
to
pag
e 6
8 in
yo
ur
Activity B
oo
k.
Ac
tivit
y 2
•L
iste
n.
CD
3 T
rac
k 2
1 p
XX
X
•
Tal
k Pa
rtne
rsTa
lk P
artn
ers
Talk
Par
tner
s A
sk a
nd
an
sw
er.
My
proj
ect 2
Le
sso
n 1
68si
xty-
eigh
t
My
proj
ect 2
Le
sso
n 1
Plan
you
r pro
ject
1
Pla
n a
sp
ring
wa
ll d
isp
lay.
Dec
ide
with
you
r cla
ss a
nd ti
ck (
✓).
1 W
hat’s
the
wea
ther
like
on
your
wa
ll d
isp
lay?
It’
s su
nn
y.
It’
s w
ind
y.
It’
s ra
iny.
It’
s c
lou
dy.
2 W
hat a
nim
als
are
on
your
wa
ll d
isp
lay?
lam
bs
bu
tte
rfl ie
s
bird
s
ch
icks
rab
bits
3 W
hat o
ther
thin
gs
are
on
your
wa
ll d
isp
lay?
tre
es
fl ow
ers
gra
ss
b
ush
es
4 W
hat i
s th
e tit
le o
f you
r wa
ll d
isp
lay?
Sprin
g is
he
re!
It’s
sprin
g!
Ou
r sp
ring
ga
rde
n
We
love
sp
ring
!
Oth
er
ide
a:
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
My
pro
jec
t 2:
Fa
mily
Less
on 1
167
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w w
ea
the
r vo
ca
bu
lary
.
•If t
he p
up
ils a
lread
y k
no
w s
om
e w
eath
er
vo
cab
ula
ry,
quic
kly
revie
w t
he w
ord
s t
hey k
no
w.
Ask W
ha
t’s t
he
we
ath
er
lik
e t
od
ay?
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
•S
ay T
od
ay w
e’r
e g
oin
g t
o le
arn
ab
ou
t sp
rin
g a
nd
the
we
ath
er.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Ac
tivit
y B
oo
k:
Pla
n y
ou
r p
roje
ct
Ac
tivit
y 1
Pla
n a
sp
rin
g w
all d
isp
lay.
De
cid
e w
ith
yo
ur
cla
ss
an
d t
ick
(✓
).
•(B
oo
ks o
pen
.) If
po
ssib
le,
org
an
ise t
he c
lass in
to a
larg
e c
ircle
. E
xp
lain
to
th
e c
lass t
hat
they a
re g
oin
g
to w
ork
to
geth
er
to p
lan
a s
prin
g w
all
dis
pla
y f
or
the
cla
ssro
om
. R
ead
ou
t each
qu
estio
n in
tu
rn a
nd
th
e
po
ssib
le a
nsw
ers
. T
he p
up
ils v
ote
on
th
e a
nsw
ers
by r
ais
ing
th
eir h
an
ds.
Wh
en
th
e c
lass h
as m
ad
e a
decis
ion
, all
the p
up
ils t
ick t
he s
am
e r
ele
van
t b
ox(e
s)
on
th
e p
ag
e.
•F
inally
, each
pu
pil
ch
oo
ses a
nd
circle
s o
ne o
f th
e
an
imals
to
make in
th
e n
ext
lesso
n:
lam
b,
bu
tterfl
y,
bird
, ch
ick,
rab
bit.
Make s
ure
th
at
all
the a
nim
als
are
ch
osen
. Yo
u w
ill n
eed
to
make p
ho
toco
pie
s o
f th
e
an
imal cu
t-o
uts
befo
re t
he n
ext
lesso
n (availa
ble
at
ww
w.h
igh
fi ve.m
acm
illan
.es).
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•(B
oo
ks c
losed
.) S
ay T
od
ay w
e’v
e le
arn
t a
bo
ut
sp
rin
g a
nd
th
e w
ea
the
r. W
ha
t a
nim
als
ca
n y
ou
se
e
in s
pri
ng
? E
licit t
he a
nim
als
fro
m t
he p
up
ils.
Re
vie
w t
he
ta
sk
fl a
sh
ca
rds.
•P
oin
t to
th
e t
ask fl a
sh
card
s o
n t
he b
oard
. S
ay L
oo
k
at
the
ac
tivit
ies y
ou
’ve
do
ne
to
da
y. W
hic
h a
cti
vit
y
wa
s y
ou
r fa
vo
uri
te?
Elic
it t
he p
up
ils’ fa
vo
urite
activitie
s.
Pu
pil’s
Bo
ok
Ac
tivit
y 1
: L
ea
rn
Lis
ten
an
d s
ay.
Fin
d,
co
un
t a
nd
wri
te.
CD
3 T
rack 2
0 p
XX
X
•(B
oo
ks o
pen.) F
ocus t
he p
up
ils o
n t
he p
ictu
re.
Ask
Wh
at
ca
n y
ou
se
e? T
he p
up
ils n
am
e t
he a
nim
als
and
pla
nts
that
they a
lread
y k
no
w (fl o
wers
, b
ird
s,
trees, b
ushes, g
rass). Intr
od
uce t
he n
ew
vo
cab
ula
ry
butt
erfl
ies, ra
bb
its,
chic
ks,
lam
bs.
•P
lay t
he C
D. T
he p
up
ils lis
ten a
nd
then s
ay t
he w
ord
s.
•S
ay L
et’s c
ou
nt
the
la
mb
s.
The c
lass fi n
ds a
nd
co
unts
the lam
bs in t
he p
ictu
re.
The p
up
ils t
hen w
ork
on t
heir o
wn t
o fi n
d a
nd
co
unt
the o
ther
item
s.
Ch
eck
the a
nsw
ers
as a
cla
ss.
An
sw
ers
: 3
lam
bs,
7 fl o
wers
, 4
bird
s,
2 r
ab
bits,
3 t
rees,
8 b
utt
erfl
ies,
6 c
hic
ks,
2 b
ush
es
Pu
pil’s
Bo
ok
Ac
tivit
y 2
Lis
ten
. A
sk
an
d a
nsw
er.
CD
3 T
rac
k 2
1 p
XX
X
•P
lay t
he C
D,
pau
sin
g a
fter
each
sen
ten
ce.
Th
e p
up
ils
liste
n a
nd
rep
eat.
En
co
ura
ge t
he c
lass t
o v
erify
th
e
an
sw
er
by lo
okin
g a
t th
e p
ictu
re a
nd
th
eir a
nsw
er
in
Activity 1
. E
licit s
imila
r q
uestio
ns a
nd
an
sw
ers
ab
ou
t
the t
hin
gs in
th
e p
ictu
re.
• T
alk
Part
ners
Talk
Par
tner
sTa
lk P
artn
ers
Th
e p
up
ils a
sk a
nd
an
sw
er
sim
ilar
qu
estio
ns a
bo
ut
the p
ictu
re in
Activity 1
.
Lin
k t
o S
cie
nc
e
•If y
ou
are
stu
dyin
g t
he S
cie
nce t
op
ic o
f W
ate
r a
nd
Air
in
En
glis
h, yo
u c
ou
ld r
evie
w a
dd
itio
nal w
eath
er
wo
rds, e.g
. h
ot,
warm
, co
ld,
co
ol, f
og
gy. Yo
u c
ou
ld
als
o r
evie
w t
he c
loth
es t
he p
up
ils w
ear
in d
iffe
ren
t
weath
er
co
nd
itio
ns.
My
pro
jec
t 2
Det
aile
d Le
sson
Pla
n
168
Thin
k ab
out y
our p
roje
ct
My
proj
ect 2
Le
sso
n 2
sixt
y-ni
ne69
1 Th
e w
ea
the
r is
.
2 Th
e w
ea
the
r is
n’t
.
3 I c
an
se
e
an
d
.
4 M
y fa
vou
rite
sp
ring
an
ima
l is
a
.
It’s
an
d
.
2
Rea
d, t
hink
and
col
our t
he s
tars
.
I lis
ten
to m
y fr
ien
ds.
I sh
are
my
thin
gs.
I he
lp m
y fr
ien
ds.
I ma
ke a
n e
ffort
.
I lik
e t
he
dis
pla
y.
1Lo
ok a
t you
r wa
ll d
isp
lay.
Writ
e.
71se
vent
y-on
e
1
Coo
pera
tive
lear
ning
Coop
erat
ive
lear
ning
Coop
erat
ive
lear
ning
Sin
g W
hat d
o I
need
to d
o?
2
Rea
d. M
ake
a s
prin
g a
nim
al.
3
Cre
ate
yo
ur
wa
ll d
isp
lay.
List
en
. Te
ll th
e c
lass
ab
ou
t yo
ur
an
ima
l an
d s
tick
it o
n t
he
wa
ll d
isp
lay.
My
proj
ect 2
Le
sso
n 2
Key
lear
nin
g o
utc
om
es: m
ake
a sp
rin
g a
nim
al; p
rese
nt
a cl
ass
spri
ng
dis
pla
yLa
ng
uag
e: T
his
is m
y (b
utt
erfl
y). I
t’s
(blu
e). M
y (b
ird
) is
nea
r (a
bu
sh).
Crea
te
Thin
k ab
out y
our p
roje
ct
Show
and
tell
➔G
o to
pag
e 69
in y
our A
ctiv
ity B
ook.
12
Cu
t o
ut
you
r sp
ring
a
nim
al.
Be c
are
ful
with
th
e s
cis
sors
!
Co
lou
r yo
ur
sprin
g a
nim
al.
Use
diff
ere
nt
co
lou
rs.
This
is m
y b
utt
erfl
y. It
’s b
row
n, p
ink,
ora
ng
e a
nd
blu
e.
My
bird
is n
ea
r a
bu
sh.
CD
3 22 CD
3 23
Sta
rtin
g t
he
le
sso
n
•U
se t
he T
rin
ity E
xam
Pra
ctice
card
s (o
ptio
nal).
•R
evie
w w
eath
er
vo
cab
ula
ry.
•S
et
learn
ing
ou
tco
mes u
sin
g
the t
ask fl a
sh
card
s.
Less
on 1
Less
on 2
My
pro
jec
t 2:
Fa
mily
En
din
g t
he
le
sso
n
•R
evie
w t
he lesso
n.
•S
ing
Well
do
ne!
CD
3 T
rac
k 1
8 p
XX
X
Th
ink
ab
ou
t yo
ur
pro
jec
t
Go
to
pag
e 6
9 in
yo
ur
Activity
Bo
ok.
Ac
tivit
y 3
: S
ho
w a
nd
te
ll
•C
reate
yo
ur
wall
dis
pla
y.
Lis
ten
.
CD
3 T
rac
k 2
3 p
XX
X
•Te
ll th
e c
lass a
bo
ut
yo
ur
an
imal an
d s
tick it
on
th
e w
all
dis
pla
y.
Ac
tivit
y 2
: C
rea
te
•R
ead
.
•M
ake a
sp
rin
g a
nim
al.
•S
ing
Wh
at
do
I n
eed
to
do
?
CD
3 T
rac
k 2
2 p
XX
X
Ac
tivit
y B
oo
k
Ac
tivit
y 1
•L
oo
k a
t yo
ur
wall
dis
pla
y. W
rite
.
Ac
tivit
y 2
: T
hin
k a
bo
ut
yo
ur
pro
jec
t
•R
ead
, th
ink a
nd
co
lou
r th
e s
tars
.
At a
Gla
nce
Less
on P
lan
Act
ivity
Boo
kPu
pil’s
Boo
k
Te
ac
he
r’s D
igit
al: D
on’t fo
rget
yo
u c
an t
each t
his
lesso
n u
sin
g
the T
eacher’s A
pp
on N
avio
.
Pu
pil’s
Dig
ita
l: E
nco
ura
ge y
our
pup
ils
to u
se t
he P
up
il’s A
pp
on N
avio
to
pra
ctise t
he v
ocab
ula
ry fro
m t
his
lesso
n.
Dig
ital r
esou
rces
Ke
y la
ng
ua
ge
•It
’s g
ot
(big
) ears
.
Re
cyc
led
: an
imals
, b
ird
, b
utt
erfl
y,
ch
ick,
fl o
wers
,
lam
b,
rab
bit;
ears
; co
lou
rs;
nu
mb
ers
Re
cyc
led
: T
his
is (m
y b
utt
erfl
y). It’s (b
lue). M
y (b
ird
)
is n
ear
(a b
ush
).
Ma
teri
als
•P
up
il’s B
oo
k p
71
; A
ctivity B
oo
k p
69;
Cla
ss C
D3
;
Teach
er’s A
pp
on
Navio
•Te
ach
er’s R
eso
urc
e B
an
k:
Task fl a
sh
card
s: sin
g,
read
,
liste
n,
cu
t o
ut,
stick,
thin
k,
Talk
Part
ners
, w
rite
Op
tio
na
l m
ate
ria
ls
•F
ive T
rin
ity E
xam
Pra
ctice c
ard
s (sele
cte
d f
rom
th
e
Sta
rter
Un
it a
nd
Un
its 1
, 2
, 3
, 4
, 5
an
d 6
)
•Te
ach
er’s R
eso
urc
e B
an
k: O
ne p
ho
toco
pia
ble
sp
rin
g
an
imal cu
t-o
ut
an
d o
ne fl o
wer
cu
t-o
ut
per
pu
pil
•T
issu
e p
ap
er
(diffe
ren
t co
lou
rs); c
rayo
ns o
r co
lou
red
pen
cils
; g
lue; o
vera
lls /
old
sh
irts
• P
resent
a c
lass s
pring
dis
pla
y
• F
ollo
w instr
uctio
ns
• T
hin
k a
bo
ut
yo
ur
pro
ject
• S
ing
a c
oo
pera
tive learn
ing
so
ng
• W
ork
to
geth
er
to m
ake a
dis
pla
y
• M
ake a
sp
ring
anim
al
169
Sta
rtin
g t
he
le
sso
n
Use
th
e T
rin
ity E
xa
m P
rac
tic
e c
ard
s (
op
tio
na
l).
•T
he p
up
ils p
ractise a
skin
g a
nd
answ
ering
questio
ns.
(See p
25.)
Re
vie
w w
ea
the
r vo
ca
bu
lary
.
•A
sk W
ha
t’s t
he
we
ath
er
lik
e t
od
ay? I
s it
(su
nn
y)?
•Ta
lk P
artn
ers
Talk
Par
tner
sTa
lk P
artn
ers
The p
up
ils a
sk a
nd
answ
er
with
a
Talk
Part
ner.
Se
t le
arn
ing
ou
tco
me
s u
sin
g t
he
ta
sk
fl a
sh
ca
rds.
• S
ay T
od
ay w
e’r
e g
oin
g t
o m
ak
e a
sp
rin
g a
nim
al
wa
ll d
isp
lay f
or
the
cla
ssro
om
.
•H
old
up
the t
ask fl a
shcard
s in t
urn
and
elic
it t
he
activitie
s. S
tick t
hem
on o
ne s
ide o
f th
e b
oard
. P
oin
t to
them
during
the lesso
n t
o r
ein
forc
e y
our
instr
uctio
ns.
Ac
tivit
y B
oo
k
Ac
tivit
y 1
Lo
ok
at
yo
ur
wa
ll d
isp
lay.
Wri
te.
•(B
oo
ks o
pen
.) R
ead
ou
t th
e fi r
st
sen
ten
ce a
nd
ask
the c
lass t
o lo
ok a
t th
eir w
all
dis
pla
y f
or
the a
nsw
er.
Hig
hlig
ht
that
there
is m
ore
th
an
on
e p
ossib
le a
nsw
er.
Rep
eat
for
sen
ten
ce 2
. F
or
sen
ten
ces 3
an
d 4
, elic
it
so
me p
ossib
le a
nsw
ers
fi r
st.
Th
en
en
co
ura
ge t
he
pu
pils
to
ch
oo
se w
hic
h a
nim
als
th
ey w
an
t to
write
ab
ou
t.
Ac
tivit
y 2
: T
hin
k a
bo
ut
yo
ur
pro
jec
t
Re
ad
, th
ink
an
d c
olo
ur
the
sta
rs.
•S
ay L
et’s t
hin
k a
bo
ut
ho
w w
e w
ork
to
ge
the
r. R
ead
ou
t each
sen
ten
ce. T
he p
up
ils t
hin
k a
nd
co
lou
r th
e
co
rresp
on
din
g s
tar
(sm
all
sta
r: s
om
etim
es; m
ed
ium
-
siz
ed
sta
r: u
su
ally
; b
ig s
tar:
alw
ays).
Pu
pil’s
Bo
ok
Ac
tivit
y 1
: C
rea
te
Re
ad
. M
ak
e a
sp
rin
g a
nim
al.
•(B
oo
ks o
pen
.) S
ay W
e n
ee
d t
o r
ea
d s
om
e
instr
uc
tio
ns c
are
fully.
•R
ead
th
e in
str
uctio
ns.
Th
e p
up
ils lo
ok a
t th
e
co
rresp
on
din
g p
ho
tos a
nd
fo
llow
th
e t
ext.
•G
ive e
ach p
up
il a p
ho
toco
pia
ble
cut-
out
of th
e a
nim
al
that
they c
ho
se in
the p
revio
us le
sso
n a
nd
a p
air o
f
scis
so
rs.
•H
old
up
th
e t
issu
e p
ap
er
an
d e
licit t
he c
olo
urs
. E
ach
pu
pil
ch
oo
ses o
ne o
r m
ore
co
lou
rs, te
ars
up
th
e p
ap
er
an
d r
olls
it
into
balls
. Variatio
n:
cra
yo
ns o
r co
lou
red
pen
cils
can
be u
sed
in
ste
ad
.
•T
he p
up
ils g
lue t
he t
issue p
ap
er
balls
onto
their a
nim
al.
Pu
pil’s
Bo
ok
Ac
tivit
y 3
: S
ho
w a
nd
te
ll
Cre
ate
yo
ur
wa
ll d
isp
lay.
Lis
ten
. Te
ll t
he
cla
ss a
bo
ut
yo
ur
an
ima
l a
nd
sti
ck
it
on
th
e w
all d
isp
lay.
CD
3 T
rac
k 2
3 p
XX
X
•P
lay t
he C
D.
Th
e p
up
ils lis
ten
an
d f
ollo
w t
he
co
nvers
atio
n.
•In
vite d
iffe
ren
t p
up
ils t
o p
resen
t th
eir c
om
ple
ted
an
imal to
th
e c
lass,
describ
ing
th
e s
ize,
co
lou
r an
d
part
s o
f th
e b
od
y. E
xtr
a w
ord
s: w
ing
s,
beak a
nd
fu
r.
•W
hen
th
e p
up
ils h
ave d
escrib
ed
th
eir a
nim
al, t
hey
stick it
on
th
e w
all
dis
pla
y.
En
din
g t
he
le
sso
n
Re
vie
w t
he
le
sso
n.
•S
ay T
od
ay w
e’v
e w
ork
ed
to
ge
the
r. W
ha
t h
ave
we
ma
de
? E
licit a
nsw
ers
fro
m t
he p
up
ils.
Sin
g W
ell d
on
e!
CD
3 T
rac
k 2
4 p
XX
X
•(B
oo
ks c
losed
.) P
rais
e t
he c
lass f
or
wo
rkin
g t
og
eth
er
an
d f
or
follo
win
g in
str
uctio
ns w
ell.
Pla
y t
he C
D. T
he
pu
pils
sin
g a
nd
do
th
e a
ctio
ns.
Sin
g W
ha
t d
o I
ne
ed
to
do
?
CD
3 T
rack 2
2 p
XX
X
•E
xp
lain
that
instr
uctio
ns a
re im
po
rtant.
When t
he
teacher
giv
es in
str
uctio
ns,
the c
lass n
eed
s t
o lis
ten
care
fully
. H
ighlig
ht
that
we a
lso
read
instr
uctio
ns in
our
Pup
il’s B
oo
ks.
We n
eed
to
co
ncentr
ate
in o
rder
to
und
ers
tand
what
we h
ave t
o d
o.
Exp
lain
that
pup
ils
can a
sk f
or
instr
uctio
ns w
hen t
hey d
on’t
und
ers
tan
d
an a
ctivity.
Teach t
he q
uestio
n W
ha
t d
o I
ne
ed
to
do
?
•P
lay t
he C
D. T
he p
up
ils lis
ten a
nd
do
the a
ctio
ns.
•P
lay t
he C
D a
gain
. T
he p
up
ils s
ing
and
do
the a
ctio
ns.
Det
aile
d Le
sson
Pla
nD
etai
led
Less
on P
lan
My
pro
jec
t 2
170
5
Wh
ich
le
sso
ns /
ac
tivit
ies d
id m
y p
up
ils fi
nd
th
e m
ost
dif
fi c
ult
an
d
wh
y?
6
Wh
at
did
I t
ry in
th
e c
lassro
om
fo
r th
e fi
rst
tim
e? H
ow
did
it
go
?
7
Wh
ich
re
so
urc
es d
id I
fi n
d m
ost
use
ful?
(in
clu
din
g w
eb
pa
ge
s)
8
Wh
at
co
uld
I d
o d
iffe
ren
tly n
ext
tim
e I
te
ac
h t
his
un
it?
Da
te:
Un
it:
1
Wh
at
did
my p
up
ils le
arn
in
th
is u
nit
?
2
Ho
w d
id m
y p
up
ils w
ork
? (
✓)
in
div
idually
in
pairs
in s
mall
gro
up
s
in larg
e g
roup
s
as a
cla
ss
3
Wh
ich
ke
y c
om
pe
ten
ce
s d
id m
y p
up
ils d
eve
lop
?
Co
mp
ete
nce in lin
guis
tic c
om
munic
atio
n
Co
mp
ete
nce in m
ath
em
atics, scie
nce a
nd
techno
log
y
Dig
ital co
mp
ete
nce
Learn
ing
to
learn
So
cia
l and
civ
ic c
om
pete
nces
Sense o
f in
itia
tive a
nd
entr
ep
reneurs
hip
Cultura
l aw
are
ness a
nd
exp
ressio
n
4
Wh
ich
le
sso
ns /
ac
tivit
ies w
ere
th
e m
ost
su
cc
essfu
l a
nd
wh
y?
6 R
efl e
ctiv
e T
ea
che
r