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Teaching Programme

My Little Island 3

Pre-Primary Education

__________________

Modern Foreign Languages

English

Unit 1 - Welcome

TOPICGreetings, goodbyes.

1. OBJECTIVES To meet characters (Lou and Sue) To learn greetings. To sing songs and chants. To do basic TPR movements. To practise fine and gross motor skills. To review language structures: It’s a (rectangle)., It’s (red).,The (puppet) is

(red)., The (chair) is in the (living room)., I like /don’t like (yogurt)., Can you see (the sun)?, and What colour is it? / It’s (yellow).

To learn and practise new language structures: How old are you? / I’m (6). To practise new language by listening and speaking. To review colours, numbers, shapes, and other vocabulary from Level 2. To review phonics: the sounds that b, d, f, g, k, l, m, n, p, s, and, t stand for at

the beginning of words. To count 1-6.

2. CONTENTS2.1 Active Language (Vocabulary)New:Sue, Lou, friend(s).TPR:give (someone) five, hold up fingers to count, jump, wave.

2.2 Communicative StructuresHow old are you? / I’m (6).Review language structures: It’s a (rectangle)., It’s (red).,The (puppet) is (red)., The (chair) is in the (living room)., I like /don’t like (yogurt)., Can you see (the sun)?, and What colour is it? / It’s (yellow).

2.3 Phonics Review phonics: sounds that b, d, f, g, k, l, m, n, p, s, and, t stand for at the

beginning of words.

2.4 Songs and Chants Hello Song Goodbye Song Old friends, New friends.

2.5 Story

2.6 Cross-curricular ConnectionsArtTrace and colour.Teaching literacyLearn directionality, understand and talk about a picture story.MathsRemember patterns, recognize numbers and shapes.Music and movementSing, chant and move to music.

3. ACTIVITIESLesson 1 (Presentation)

Teaching Programme – My Little Island 3 2

Getting ready: Look at the Map Poster and remember it. Meet Your New Friends! With the poster. Play the “Hello song” using the Sammy the Squirrel puppet.

Working in the book: Introducing the book and the new characters (Sue, Lou). Listen and Sing the “Old Friends. New Friends” Song and do the TPR actions. Present vocabulary and the new structure: How old are you? / I’m (6). Review actions (PB p.4).

Consolidating activity: Circle game. Activity page 4.Lesson 2 (Review classroom objects) Getting ready: Ask and Answer with TPR. Review shapes and colours with the

poster. Working in the book: Colour the shapes and name each colour and describing

the shapes (PB p.5). Consolidating activities: Shape and Colour Patterns.Goodbye Song. Activity

Book p. 5Lesson 3 (Review classroom objects, numbers 1-6 and colours) Getting ready: Steal the bacon. Count How many?. Working in the book: Trace the numbers 1-6 and draw a line to the number that

tells how many (PB p.6). Consolidating activities: Touch and Guess. How many? Box. Activity Book p. 6Lesson 4 (Review: The (puppet) is (red). Getting ready: Sort and Review toys and school supplies. Group Chain. Working in the book: Listen and colour the toys based on what they hear (PB

p.7). Consolidating activities: I Spy. Group Charades. Activity Book p. 7Lesson 5 (Review family members and numbers). Getting ready: Share What You Know. Prepare for the Activity. Working in the book: Listen to the audio and trace the numbers on the plates

based on what they hear (PB p. 8). Consolidating activities: Get in Order. Activity Book p. 8Lesson 6 (Review: The (chair) is in the (living room). Getting ready: Share What You Know. Charades. Working in the book: Listen and draw lines from the other furniture to the rooms

(PB p9). Consolidating activities: Move and Say TPR. Say and Draw. Activity Book p. 9Lesson 7 (Review colours and foods and I like/I don’t like) Getting ready: Share What You Know. Ask and answer. Working in the book: Colour the food items and say it. (PB p.10) Consolidating activities: Guessing game. Memory Chain. Make a Home

Connection (Activity Book p. 10).Lesson 8 (Review animals and parts of the body) Getting ready: I Tricked You!. Review animals. Working in the book: Say the name of the animal and math, drawing a line from

each part of the body to the animal it goes with (PB p.11). Consolidating activities: Move Like an Animal. Draw and Guess. Activity Book p.

11.Lesson 9 (Review: Can you see (the sun)? Yes. What colour is tis? It’s

(yellow): Getting ready: Review weather with TPR. Review Nature Words. Working in the book: Listen and colour the pictures based on what they hear.

(PB p.12). Consolidating activities: Imaginary Walk. Can You Find it?. Activity Book page

12.Lesson 10 (Review sound-symbols: b,d,f,g,k,l,m,n,p,s,t.) Getting ready: Review Sounds. Practise letter formation. Working in the book: Listen and match the letters to the pictures (PB p.13) Consolidating activities: Choose It. Find Your Partner. Activity Book p. 13.

4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES


CD-ROM: Take the CD-ROM home to show their families what they are learning about.

ACTIVE TEACH Activity Book, p. 4-13. Sammy the Squirrel puppet. Games. Consolidating activity: Make a stick Puppets (PB p. 90)

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy When students get to know and identify the characters in the book, they will

also form an idea of themselves. The aim is for students to form an accurate and positive self-image through

their interaction with others and the gradual identification of their own traits, possibilities and limitations, thus developing feelings of self-esteem and personal autonomy.

Routines learnt in class will help them act with certain autonomy, thus enhancing their self-confidence and self-esteem. This will also boost the spirit of collaboration and group respect. Children are encouraged to listen to each other, respect different opinions and value the work of others.

Music and movement provide opportunities for children to move and gesture along with the music and learn to know themselves (Sing, chant and move to music.

Children use TPR exercises to understand language (Total Physical Response) and for a better self-knowledge of his body.

5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; meeting new people at

school and knowing the characters (Sue and Lou). Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Trace and colour).Teaching literacy (Learn directionality, understand and talk about a picture

story)Maths (Remember patterns, recognize numbers and shapes).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Understand a new language structure. Listen to a story and look at pictures (Artistic language). Use TPR to understand language. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Share information about themselves. Develop a positive attitude towards the English language. Understand the directionality of print. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Learn directionality. Understand and talk about an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.

6. ASSESSMENTBecause children are just starting their learning process, assessment during the first year can be based on the direct observation of their development.


Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/rhymes Tries to take part in songs/rhymes (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them Answers instructions verbally and nonverbally Recognizes key vocabulary of the unit and starts saying it in English

Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns


Unit 2 – At SchoolTOPICThe school.

1. OBJECTIVES To learn school vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure: Where do you (read)? / In the

(classroom). To practise sound-symbol correspondences: c /k/, h /h/, j /j/. To recognize and produce /k/, /h/, and /j/ at the beginning of words. To review and count 1-10. To learn how to write the numbers 7-10. To learn the value of following rules. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:Classroom, computer room, music room, play, playground, read, sing, use the

computer.TPR:flap arms, hold up fingers, jump, kick, march, point, question action, read, use a computer, write letters in the air, hold up fingers to count..

2.2 Communicative StructuresWhere do you (read)? / In the (classroom).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial c/k/, h /h/ and j/j/

2.4 Songs and Chants What Do You Do at School? C, H, J Cheer. Count to 10 Chant. Follow Rules Chant.

2.5 Story“My School”

2.6 Cross-curricular ConnectionsArtMake a poster of places at school. Teaching literacyUnderstand and talk about a picture story.Writing skills: directionality and letter-writing (c, h, j).MathsCount to 10, writhe numbers 7-10. Music and movementSing, chant and move to music.ValuesLearn the value of following rules.

3. ACTIVITIESTeaching Programme – My Little Island 3 6

Lesson 1 (Presentation) Getting Ready- Look at the Map Poster. Review classroom vocabulary. Working in the book- Present vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “What do you do at school?” and move, doing the actions (PB p. 14).

Consolidating activities: Charades. Karaoke. Activity Book page 14.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “What do you do at school?”. Prepare for the

activity. Working in the book- Listen and writhe the numbers when they hear the words.

Say the words. (PB p. 15). Consolidating activities: Going on a school walk. Match and say. Activity Book,

page 15.Lesson 3 (Story) Getting ready: ExplainStory concepts. Focus on speech bubbles. Introduce the

story. Working in the book: Look and listen to the story (“My school”). Act it out

Present and practise a new language structure: Where do you (read)? In the (classroom). Listen to the intonation (PB p.16-17).

Consolidating activities: Role-play. Make a Home Connection!. Activity Book pages 16 and 17.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity. Working in the book: Listen to the children, answer questions and number the

pictures of places in school based on their answers. (PB p. 18). Consolidating activities: Matching card game. Chant and move TPR.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Pass the card. Practise Intonation. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: Where do you read? In the classroom. Ask and answer questions about what the other children on the page are doing and circle one of the three places (PB p. 19).

Consolidating activities: Make and activity survey. Mixed-Up sentences. Phonics: Go to PB page 86 and T86 for practising the initial sounds c, h, j. Activity Book page 18 and 19.

Lesson 6 (CLIC: to count items 1-10, to write numbers 7-10) Getting ready: Review numbers. Air numbers. Working in the book: Listen to and say a chant (Count to 10 Chant). Trace the

numbers, count the classroom objects and write the number of each item next to its picture (PB p. 20).

Consolidating activities: How many voices?. Group concentration. Activity Book page 20.

Lesson 7 (A values lesson) Getting ready: Introduce following rules. Role-Play: Sammy. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Follow Rules Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 21).

Consolidating activities: Class rules. Role-play: Children. Activity Book page 21.Lesson 8 (Review/Assessment). Getting ready: Sing and move. Play a review game. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 30). Social Studies Project: Our School Poster. Consolidating activities: Congratulations Chant. Activity Book page 30.

4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES CD-ROM: Take the CD-ROM home to show their families what they are learning

about.


Active Teach. Activity Book, p. 14-21 Games. Consolidating activities in each unit, TB. Extra Speaking Practice, PB p. 87 and T87.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy The school is the perfect place for children to learn about themselves and help

to build certain autonomy. The aim is for students to form an accurate and positive self-image through

their interaction with others and the gradual identification of their own traits, possibilities and limitations, thus developing feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the school. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Make a poster of places at school).Maths (Count to 10, writhe numbers 7-10).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Follow rules).

By learning to relate to people (at school), children internalize social norms of behaviour and adjust their own conduct to them.

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.


Assessment Criteria


Class Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts

saying it in English (Review/Assessment Lesson).Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns


Unit 3 – WorkersTOPICWorkers and jobs.

1. OBJECTIVES To learn vocabulary for workers. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure: What do you want to be? I

want to be a (police officer). To practise sound-symbol correspondences: q /kw/, r /r/, and v /v/. To recognize and produces the sounds that q, r, and, v stand for at the

beginning of words. To learn how to count to 12. To learn how to write numbers 11 and 12. To learn the value of staying safe. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:artist, astronaut, dentist, doctor, firefighter, nurse, police officer, vet,

worker(s); numbers 11, 12.TPR:flap arms, hold up fingers to count, kick, march, march in place, point, write, write letters in the air.Review: numbers 1-10; animals.

2.2 Communicative Structures What do you want to be? I want to be a (police officer).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial q/kw/, r /r/and v/v/

2.4 Songs and ChantsTime for Work Q, R, V Cheer Count to 12 Chant Stay Safe Chant

2.5 Story“Let’s Go”

2.6 Cross-curricular ConnectionsArtDraw. SocialMake a poster about safety (preventing fi res)Teaching literacyUnderstand and talk about a picture story.Mathscount to 12, write numbers 9–12.Music and movementSing, chant and move to music.

Values


Learn the value of staying safe.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Share what you know. Look at the Island Map Poster. Working in the book- Present vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “Time for Work” and move, doing the actions (PB p. 22).

Consolidating activities: Karaoke. Let’s move. Activity Book page 22.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “Time for Work”. Thumbs-Up or Thumbs-Down. Working in the book- Listen and writhe the numbers when they hear the

words(workers). Say the words. (PB p. 23). Consolidating activities: Who’s missing? Who Am I?. Activity Book, page 23.Lesson 3 (Story) Getting ready: Peek-a-Boo Flashcards. Introduce the story. Working in the book: Look and listen to the story (“Let’s go”). Act it out. Present

and practise a new language structure: What do you want to be? I want to be a (police officer). Listen to the intonation and tone of voice (PB p.24-25).

Consolidating activities: Role-play. Throw and Say. Activity Book pages 24 and 25.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity. Working in the book: Listen for the number and then circle the worker each

character wants to be (PB p. 26). Consolidating activities: Review and Apply Structure. Move Like and Astronaut.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Practise the dialogue. Find your partner. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: What do you want to be? And draw a picture to answer the question (PB p.27).

Consolidating activities: Chain Game. Phonics: Go to PB page 88 and T88 for practising the initial sounds q, r, v. Activity Book page 26 and 27.

Lesson 6 (CLIC: to count items 1-12, to write numbers 9-12) Getting ready: Introduce the numbers 11 and 12. Brainstorm Groups. Working in the book: Listen to and say a chant (Count to 12 Chant). Trace the

numbers 11 and 12, count the animals and write the numbers next to its picture (PB p. 28).

Consolidating activities: Let’s Keep Score. Times TPR. Activity Book page 28.Lesson 7 (A values lesson) Getting ready: Revisit the story. Introduce staying safe. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Stay safe Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 29).

Consolidating activities: Act It Out. Home Connection. Activity Book page 29.Lesson 8 (Review/Assessment). Getting ready: Sing and move. Play a review game. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 31). Safety Project: Poster about preventing fires. Consolidating activities: Congratulations Chant. Activity Book page 31.


about. Active Teach. Activity Book, p. 22-30


Games. Consolidating activities in each unit, TB. Extra Speaking Practice: PB page 89 and T89.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Through knowledgeof professions andsites involved, children discover the

possibilitiesof different activities, identifying their own characteristics anddevelop feelings ofself-esteemand personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the workers and what they

do and learntheconcept that there arepeople around uswho help us. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Draw) Social (make a poster about safety (preventing fi res)Maths (count to 12, write numbers 9–12)Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Stay safe).



Assessment CriteriaClass Activities Follows class instructions


Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts

saying it in English (Review/Assessment Lesson).

Attitude and General Remarks Shows interest in learning Makes an effort Participates Is self-confident in class Respects class routines and rules Develops gross motor skills Develops fine motor skills Cooperates with classmates Listens to classmates Respects speaking turns


Unit 4 – My TownTOPICPlaces in the town.

1. OBJECTIVES To learn vocabulary about towns. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: Where does (your dad) work?

/ (He) works at the (fire station). / Where does (he) work? / (He) works at a (hospital).

To recognize and produce the sounds that the letters w and y stand for at the beginning of words and that x stands for in the middle and at the end of words.

To count to 14. To learn how to write the numbers 13 and 14. To learn the value of asking for help. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:bus, fire station, hospital, police station, post office, school, shop, taxi;

numbers 13,14TPR:beep horn, drive, flap arms, hold up fingers, kick, march, point, tap knees, turn around, write, write letters in the airReview: aunt, box, teacher, uncle, windy, yellow; numbers 1-12.

2.2 Communicative Structures Where does (your dad) work? / (He) works at the (fire station). / Where does (he) work? / (He) works at a (hospital).

2.3 Phonics Practise recognizing sound-symbol correspondences: initial w/w/, y /y/and medial and final x /ks/

2.4 Songs and Chants All Around Town. W, X, Y Cheer. Count to 14 Chant. Ask for Help Chant.

2.5 Story“Where Does He Work?

2.6 Cross-curricular ConnectionsArtTrace and colour.Teaching literacyUnderstand and talk about a picture story.MathsCount to 14, write numbers 11-14, make a building out of shapes. Music and movementSing, chant and move to music.

Values


Lear the value of asking for help.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Review workers. Look at the Island Poster. Working in the book- Introduce vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “All Around Town” and move, doing the actions (PB p. 32).

Consolidating activities: Karaoke. Place Race. Activity Book page 32.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “All around Town”. Let’s take the bus. Working in the book- Listen and writhe the numbers when they hear the words.

Say the words. (PB p. 33). Consolidating activities: Looking Back. Make a Home Connection. Activity Book,

page 33.Lesson 3 (Story) Getting ready: Where’s Sammy?. Introduce the story. Working in the book: Look and listen to the story (“Where does he work?) Act it

out. Present and practise a new language structure: Where does your mum work?, She works at the hospital, What does she do? She’s a doctor/Where does your mum work?, She works at the school. What does she do? She’s a teacher. Listen to the intonation(PB p.34-35).

Consolidating activities: Role-play. Charades. Activity Book pages 34 and 35.Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Personalization. Working in the book: Listen for the number and circle the picture that shows

where each person works (PB p. 36). Consolidating activities: Move It! Pass and Place. Make a Home Connection.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Guessing game: Prepare for the Activity. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue; working in pairs and draw a line to match the workers with the place they work (PB p. 37).

Consolidating activities: Draw and Say. Relay “Hop” Race. Phonics: Go to PB page 90 and T90 for practising the initial sounds w, y, x. Activity Book page 36 and 37.

Lesson 6 (CLIC: to count items 1-14, to write numbers 11-14) Getting ready: Introduce the numbers 13 and 14. Play a Game. Working in the book: Listen to and say a chant (Count to 14 Chant). Trace the

numbers, count the toy vehicles and write the number of each item next to its picture (PB p. 38).

Consolidating activities: Scavenger Hunt. Make a Home Connection. Activity Book page 38.

Lesson 7 (A values lesson) Getting ready: Revisit the story. Introduce asking for help. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Ask for Help Chant). Talk about two photos with the class and children draw a smile on the correct face (PB p. 39).

Consolidating activities: Act It Out. Which Value Is It?. Activity Book page 39.Lesson 8 (Review/Assessment). Getting ready: Sing and move. Play a review game. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 48). Maths Project: Make a building. Consolidating activities: Congratulations Chant. Activity Book page 48.


about.


Active Teach. Activity Book, p. 32-39. Games. Consolidating activities in each unit, TB. Extra Speaking Practice: PB page 91 and T91.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Children learn to express and control their own movements and actions and to

respect the rulesof road safety,through activities andexperiences inthe classroom.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; the town and the people

who work in it, helping us. Children learn tosort, sequence and quantifyeventsand experiences and the

importance of safetyand respect forthe rulesto move ina city, approaching and understanding theworld around them, their changes and transformations.

Children learn to enjoy the language and develop a positive attitude towards the English language, learning at the same time other subjects:

Art(Trace and colour).Teaching literacy(Understand and talk about a picture story).Maths(Count to 14, write numbers 11-14, make a building out of shapes). Music and movement(Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Ask for help).

By learning to relate to people in the town, children internalize social norms of behaviour and adjust their own conduct to them.



Assessment Criteria


Class Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts



Unit 5 – ClothesTOPICClothes.

1. OBJECTIVES To learn clothes vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure: What (are you) wearing? /

(I’m) wearing a (dress). To recognize and produce the short vowel sound that e stands for in the middle

of words. To count to 16. To learn how to write the numbers 15 and 16. To learn the value of taking care of one’s clothes. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:Dress, jacket, shirt, shoes, skirt, socks, sweater, trousers; numbers 15, 16.TPR:Brush teeth, flap arms, hold up fingers, kick, march, point, punch the air, stretch, tap knees, touch clothes, write, write e in the airReview:Numbers 1-14; colours, shapes; bed, hen, pen

2.2 Communicative structuresWhat (are you) wearing? / (I’m) wearing a (dress).

2.3 Phonics Practise recognizing the short vowel sound that e stands for in the middle of words.

2.4 Songs and Chants I Look Great! E Cheer. Count to 16 Chant. Take Care of Your Clothes Chant.

2.5 Story“The Holiday”

2.6 Cross-curricular ConnectionsArtTrace and colour, design a T-shirt about things one loves.Teaching literacyUnderstand and talk about a picture story.MathsCount to 16, write numbers 13-16, and recognize different shapes.Music and movementSing, chant and move to music.ValuesLearn the value of taking care of clothes.


Lesson 1 (Presentation) Getting Ready- Introduce the topic: “odd one out” Working in the book- Present vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “I Look Great!” and move, doing the actions (PB p. 40).

Consolidating activities: Dressing Up Race. Karaoke. Activity Book page 40.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “I Look Great”. Play “I Spy”. Working in the book- Listen and writhe the numbers when they hear the words.

Say the words. (PB p. 41). Consolidating activities: What’s Different?. Chain Game. Activity Book, page 41.Lesson 3 (Story) Getting ready: Talk about weather. Focus on speech bubbles. Introduce the

story. Working in the book: Look and listen to the story (“The Holiday”). Act it out

Present and practise a new language structure: What (are you) wearing? / (I’m) wearing a (dress). Listen to the intonation(PB p.41-42).

Consolidating activities: Role-play. Continue the Conversation. Activity Book pages 42 and 43.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Review colours: Pass and Say. Build a Sentence. Working in the book: Listen to the audio in order to identify the characters and

write the number for each one in his or her balloon (PB p. 44). Consolidating activities: Listen and Pick. Draw and Say. Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Common Colour. Common Clothes. Talk about costumes. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: What’s Sue wearing? She’s wearing a blue dress. Ask and answer questions about the clothing they coloured, using the speech bubble text as a model (PB p. 45).

Consolidating activities: Thumbs-Up or Thumbs-Down. Let’s Move. Phonics: Go to PB page 92 and T92 for practising short e. Activity Book page 44 and 45.

Lesson 6 (CLIC: to count items 1-16, to write numbers 13-16) Getting ready: Review and introduce numbers. Review shapes. Working in the book: Listen to and say a chant (Count to 16 Chant). Trace the

numbers 15 and 16. Count the shapes in the T-shirts and writhe the correct numbers in the box under the T-shirt (PB p. 46).

Consolidating activities: Group concentration. 1 Hop, 3 Hop!. Activity Book page 46.

Lesson 7 (A values lesson) Getting ready: Revisit the Story. Introduce Taking Care of Your Clothes. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Take care of your clothes Chant). Talk about two photos with the class and children draw a smile on the correct face. Talk about it! (PB p. 47).

Consolidating activities: Act It Out. Make a Home Connection. Activity Book page 47.

Lesson 8 (Review/Assessment). Getting ready: Sing and move. Ask and answer. Working in the book: Stick and say. Listen and circle the picture/answer to each

question. Use the reward sticker (PB p. 49). Art Project: Design Your Own T-Shirt. Consolidating activities: Congratulations Chant. Activity Book page 49.





5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS

5.1 Self-knowledge and Personal Autonomy Units where children can see about holiday units enhance the knowledge and

experiences that children are having throughout the school year and contribute to the creation of their identity, a better knowledge of themselves and of their physical, natural and social environment.

Children start to be more autonomous if they can help at home with little jobs like taking care of the clothes and the ways they can do, so they can improve feelings of self-esteem and personal autonomy.



5.2 Physical, Natural, Social and Cultural Realms Holiday unit’s helps and encourage learning about different social groups, their

characteristics, cultural productions, values and ways of life, thus generating attitudes of trust, respect and appreciation.

Through clothes and costumes, children acknowledge their body scheme and acquire more control over their body, thus being more confident on its possibilities and having more respect for the others. They learn how to use their motor, sensory and expressive skills.

By learning actions and games, costumes, children learn to relate with others in a more balanced and satisfactory way, thus internalizing social behaviour norms and adapting to them.


Art(Trace and colour, design a T-shirt about things one loves).Teaching literacy(Understand and talk about a picture story).Maths(Count to 16, write numbers 13-16, recognize different shapes).Music and movement(Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Take care of your clothes).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters.


Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.


Assessment CriteriaClass Activities Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts



Unit 6 -FeelingsTOPICFeelings.

1. OBJECTIVES To learn vocabulary used for feelings. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice the new language structure: How do you feel? / I’m

(excited). How does (Lou) feel? / (He’s) excited. To practise sound-symbol correspondence: a /a/. To recognize and produce the short vowel sound that the letter a stands for in

the middle of words. To count to 18. To write the numbers 17 and 18. To learn the value of not fighting. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:Angry, excited, happy, hungry, sad, scared, thirsty, tired; numbers 17,18.Review: numbers 1-16; cat, dad, grandma, grandpa, hand, mumTPR:Brush teeth, cry, cup mouth, drink, eat, flap arms, hold up fingers, jump, kick, march, point, put on mask, question action, shiver, tap knees, write, write a in the air, yawn.

2.2 Communicative Structures How do you feel? / I’m (excited). How does (Lou) feel? / (He’s) excited.

2.3 Phonics Practise recognizing sound-symbol correspondences: a /a/.

2.4 Songs and Chants Choose a Mask A Cheer Count to 18 Chant Don’t Fight Chant

2.5 Story“The Ride’’

2.6 Cross-curricular ConnectionsArtTrace and colour. Make a mask.Teaching literacyUnderstand and talk about a picture story.MathsCount to 18, write numbers 15-18. Music and movementSing, chant and move to music.Social Studies Project: Feelings Poster.

Values


Learn the value of not fighting.

3. ACTIVITIESLesson 1 (Presentation) Getting Ready-Introduce the topic. Invite children to guess how they feel. Meet

Your New Friends! Working in the book- Present vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “Choose a Mask” and move, doing the actions (PB p. 50).

Consolidating activities: Practise with TPR. Activity Book page 50.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “Choose a Mask”. Make a Mask. Working in the book- Listen and writhe the numbers when they hear the words

(feelings). Say the words. (PB p. 51). Consolidating activities: Play Telephone. Show Me Happy, making faces and

using gestures. Activity Book, page 51.Lesson 3 (Story) Getting ready: Talk about Amusement Parks. Introduce the story. Working in the book: Look and listen to the story (“The Ride”). Act it out Present

and practise a new language structure: How do you feel? / I’m (excited). How does (Lou) feel? / (He’s) excited. Listen to the intonation (PB p.51-52).

Consolidating activities: Role-play. How Do You Feel?. Activity Book pages 52 and 53.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Prepare for the activity. Working in the book: Listen to the different family members how they feel and

number the pictures according to the audio (PB p. 54). Consolidating activities: At the Circus. Pass and Say.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Brainstorm about feelings with the Flashcards Apply. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: How does Lou feel? He’s excited. Ask and answer questions about how the characters feel and draw a line from the character to the item (PB p. 55).

Consolidating activities: Figure It Out. Freeze Dance. Phonics: Go to PB page 94 and T94 for practising the short a. Activity Book page 54 and 55.

Lesson 6 (CLIC: to count items 1-18, to write numbers 15-18). Getting ready: Review and introduce numbers. Race to Order. Working in the book: Listen to and say a chant (Count to 18 Chant). Trace the

numbers 17-18, count the items and write the number of each item next to its picture (PB p. 56).

Consolidating activities: How Many? Bag (Part 1). Compare the Bags. Activity Book page 56.

Lesson 7 (A values lesson) Getting ready: Revising the Story. Introduce Not Fighting. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Don’t Fight Chant). Talk about two photos with the class and children draw a smile on the correct face. Talk about what to do instead of fighting when they are angry (PB p. 57).


Lesson 8 (Review/Assessment). Getting ready: Sing and move. Quick Review with the Flashcards. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 66). Social Studies Project: Feelings Poster. Consolidating activities: Congratulations Chant. Activity Book page 66.




Active Teach. Activity Book, p. 50-57 Games. Consolidating activities in each unit, TB. Extra Speaking Practice: PB page 95 and T95.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Through the knowledge of their feelings and the others, children learn to guess

how they feel and when they feel like that identifying they own emotions, preferences and how to control or express themselves.This will create a positive and accurate image of themselves.

Children learn what they can do when they feel angry instead of fighting to express that feeling and that will improve self-knowledge.

Through stories, children learn to identify and express their own feelings and emotions, needs or preferences and to be able to express and communicate them to other people, identifying and respecting those of others as well. Oxford Playschool stories help students learn how to express their feelings and emotions. The story’s characters will face problems that are common at their age and solve them together.



5.2 Physical, Natural, Social and Cultural Realms Children learn to see and explore the world around; amusement park, circus,

picnics etc. Children learn also to socialize with others in a balanced way and internalize

social behaviour norms and adapting their conduct to them. Children learn to enjoy the language and develop a positive attitude towards

the English language, learning at the same time other subjects:Art (Trace and colour. Make a mask).Teaching literacy (Understand and talk about a picture story).Maths (Count to 18, write numbers 15-18).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Don’t fight).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension.


Practise fine motor skills in appropriate activities. Draw, colour and trace.





Unit 7 – Healthy FoodTOPICHealthy Food.

1. OBJECTIVES To learn for healthy food vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure:What do you want (Lou)? / I

want (an orange) and (a banana), please. To recognize and produce the short vowel sound that letter o stands for in the

middle of words. To count to 20. To write the numbers 19 and 20. To learn the value of eating healthy food. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:Banana, carrot, fork, lettuce, mango, orange, plate, tomato; numbers 19, 20TPR:Brush teeth, flap arms, hold up fingers, jump, kick, look action, march, point, pretended to eat, rub tummy, tap knees, write, write o in airReview: numbers 1-18; colours, family, members; box, brad, cheese, cookie, doll, hot, salad

2.2 Communicative Structures What do you want (Lou)? / I want (an orange) and (a banana), please.

2.3 Phonics Practise recognizing sound-symbol correspondence: short o

2.4 Songs and Chants Colours on My Plate O Cheer Count to 20 Chant Eat Healthy Food Chant

2.5 Story“At the Market”

2.6 Cross-curricular ConnectionsArtTrace and colour.ScienceMake a food rainbow. Teaching literacyUnderstand and talk about a story.MathsCount to 20, writhe numbers 17-20. Music and movementSing, chant and move to music.ValuesLearn the value of eating healthy food.


3. ACTIVITIESLesson 1 (Presentation) Getting Ready- Share what you know. Personalize talking about food. Working in the book- Present vocabulary with the Flashcards (Healthy food) and

use TPR actions to clarify meaning. Listen and sing the song “Colours on My Plate” and move, doing the actions (PB p. 58).

Consolidating activities: Karaoke Review. Activity Book page 58.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “Colour on My Plate”. Sort by colour. Working in the book- Listen and writhe the numbers when they hear the words.

Say the words. (PB p. 59). Consolidating activities: What’s Missing?. Let’s Move to review familiar actions

and movements. Activity Book, page 59.Lesson 3 (Story) Getting ready: Activate prior knowledge. Introduce the story. Working in the book: Look and listen to the story (“At the Market”). Act it out.

Present and practise a new language structure: What do you want (Lou)? / I want (an orange) and (a banana), please. Listen to the intonation(PB p.60-61).

Consolidating activities: Role-play. Don’t Forget Your Manners!.Make a Home Connection!. Activity Book pages 60 and 61.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Play Noughts and crosses. Working in the book: Listen to the audio and draw lines matching the people

with the food they want. (PB p. 62). Consolidating activities: Make Menus. Play Restaurant.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Prepare for the activity. Find your partner. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: What do you want? I want a tomato, please. Ask and answer questions to find out what food they want and tick in the page (PB p.63).

Consolidating activities: Make a graph. Make food shopping list. Phonics: Go to PB page 96 and T96 for practising the short o. Activity Book page 62 and 63.

Lesson 6 (CLIC: to count items 1-20, to write numbers 17-20) Getting ready: Review and introduce numbers. Get in order. Working in the book: Listen to and say a chant (Count to 20 Chant). Trace the

numbers 19-20. Count the items in the garden and write the number of each item next to its picture (PB p. 64).

Consolidating activities: How many Bag (Part 2). “Hand” Writing. Activity Book page 64.

Lesson 7 (A values lesson) Getting ready: Revisit the story. Introduce eating healthy food. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Eat Healthy Food Chant). Talk about two photos with the class and children draw a smile on the correct face. Talk about unhealthy and healthy food (PB p. 65).

Consolidating activities: Act It Out. Guess Which value is it after describing or role-playing it?. Activity Book page 65.

Lesson 8 (Review/Assessment). Getting ready: Sing and move. Play a review game. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 67). Health Project: Food Rainbow. Consolidating activities: Congratulations Chant. Activity Book page 67.


about.



5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Learning to identify and express feelings, as well as tastes and preferences

(related with food, for instance), fosters a good knowledge of themselves and their own features.

Children make progress in acquiring healthy habits and attitudes in order to know themselves better, thus appreciating and enjoying daily situations of balance and emotional well-being. They learn the importance of eating in a balanced and healthy way and they get the message of a healthy diet. They also learn that it is important to wash their hands before and after eating as well as their teeth after eating.



5.2 Physical, Natural, Social and Cultural Realms Through the topic of food, children gradually internalize social behaviour norms

and adapt their conduct to them. They learn norms related to eating and sharing an eating space with other kids as well. They also observe and recognize some signs of cultural identity related to eating habits.


Art (Trace and colour).Science (Make a food rainbow).Teaching literacy (Understand and talk about a story).Maths (Count to 20, writhe numbers 17-20)Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Eat healthy food).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.

Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities.


Draw, colour and trace.





Unit 8 – The ZooTOPICAnimals in the zoo.

1. OBJECTIVES To learn animal vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a picture story. To learn and practice the new language structure: What’s that? / It’s a (small)

(bat). To recognize and produce the short vowel sound that the letter u stands for in

the middle of words. To do simple addition. To learn the value of including everyone. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:Bat, bear, elephant, lion, monkey, penguin, sea lion, zebra.TPR:Clap, eat, flap arms, look, make claws, roar, scratch, waddle, write u in the

air.Review: Bus, cup, mouse, sun

2.2 Communicative Structures What’ that? / It’s a (small) (bat).

2.3 Phonics Practise recognizing sound-symbol correspondence: short u.

2.4 Songs and Chants Animals in the Zoo U Cheer Adding Include Everyone Chant

2.5 Story“What’s That?”

2.6 Cross-curricular ConnectionsArtTrace and colour. Make and elephant mask.Teaching literacyUnderstand and talk about a picture story.MathsDo simple addition.Music and movementSing, chant and move to music.ValuesLearn the value of including everyone.


Lesson 1 (Presentation) Getting Ready- Review animals. Talk about animals with My Little Island Map

Poster. Working in the book- Present vocabulary with the Flashcards and use TPR

actions to clarify meaning. Listen and sing the song “Animals at the Zoo” and move, doing the actions (PB p. 68).

Consolidating activities: Karaoke. Activity Book page 68.Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “Animals at the Zoo”. Prepare for the activity. Working in the book- Listen, find the picture and writhe the number when they

hear the right words. Say the words. (PB p. 69). Consolidating activities: Play Chain Game. Animal Charades. Activity Book, page

69.Lesson 3 (Story) Getting ready: Review Thisand That. Review big and small shapes. Introduce

the Story. Working in the book: Look and listen to the story (“What’s That?”). Act it out

Present and practise a new language structure: What’s that? / It’s a (small) (bat). Listen to the intonation(PB p.70-71).

Consolidating activities: Role-play. Make Shadows. Activity Book pages 70 and 71.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Revisit the story. Sorting activity. Working in the book: Listen to the audio and draw a line from one animal to the

next (PB p. 72). Consolidating activities: Big or Small Animals?.Let’s Move: Big and Small. Make

a Home Connection.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Silly Card Game. Guessing Game. Working in the book: Focusing on the speech bubbles on the page, practise the

dialogue, working in pairs: What’s that? It’s a big sea lion. Ask and answer questions about the animals and number the boxes from 2 to 6 in the order of the animals they choose to ask about (PB p. 73).

Consolidating activities: Vocabulary Review. Where’s the Monkey?:Phonics: Go to PB page 98 and T98 for practising short u. Activity Book page 72 and 73. Use the Big Book to get children talking.

Lesson 6 (CLIC: to do simple addition) Getting ready: How Many Bag. Introduce Addition. Working in the book: Add and draw. Listen to and sing the song (Adding) (PB p.

74). Consolidating activities: Mix It Up to practise counting and adding. Unscramble.

Activity Book page 74.Lesson 7 (A values lesson) Getting ready: review Shapes: Musical shapes. Introduce Including Everyone. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Include Everyone Chant). Talk about two photos with the class and children draw a smile on the correct face. Talk about times they can try to include everyone (PB p. 75).

Consolidating activities: Act It Out. Touch the Blue Table. Activity Book page 75.Lesson 8 (Review/Assessment). Getting ready: Sing and move. Review vocabulary and structures. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 84). Art Project: Make an Elephant Mask. Consolidating activities: Congratulations Chant. Activity Book page 84.4. ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES CD-ROM: Take the CD-ROM home to show their families what they are learning

about. Active Teach.


Activity Book, p. 68-75 Games. Consolidating activities in each unit, TB. Extra Speaking Practice: PB page 99 and T99.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Routines learnt in class will help them act with certain autonomy, thus

enhancing their self-confidence and self-esteem. Moreover, it will boost the spirit of collaboration and respect for the group. Children are encouraged to listen to each other, respect different opinions and appreciate the work of others and include everyone.



5.2 Physical, Natural, Social and Cultural Realms This unit deals with the environment: a visit to the zoo. Children learn and react

before different situations. They also learn to appreciate nature’s basic elements by developing a

conscience and a responsibility on its preservation. A respectful attitude is encouraged by working issues such as identifying and taking care of animals and beginning to understand the role other species have in our lives.


Art (Trace and colour. Make and elephant mask).Teaching literacy (Understand and talk about a picture story).Maths (Do simple addition).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: include everyone).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension. Practise fine motor skills in appropriate activities. Draw, colour and trace.6. ASSESSMENTBecause children are just starting their learning process, assessment during the first year can be based on the direct observation of their development.

Assessment CriteriaClass Activities


Follows class instructions Tries to communicate with the teacher Listens and understands songs/chants Tries to take part in songs/chants (lyrics, actions or both) Is able to follow the story Takes part in games Completes worksheets Completes crafts and is careful with them (Project) Answers instructions verbally and nonverbally Recognizes key vocabulary and language structures of the unit and starts



Unit 9 – PlacesTOPICPlaces

1. OBJECTIVES To learn place vocabulary. To sing songs and chants. To do new TPR movements. To practise fine and gross motor skills. To understand and role-play a story. To learn and practice new language structures: Where do (bears) live?/(They)

live in the (country)./ (Bears) live in the (city), too./Where does the (mouse) live?/It lives in the (field).

To recognize and produce the short vowel sound that the letter i stands for in the middle of words.

To do simple taking away. To learn the value of taking care of our world. To practise new language by listening and speaking. To learn and review unit vocabulary and language structures.

2. CONTENTS2.1 Active Language (Vocabulary)New:building, field, flat, forest, mountain, river, street, traffic light.TPR:Point to floor, point to self, trace smile, write i in the air. Review: Bird(s), cars, ducks, fish, goats, house, milk, mouse, tree(s).

2.2 Communicative Structures Where do (bears) live?/(They) live in the (country)./ (Bears) live in the (city), too./Where does the (mouse) live?/It lives in the (field).

2.3 Phonics Practise recognizing sound-symbol correspondence: short i.

2.4 Songs and Chants Right Here. I Cheer. Taking away. Take Care of Our World Chant.

2.5 Story“Where Do Bears Live?”

2.6 Cross-curricular ConnectionsArtTrace and colour. Draw a place.Teaching literacyUnderstand and talk about a picture story.MathsDo simple subtraction. Music and movementSing, chant and move to music.Social SciencesProject: Make a Recycling Poster.ValuesLearn the value of taking care of our world.


Lesson 1 (Presentation) Getting Ready- Look at the Map Poster. Share what you know. Working in the book- Present vocabulary with the Flashcards (places) and use

TPR actions to clarify meaning. Listen and sing the song “Right Here” and move, doing the actions (PB p. 76).

Consolidating activities: Display the Flashcards and play the song. Activity Book page 76.

Lesson 2 (Vocabulary: To practice new vocabulary words) Getting Ready: Review the song “Right Here”. Take a vote expressing

preferences: I like the city/I like the countryside. Working in the book- Listen to the audio and number the pictures when they

hear the words. Say the words. (PB p. 77). Consolidating activities: Sorting activity. Draw a place (country or city scene).

Activity Book, page 77.Lesson 3 (Story) Getting ready: Play Hot Potato. Introduce the story. Working in the book: Look and listen to the story (“Where Do Bears Live?”). Act

it out Present and practise a new language structure: Where do (bears) live?/(They) live in the (country)./ (Bears) live in the (city), too./Where does the (mouse) live?/It lives in the (field). Listen to the intonation(PB p.78-79).

Consolidating activities: Role-play. Guess What Happens Next. Activity Book pages 78 and 79.

Lesson 4 (Listening comprehension; new unit vocabulary and structures) Getting ready: Phonics Review. Prepare for the activity. Working in the book: Listen to the audio and write numbers to show the order

that they hear about each animal or person and place (PB p.80). Consolidating activities: Draw the Animal. Clap, Clap, Hop to review TPR

actions.Lesson 5 (Speaking; new vocabulary and structures) Getting ready: Listening review. Prepare for the activity. Working in the book: Focusing on the speech bubbles on the page as a model,

practise the dialogue, working in pairs: Where do ducks live?, They live in the river. Ask and answer questions and draw a line from the animal(s) to its/their home(s) (PB p. 81).

Consolidating activities: Count the animals. Make a Home Connection. Phonics: Go to PB page 100 and T100 for practising short i. Activity Book page 80 and 81.

Lesson 6 (CLIC: to do simple taking away) Getting ready: Review addition. Introduce simple taking away. Working in the book: Do the take away and draw the result. Listen to and sing a

song (Taking away).(PB p. 82). Consolidating activities: Play Sit and Stand to practise addition problems. Show

Me. Activity Book page 82.Lesson 7 (A values lesson) Getting ready: Revisit the story. Introduce taking care of our world. Working in the book: Listen and repeat a dialogue. Listen to and sing the chant

(Take Care of Our World Chant). Talk about two photos with the class and children draw a smile on the correct face. Talk about ways they can help take care of our world (PB p. 83).


Lesson 8 (Review/Assessment). Getting ready: Sing and move. Working in the book: Stick the stickers and say the words. Listen and circle the

picture/answer to each question. Use the reward sticker (PB p. 85). Social Studies Project: Make a Recycling Poster. Consolidating activities: Congratulations Chant. Activity Book page 85.



about. Active Teach. Activity Book, p. 76-83 Games. Consolidating activities in each unit, TB. Extra Speaking Practice: PB page 101 and T101.

5. DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS5.1 Self-knowledge and Personal Autonomy Routines learnt in class will help them act with certain autonomy, thus

enhancing their self-confidence and self-esteem. Moreover, it will boost the spirit of collaboration and respect for the group. Children are encouraged to listen to each other, respect different opinions and appreciate the work of others.



5.2 Physical, Natural, Social and Cultural Realms The topic in this unit is connected with the children’s environment: the city and

the countryside, to pay attention to the differences between them. In this unit children learn ways they can help take care of our world, such as

don’t waste, don’t litter, water trees and plants. Also they can take care of the school environment, such as the classroom and the playground. They start to know which items can be recycled in the community and why it’s important to recycle.


Art (Trace and colour).Teaching literacy (Understand and talk about a picture story).Maths (Do simple subtraction).Social Sciences (Project: Make a Recycling Poster).Music and movement (Sing, chant and move to music).

A values lesson guides young children to think about themselves and how they interact with others (Values: Take care of our world).

5.3 Languages: Communication and RepresentationOral language is especially relevant as a learning tool. Children learn to: Recognized intonation in questions. Use short answers to questions. Understand a new language structure. Listen to and follow a story with words (Artistic language). Use pictures to make predictions. Sing songs and chants with TPR (Artistic language). Interact with other children and express feelings and wishes. Talk about self and surroundings. Develop a positive attitude towards the English language. Use digital tools; Interactive whiteboard (Active Teach) and the CD-ROM.

Children develop prereading and prewriting skills: Follow an eight-frame picture story. Talk about the characters. Act out the story to show comprehension.


Practise fine motor skills in appropriate activities. Draw, colour and trace.





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