Year Programme

ENGLISH YEA YEAR R PROGRAMME 1st CYCLE OF PRIMA PRIMARY EDU EDUCA CATION TION (6-7 years old)

GRADO EN EDUCACIÓN PRIMARIA

Jaén Esclapez, Esc lapez, José Manue M anuell

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INTRODUCTION..............................................................................................3 1-ENGLISH AREA CURRICULU CUR RICULUM M (DECREE (DEC REE 111/2007)....... 111/2007).......... ...... ...... ...... ............. ............3 ..3 1.1-Objectives.................................................................................................3 1.2-Blocks of contents....... contents.......... ......................... ................................................. ...................................................4 ........................4 1.3-Assessment 1.3-Assessment criteria... criteria...... .................. .......................................... ................................................. .................................4 ...........4 2-EDUCATIVE 2-EDUC ATIVE PROJECT PROJEC T OF THE CENTRE CEN TRE... ...... ...... ...... ...... ...... ......................... ...............................5 .........5 2.1-Context and Languages Program....... Program.......... ...... .............................. .............................................5 ..................5 2.2-Class characteristics... characteristics...... ...... ............... ....................................... ................................................. ...............................5 .........5 2.3-School Curriculum C urriculum desing....... desing.......... ....................... .......................................... ........................................7 ..................7 2.3.1-Sequencing of the objectives....... objectives.......... .......... .................................. ......................................7 ...........7 2.3.2-Sequencing of the assessment criteria...... criteria............................ .................................8 ...........8 3-THE STUDENT STUD ENT PORTFOLIO..... PORTFOLIO........ ...... ...... ......................... ............................................ ...................................8 .............8 3.1-My 3.1-My Language Biography........ Biography........... ...... ............. ................................ .................................................9 ...........................9 3.2-My 3.2-My Dossier...... Dossier......... .............................. ...................................................... ...................................................... .................................9 ......9 3.3-My 3.3-My language Passport... P assport...... ...... ...... ............... ................................ ...................................... .................................9 ...............9 4-BASIC COMPETENCES COMPETENC ES... ...... ...... ...... ...... ........ ................................ ...................................................... ...............................9 ....9 5-CROSS-CURRICU 5-CROSS-CU RRICULAR LAR ASPECTS... ASPECTS ...... ...... ...... ...... ...... ......................... ............................................12 ......................12 6-METHODOLOGY 6-METHODOLOGY AND GROUPING...... GROUPING......... .............................. ................................................. ........................13 ..13 6.1-Methodology............................................................................................13 6.2-Groupings................................................................................................13 6.3-Special Educative Needs........ Needs........... .............................. ............................................... ..................................14 ..............14 7-MATERIALS................................................................................................15 8-DIDACTIC UNITS UN ITS OF THE YEAR YEAR PROGRAM.... PROGRAM....... ...... ............... ................................ .....................16 .16 8.1-Timing 8.1-Timing of o f the Didactic Units...... Units......... ......................... ................................................. ...................................16 ........16 8.2-Development of the Units...... Units......... ...... .......... .................................. ........................................... ........................18 ........18 9-EVALUATION.............................................................................................43 10-BIBLIOGRAPHY.......................................................................................44

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INTRODUCTION It’s very impor tant tant for children to start learning English at the earliest possible

age because they readily accept the new language and put the learning process on a par with their mother tongue. This acceptance is vital for the two languages to be intergrated intergrated and used used with wi thout out embarressment or fear. English is now accepted as the international language of the world and having the ability to converse with other foreign nationals in a common language breaks down barriers and predudices. Now more than ever being multi language skilled is seen as a neccessity for future employment opportunities in an ever-shrinking world of commerce and fianance. The students of the future must be fully equipped to cope with the fact that their work place could be anywhere in the world and not restricted by national borders and languages. Legal background: -LOE 2/2006 -RD 1513/2006 -D 111/2007 1. -ENGLISH AREA CURRICULUM (DECREE 111/2007) 1.1-General Objectives

The general objectives guide our task due to the fact that they tell us what our pupils will have to achieve at the end of Primary Education. The main aim of teaching a foreign language along this stage is to develop the following competences: 1. Listening and a nd understanding understanding messages, using using transmitted transmitted information to develop tasks related to their experiences. 2. Commun Co mmunic icati ating ng orally in easy and and everyday everyday situations, si tuations, usi using ng verbal and and non-verbal communication and adopting a respectful and cooperative attitude. 3. Writing texts previously worked in class using models for different purposes. 4. Reading comprehensively for pleasure and to obtain information according to a final goal. 5. Progres Pro gressi sively vely learning to use all the resources re sources around them independently, including new technologies to obtain information and to communicate in the foreign language. 6. Using the foreign language progressively to affirm and wide already known contents of the non-linguis non-linguistic tic areas area s to learn new ones. 7. Valuing the foreign language and any language, as an understanding and communication means among people from different nationalities and diverse cultures cultures as learning learning tool for diverse contents. contents. 8. Showing a receptive, recep tive, interested and and trusting trusting attitude in their their own learning learning ability and in the use of the foreign language. 9. Using the previous previo us knowledge and experiences experie nces with other languages for a faster, faster, positi po sitivve and autonomou autonomouss acquisition acquisiti on of the the foreign language. language.

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10. Using any language of the curriculum as informatio i nformationn and learning tool, bearing in mind the competence developed in each one of them. 11. Identifying phonetic, rhythmic, rhythmic, stress and intonatio intona tionn aspects, asp ects, as a s the linguistic structures and lexical aspects of the foreign language and using them as basic communication elements.

1.2-Blocks of Contents

The contents has been grouped into six blocks: 1.- Oral language 2.- Written language 3.- Linguistic system elements, functions and relations among them 4.- Language as a learning tool 5.- Social Soci al and cultu cultural ral dimensions of language language 6.- Communication and information technologies 1.3-Assessment Criteria

Following the curriculum of the Valencian government these are the assessment criteria we must bear in mind when evaluating our pupils in each cycle: 1st Cycle C ycle Assessment Assessment Criteria. Criteria.

1. Getting the global idea and identifying some specific elements in oral texts, with the help of linguistic and non-linguistic elements related with class activities and their surroundings. 2. Reading and identifying identifying words and easy sentences sentences previously previously worked on orally about familiar topics and their interests, through fun and communicative activities, with visual, mimics and verbal support. 3. Writing words and expressions orally used known by the student from models and with a specific task. 4. Participa Partic ipating ting in class activities activitie s and and very very controlled controlled oral interactions about about known topics, in easily predictable communicative situations or related to immediate communicative needs, such as: greetings, expressing their likes, feelings and basic necessities. 5. Recognising and reproducing some rhythm aural aspects, stress and expressions intonation that appear in communicative contexts or in reading aloud activities, always following a model. 6. Recognising some basic basi c strategies to learn to learn such as: asking aski ng for help, using non verbal communication, using picture dictionaries and identifying some personal aspects that help them to learn better. 7. Valuing Va luing acquiring acquiri ng some autonomy in the spontan spo ntaneous eous use use of simple si mple and everyday structures and customs. 8. Showing interest and curiosity in learning the foreign language and recognisi reco gnising ng the linguistic variety vari ety as an enrichment element.

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2. EDUCATI EDUC ATIVE VE PROJECT OF THE CENTRE 2.1 Context Con text & language language Program Context:

This school is placed in the center of a small city (Elche), in a urban area, where the majority of the socio-cultural and economic level of the students and families is middle class. In this place there is an important number of immigrants, the majority of the spoken languages (mother tongue) are Spanish and Valencian, but bit a bit are comming others foreing european languages, like english, russian, german,...because we are located in a very strong turistic area of the country. Language programme:

The school is workning on an Immersion Program of Valencian. (PIP). PIP (Progressive Incorporation Incorporation Program) P rogram)

Spanish

Spanish + Valencian

2.2 Class C lass Characteristics Characteristics •

Students interests interests & motivations for learning lear ning English. E nglish.

We have a 25 pupils classroom, aged 6 to 8 years old, 15 girls and 10 boys. We have 4 pupils from different countries: 2 Colombians boys, 1 African girl and 1 muslin girl. Regarding Piaget periods our pupils are in the end of the preoperational stage and the beginning of concrete operations, but we will concetrate us on the first stage. 5

Preoperational Stage: (2 to 7 years) Preoperational intelligence means the young child is capable of mental representations, but does not have a system for organising this thinking (intuitive rather than logical thought). The child is egocentric – which is they have problems distinguishing from their own perceptions and perceptions of others. A classic example is, a preoperational child will cover their e yes so they can’t see someone and think that that person can’t see them either.

The child also has ridged thinking, which involves the following.

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a child will become completely fixed on one point, not allowing them to see the wider picture. For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume. State – can only concentrate on what something looks like at that time. Appearance – focuses on how something appears rather than reality.

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Lack of Reversibility – can’t reverse the steps they have taken. Don’t

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Centration

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realise that one set of steps can be cancelled by another set of steps. Lack of Conservation – realising that something can have the same properties even if it appears differently.

Cognitive factors

Students have different learning styles. To receive the information they may prefer a visual, auditory or kinaesthetic style. To organize the information they may be field-independent, analytical or synthetic, reflective or impulsive, etc. To elaborate the information they may be communicative, conformist, critical thinkers, memorizing learners, etc. All learners use different strategies when learning, some are direct (cognitive, memory), others indirect (metacognitive, affective and social). All of them contribute to language learning success. Affective factors

Motivation is a complex factor, which includes several phases and components. Intrinsic motivation is associated with better and long-term learning and extrinsic motivation with shortterm learning for children. Anxiety seems to be an inherent factor in language learning. Children start to manifest anxiety when language learning becomes more formally instructed and demands communicative interactions without scaffolding. Anxiety is prevented when teachers provide a safe atmosphere and deal with errors in a constructive way.

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Personality factors

Self-esteem and self-efficacy are self-perceptions. It is during the school years that both factors are mostly rooted. The learning difference between children with high or low levels of selfesteem and self-efficacy is enormous. Personality factors constitute another differentiating factor. However, since language learning includes a wide range of skills and capacities, there seems to be no single factor that may be regarded as the ideal one. Obviously, when dealing with oral communication, communication, some factors like extrov extroversio ersion, n, risk-taking risk -taking and empathy can help learners to develop speaking faster. 2.3 School Sch ool Curriculum Design 2.3.1 Sequencing Sequen cing of the objectives

Establishing the general objectives, which correspond to the four skills, accordi acco rding ng to the cycle: (LISTENNING, (LISTENNING, SP SPEA EAKING, KING, READI READ ING, WRITIN WRITING). G). –

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1st cycle = L + S 2nd cycle = L + S + R + W 3rd cycle = R + W

Sequencing ≠ Excluding

Apart from sequencing these first 4 general objectives, we have to sequence the other 7 objectives that the Decree 111/2007 establishes. The logical criterion is adding 2 or 3 of these “extra” objectives in each cycle.

For our cycle (1 st) of primary education, the sequency of the objectives will be: 1. Listening and a nd understanding understanding messages, using using transmitted transmitted information to develop tasks related to their experiences. 2. Commun Co mmunic icati ating ng orally in easy and and everyday everyday situations, si tuations, usi using ng verbal and and non-verbal communication and adopting a respectful and cooperative attitude. 3. Writing texts previously worked in class using models for different purposes. 4. Reading comprehensively comprehensively for pleasure and to obtain inf i nformation ormation according to a final goal. Extra objectives for the cycle: 5. Using the foreign language progressively to affirm and wide already known contents of the non-linguis non-linguistic tic areas area s to learn new ones. 6. Showing a receptive, recep tive, interested and and trusting trusting attitude in their their own learning learning ability and in the use of the foreign language.

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2.3.2 Sequencing Sequ encing of the assessment criteria

Establishing the Assessment Criteria of the specific 1 st cycle. 1. Getting the global idea and identifying some specific elements in oral texts, with the help of linguistic and non-linguistic elements related with class activities and their surroundings. 2. Reading and identifying identifying words and easy sentences sentences previously previously worked on orally about familiar topics and their interests, through fun and communicative activities, with visual, mimics and verbal support. 3. Writing words and expressions orally used known by the student from models and with a specific task. 4. Participa Partic ipating ting in class activities activitie s and and very very controlled controlled oral interactions about about known topics, in easily predictable communicative situations or related to immediate communicative needs, such as: greetings, expressing their likes, feelings and basic necessities. 5. Recognising and reproducing some rhythm aural aspects, stress and expressions intonation that appear in communicative contexts or in reading aloud activities, always following a model. 6. Recognising some basic basi c strategies to learn to learn such as: asking aski ng for help, using non verbal communication, using picture dictionaries and identifying some personal aspects that help them to learn better. 7. Valuing acquiring acquiri ng some auton a utonomy omy in the spontaneous spontaneous use use of simple and everyday structures and customs. 8. Showing interest and curiosity in learning the foreign language and recognisi reco gnising ng the linguistic variety vari ety as an enrichment element. 3.- THE STUDENT PORTFOLIO

Portfolios are collections of students' work over time. Documents, student's best work and other types of process information (drafts of the student's work, the student's self-assessment. Portfolios may be used for evaluation of a student's abilities and improvement. MY EUROPEAN PORTFOLIO OF THE LANGUAGES: INFORMATION FOR THE FAMILIES What is the PEL? It is a document that gathers the linguistic and cultural experiences of the children and the girls: his (her, your) reflections with regard to the contacts with the cultures and his (her, your) progresses of learning of the languages that they know and learn.

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3.1- My Language Biography:

This is the most important section in the student Portfolio.Here is where the student can value their progress in learning a language and note down all theirs theirs lingu li nguisti istics cs and intercultu intercultural ral experiences in order to be able to analy analyse, se, by theirselves, theirse lves, what and how they learn.

3.2- My Dossier:

This is an special part in the student Portfolio where the student can learn how to order, anylise anylise and keep all the the most representative memories, as for example souvenirs,pictures,objects,related souvenirs,pictures,objects,related with their their experiences with the the contact with other languages languages and a nd cultures cultures in and outside outsid e the classroom. class room.

3.3- My Language Lang uage Passport :

This section is a precise summary of all the progress in the way of learning a language in the student;It student;It shows all the states in this this progress prog ress so that that it give gi ve information informati on about abo ut all their cultural cultural experiences experi ences in and outsi outside de the the school.

4.- BASIC COMPETENCES

The European Commission of Education has established the so called Basic Competences and are not included included in the the curricular curricular areas. In Infant Education values are developed so when children arrive to Primary Education have the basis to start working the Basic Competences. The Basic competences represent some knowledge, abilities and attitudes. Everyone needs these competences to acquire the basic life skills and competences are necessary for their personal development, for future employment and for active citizenship. They must be worked in all areas. According to the Valencian Community Curriculum for Primary Education, there are 8 basic competences.        

Linguistic communication. Mathematics competence. Knowledge and interaction with the physic world. Information technology. Social and citizen competence. Cultural Cultural and artistic competence. competence. Learning to learn. Self-autonomy Self-autonomy and personal initiative. initiati ve. 9

Competence in Linguistic Communicati C ommunication: on:

It refers to the use of language as an instrument for oral and written communication, learning and control of behavior and emotions. In foreign languages it includes having capacities such as mediation and intercultural comprehension. Mathematical Mathematical Competence: C ompetence:

It is the ability to use numbers and their basic operations, forms of expression, mathematical reasoning to interpret and produce information, to know more about quantitative and spatial aspects of reality and to solve problems related to everyday life and working world. It is the ability to use numbers and basic operations, to solve problems related to everyday life and working world. Physical world Knowledge Kno wledge & Interaction Interaction C:

It is the ability to interact with the physical world in its natural aspects as well as those generated by human action, to facilitate the comprehension of facts and preserve life. Digital & Information Information Treatment T reatment C:

They are the abilities to find, get, process and communicate the information and transform it into knowledge. Citizenship & Social C:

This competence allows living in society, understanding the social reality of the world in which we live and exercise the democratic citizenship. Cultural and artistic artistic competence:

It means appreciate, understand and value constructively different artistic and cultural manifestations as personal enrichment and part of the cultural heritage of the countries.

Competence in learning to learn:

It implie i mpliess starting in i n learning and be able to continue in i n a self-autonomy self -autonomy way.

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Self-autonomy and an d personal initiative: initiative:

It refers to the possibility of acting with self-autonomy and carry out personal initiatives to develop the option chosen and be responsible of it.

DIDACTIC UNITS UN ITS OF THE TH E YEAR PROGRAMME PROGRAMME THE VERY BASIC HUNGRY COMPETENCES CATERPILLAR

THE THE RAINBOW TRAIN

PINOCCHIO´S BODY

CLOTHES LINE

OLD MCDONALD´S FARM

HOME SWEET HOME

X

X

X

LINGUISTIC COMUNICATION

X

X

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MATHEMATICS COMPETENCE

X

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PHYSICAL WORLD KNOWLEDGE & INTERACTION COMPETENCE

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DIGITAL & INFORMATION TREATMENT COMPETENCE

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CITIZENSHIP & SOCIAL COMPETENCE

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CULTURAL AND ARTISTIC COMPETENCE

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COMPETENCE IN LEARNING TO LEARN

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SELF-AUTONOMY AND PERSONAL INITIATIVE

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X

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5.- CROSS- CURRICULA CURR ICULAR R ASPECTS

Following the idea of integral and global learning process, we have to make use not only of previous knowledge of the same curricular area, but also of other curricular areas.        

Literature. New Technologies. Art. Maths. Knowledge of the environment. Drama. Music. Religious Education. DIDACTIC UNITS UN ITS OF THE YEAR YEAR PROG PR OGRAMME RAMME

CROOS CURRICULAR ASPECTS

THE VERY HUNGRY CATERPILLA R

THE THE RAINBO W TRAIN

PINOCCHIO´ S BODY

CLOTHE S LINE

OLD MCDONALD´ S FARM

HOME SWEE T HOME

LITERATURE

X

X

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NEW TECHNOLOGIE S

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ART

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MATHS

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KNOWLEDGE OF THE ENVIRONMENT

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DRAMA MUSIC RELIGIOUS EDUCATION

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6.- METHODOLOGY AND GROUPINGS 6.1- Methodology

The Method followed is the Communicative Approach. •

Main features: –

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Motivation, their previous knowledge, their mental abilities and progress. Other factors: number of students, materials, teaching techniques, etc. First, analyze Students’

Active Participation. Frequent Recycling. Visual Aids, objects, models, puppets, songs and games. Material and lessons: interesting and enjoyable.

Final objective: communicative competence .

6.2- Groupings

The students are distributed/organized in class in individual, pairs or groups (68). Depending of the activities to work on. –

Individual Study Requires more concentration. concentration. Activities: worksheet with reading/writing activities. Pair work Increases cooperation, participation & language use (not shy). Increases practice. •

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Differen Di fferentt pair pai r possibili possi bilities ties : Strong+strong, Strong+strong, weak+weak,…

Group work Opportunity to cooperate and participate. Is more dynamic than Pair work. Different group possibilities: (advaced+weak,weak+weak, advanced+advanced, etc.) Size: half of class (team). Or groups (6-8 students). Lockstep or whole class work Used in presentation activities. All students + teacher – Teacher gives a model. Need be interesting, not boring. •

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Problems: different level of students (quick or slow).

We use these different groupings in: Presentation : whole class / lockstep. Practice : whole class / lockstep / groups. Production : different groupings depending on activity/ individual study / pairs. 6.3- Special Educative Needs

If we have students with special educative needs, or different levels of knowing the language, we will distriub the class in: –

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advanced desired supporting

Then we will work in two different ways: 1. Oral Skills :all together but adapted to pupils’ level. 2. Written Skills :3 folders with reading and and writing activities a ctivities for the 3 levels: levels: supporting, desired and advanced.

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7.-MATERIALS

DU. “THE HUNGRY CATERPILLAR”

PC (powerpoints), songs, flashcards, storybook, medals, worksheets (trace and match), fill the gaps (copy, cut and paste), word search, dominoes, colours, cartoline and glue.

DU. “THE RAINBOW TRAIN” TRAIN”

PC, Power point, videos, story book, flashcards, worksheets(unscramble, fill the gaps,colouring) songs, puzzles, scissors, paper, glue, memorie cards, colours, cartolines, Twister game.

DU. “PINOCCH IO´S IO´S BODY”

Flashcards, PC, video, colours, worksheets writing and copying, tracing and colouring, songs, story books, scissors, glue and crafts.

DU. “THE OLD MACDONALD FARM”

Flashcards, storybooks, worksheets, songs, puzzles, puppets, scissors, paper, memory cards, colours, cartolines and dominoes.

DU. “HOME SWEET HOME”

PC, Power point, videos, story book, flashcards, worksheets, songs, dominoes, paper, glue, bingo, colours, cartolines.

DU. “THE CLOTHES LINE”

Flashcards, power point, a rope, pegs, paper, songs, a box, story book, worksheets, read and match, crosswords, cartoline, glue and scissors.

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8. -DIDACTIC UNITS UN ITS OF THE YEAR YEAR PROGRAM

8.1Timing 8.1Timing of the Didactic Units.

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BODY”

RAINBOW TRAI TR AIN N”

DU. “THE OLD MACDONALD MACDONALD FARM” DU. “HOME

SWEET HOME H OME”

DU. “THE CLOTHES LINE ” DU. “THE HUNGRY CATERPILLAR” DU. “REMEMBER THINGS DONE” no

developed

EVALUATION-EXT EVALUATION-EXTRA RA ACTIVITIES HOLIDAYS-FREE HOLIDAYS-FREE DAYS

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8.2. Development of the Units. Un its.

8.2.1 THE VERY VE RY HUNGRY CATERPILLAR

8.2.2 PINOCCHIO´S BODY

8.2.3 THE RAINBOW TRAIN TRAIN

8.2.4 THE OLD MACDONALD FARM

8.2.5 HOME SWEET HOME

8.2.6 THE CLOTHES LINE

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DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SCHOOL (6-7 years old) TITLE: “THE VERY HUNGRY CATERPILLAR”

TIMING: 5 sessions (May)

OBTECTIVES: 

To understand orally the “The very hungry caterpillar” vocabulary and

messages in Present Simple Tense. 

To speak using the “The very hungry caterpillar” vocabulary and


To read “The very hungry caterpillar” vocabulary and messages in

Present Simple Tense. 

To write about “The very hungry caterpillar” using vocabulary and

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messages in Present Simple Tense. To use english and a PC to learn.

BLOCKS OF CONTENTS: 1. Oral language. langua ge.  

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Listening: listen and do what the caterpillar says. Spoken production: repeating “the very hungry caterpillar” vocabulary looking at flashcards. Spoken interaction: listening, miming and sing ing the song “yummy,

yummy, yummy”. 2. Written Written language. Reading: reading the story of “ the very hungry caterpillar” using 

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power point programme, and complete the word search. Writing: trace, match and copy using worksheets.

3. Linguistic system system elements, elements, functions and relations relations among them. 

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Vocabulary: apple, orange, pear, plum, strawberry, watermelon, caterpillar, cocoon, and butterfly. Grammar: present simple tense. Ex. “The very hungry caterpillar eats

different fruits everyday”. Phonetics: / a /pple, c/ a /terpillar, Pl/ u /m, b/ u /tterfly 4. Language as a learning tool. 



or/ a /nge

Students learn a nursery rhyme in english : the “yummy, yummy” song.

19

5. Social and cultural dimension of language. Students learn english literature: the tale of “the very hugry caterpillar”. 6. Comunication and information information technoligies. 



Use PC: students use the computer, and computer programmes, to develope several activities along the unit (power point, youtube videos).

BASIC BASIC COMPETENCES: COMPETENCES:

1. Competence in linguisti linguisticc comuni comuni cation: speaki sp eaking ng English in class. 2. Mathematical Mathematical competence: in listen listen and and work on worksheets. worksheets. 3. Competence in i n learning learning to learn: teacher asks questions questions to students students to learn English and to develop critical thinking. 4. Citizen Ci tizenship ship and social soci al competence: working together in teams. 5. Cultural Cultural and artistic artis tic competence: singing si nging the song, doing colouring colouring and craft making. 6. Self-autonomy Self-autonomy and personal initiative initia tive competence: individual worksheets. CROSS-CURRICULAR ASPECTS:      

Literature and language: reading the storybook. Music: singing the song. Art: colouring and craft making. New technologies: watching video, use PC. Maths: using numbers in worksheets. Physical education: miming the song.

ASSESSMENT CRITERIA:

The assessment criteria of this unit will be to take into account the achievement of the specific objectives of this unit by bearing in mind the previous knowledge and progress along the unit.

20

SESIONS:

“THE VERY HUNGRY CATERPILLAR”.

1st SESSION: listening. 

Presentation:

listening to “the very hungry caterpillar”

looking at flash cards. 

vocabulary

Practise: watching “the very hungry caterpillar” video from youtube

(http://www.youtube.com/watch?v=HpISHA8Fs4w http://www.youtube.com/watch?v=HpISHA8Fs4w). ). 

Production: play a game called THE VERY HUNGRY CATERPILLAR SAYS ….…..

(introduce the medals to the children, with the vocabulary images, and make sure they understand which they have) Every time you hear THE VERY HUNGRY CATERPILLAR say the name of your fruit you must make the action that THE VERY HUNGRY CATERPILLAR says. Examples……Hands up all those who have an orange.

Stand up all those who have an apple. Clap your hands if you have a watermelon. 2nd SESSION: listening+speaking. 

Presentation: listen and repeat “the very hungry caterpillar” vocabulary

looking at flash cards. Only images. 

Practise: listening, miming and singing the song about the fruits.

Students listen and repeat.



Production: give the lyrics to the students and they will sing and mime

the actions, first the chorus of the song and then the complete song. 3rd SESSION: listening+speaking+reading. 


looking at flash cards. Blank images. And then images with words. 

Practise: read the story about THE THE VERY VE RY HUNGRY HUNGRY CA CATERPILLAR TERPILLAR

using the power point programme on the pc. (The children must repeat every phrase on each of the captions). Emphasis on the vocabulary. 21



Production: doing guided worksheet. Trace the words on the sheet and

then match the pictures to the words by drawing a line from one word to the correct picture. 4th SESSION: listening+speaking+reading+writing. 


looking at flash cards. Only images. image s. And images with words. 

Practise: complete a WORD SEARCH. Work in pairs and each pair

must find the hidden words in the soup of letters that match the pictures on the bottom of the worksheet. 

Production: Doing guided worksheet. Some of the letters are missing

and they must fill in the spaces. Then they must copy the complete word and then cut out the right picture and put it with the correct word. 5th SESSION: stations. Work in teams 



FUN NUMBER ONE : Learn how to play DOMINOES. Match the pictures to the words on the cards. If you don’t one that matches you must miss a turn. The winner is the person that doesn’t have any cards left. FUN NUMBER TWO: Colour in the pictures of the life of the HUNGRY

CATERPILLAR and in the end you will know how a caterpillar changes into a butterfly. 

FUN NUMBER THREE: Make you own HUNGRY CATERPILLAR to

take home. ( cut, join, paint pai nt and glue cartons, newspaper, newspape r, to form the caterpillar).

22

The Soup of Letters lmnapplebdst bcaterpillarm orangempeary strawberryjd hcocoonhplum ewatermelonn asbutterflym

23



apple



butterfly



caterpillar



cocoon



orange



pear



plums



strawberry



watermelo n

24

FILL THE GAPS, COPY, CO PY, CUT AND PASTE ______________________________________ a_p_e, ______________________________________ ______________________________________________

b_t_e_f_y, ________________________________ ______________________________________________

c_t_r_i_l_r, ______________________________ ______________________________________________

____________________________________ c_c_o_, ____________________________________ ______________________________________________

o_a_g_, ____________________________________ ______________________________________________

_______________________________________ p_a_, _______________________________________ ______________________________________________

p_u _, ______________________________________ ______________________________________ ______________________________________________ ______________________________ s_r_w_e_r_, ______________________________ ______________________________________________

w_t_r_e_o_, ______________________________ ______________________________________________

25

26

DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SCHOOL (6-7 years old) TITLE: “PINOCCHIO´S BODY”

(October) TIMING: 5 sessions (October)

OBTECTIVES: 





To understan understand d orally

“Pinocch “Pi nocchio’ io’s s body” vocabulary vocabulary and messages in

Present Simple Tense. To speak using “Pinocchio’s body” vocabulary and messages in Present Simple Si mple Tense. Tense. To read “Pinocchio’s body” vocabulary and messages in Present Simple

Tense. 



To write about “Pinocchio’s body” using vocabulary and messages in

Present Simple Tense. To use English and a PC to learn.

BLOCKS OF CONTENTS:

1. Oral language.  



Listening: listen the story of Pinocchio. Spoken production: repeating “Pinocchio’s body” vocabulary looking at flashcards. Spoken interaction: listening, miming and singing the song “Body song”. http://www.youtube.com/watch?v=VZCc08tH29M&feature=related

2. Written language. Reading: reading the story of “Pinocchio´s body” using power point 



programme. Writing: trace, match and copy using worksheets.

3. Linguistic system system elements, elements, functions and relations relations among them.  

Vocabulary: head, eye, nose, mouth, arm, hand, leg, foot. Grammar: present simple tense. Ex. “Pinocchio has two arms and two legs”.



e/g, h/ a /nd. Phonetics: / a /rm, h/ e /ad, l/ e/

4. Language as a learning tool. 

Students learn a nursery rhyme in English: the “Body song”.

5. Social and cultural dimension of language. Students learn English literature: the tale of “Pinocchio´s body”. 6. Comunication and information information technoligies. 




27


1. Competence in linguisti linguisticc comunica comunication: tion: speaki s peaking ng English in class. 2. Mathematical Mathematical competence: in i n listen and work on worksheets.NUM worksheets.NUMBERS BERS 3. Competence in i n learning learning to learn: teacher asks questions questions to students students to learn English and to develop critical thinking. 4. Citizen Ci tizenship ship and social soci al competence: working together in teams. 5. Cultural Cultural and artistic artisti c competence: singing the song, song, doing colouring colouring and and craft making. 6. Self-autonomy Self-autonomy and personal initiative initia tive competence: individual worksheets. CROSS-CURRICULAR ASPECTS:      

Literature and language: reading the storybook. Music: singing the song. Art: colouring and craft making. New technologies: watching video, use PC. Maths: using numbers in worksheets. Physical education: miming the song.



28

SESSIONS: “PINOCCHIO´S PINOCCHIO´S BODY”


Presentation: listening to “Pinocchio’s body” vocabulary looking at flash

cards.



Practise: watching “Pinocchio’s body” video from youtube

http://www.youtube.com/watch?v=vPolHi7dNLQ&feature=related



Production: Colouring Pinocchio’s body parts.

2nd SESSION: listening+speaking. 

Presentation: listen and repeat “Pinocchio´s body” vocabulary looking at

flash cards.



Practise: listening, miming and singing the song about the parts of the

body. Students listen and repeat. 

Production: give the lyrics to the students and they will sing and mime

the actions, first the chorus of the song and then the complete song. 3rd SESSION: listening+speaking+reading. 

Presentation: Saying “Pinocchio´s body” vocabulary from Flash cards

and listening listening and repeating vocabulary vocabulary words from reading readi ng cards. 

Practise: read the story about pinocchio´s body using the power point

programme on the pc.( The children must repeat every phrase on each of the captions). Emphasis on the vocabulary.



Production: complete a wordsearch. Work in pairs and each pair must

find the hidden words in the soup of letters that match the pictures on the bottom of the worksheet.

29

4th SESSION: listening+speaking+reading+writing. 

Presentation: Saying “Pinocchio´s body” vocabulary from Flash cards

and listening and repeating vocabulary words from reading cards. Images and words. 

Practise: individual worksheet, trace and copy the vocabulary.



Production: colouring, cut and paste and write the correct word, on a

worksheet.

5th SESSION: stations. Work in teams



FUN NUMBER ONE : Playing “what’s in the magic box today?”



FUN NUMBER NU MBER TWO: Make your own Pinocchio to take home.



FUN NUMBER THREE: Watching the video” Body song”in the computer

corner.

30

DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SCHOOL (6-7 years old) TITLE: “THE RAINBOW TRAIN”

TIMING: 5 sessions (November)

OBTECTIVES: 









To understand orally the “Rainbow Train” vocabulary and messages in Present Simple Tense and verb ‘to be’. To speak using the “Rainbow Train” vocabulary and m essages in Present Simple Tense and verb ‘to be’. To read “Rainbow Train” vocabulary and messages in Present Simple Tense and verb ‘to be’. To write about “Rainbow Train” using vocabulary and messages in Present Simple Tense and verb ‘to be’.

To use English and a PC to learn.

BLOCKS OF CONTENTS: 1.Oral language. Listening: listen and watch the video about the colours and play “I spy with my little eye a...”. Spoken production: repeating “The Rainbow Train” vocabulary looking at 





flashcards. Spoken interaction: listening, miming and singing the song “sing a

rainbow”. 2.Written 2.Written language. 



Reading: reading the story of “ The Rainbow Train” using power point programme. Writing: trace, match and copy using worksheets.

3.Linguistic 3.Linguistic system elements, functions and re lations lations among them. 

 



Vocabulary new: red, green, yellow, blue, pink, orange, purple, black, rainbow, carriages, train. Vocabulary review: arm, hand, leg, foot Grammar: present simple tense and verb ‘to be’. Ex. “The Rainbow Train is five different colours”. Phonetics: r/ e /d, y/ e /llow. ow , rainb/ ow ow . Yell/ ow

4.Language as a learning tool. 

Students learn a nursery rhyme in English: the “sing a rainbow” song. 31

5.Social and cultural dimension of language. Students learn English literature: the tale of “The Rainbow Train”. 6.Comunication and information information technoligies. technoligies. 





1.Competence in i n linguistic comu co munication: nication: speaking speaki ng English in class. class. 2.Mathematical competence: listen and number worksheet. 3.Competence in i n learning learning to learn: teacher asks the the students students questions questions to learn learn English and to develop critical thinking. 4.Citizenship and social competence: working together in teams. 5.Cultural 5.Cultural and artistic competence: singing si nging the the song, doing colouring colouring and craft. cra ft. 6.Self-autonomy 6.Self-autonomy and personal initiative initia tive competence: competence: individual worksheets. CROSS-CURRICULAR ASPECTS:      

Literature and language: reading the storybook. Music: singing the song. Art: colouring and making craft. New technologies: watching video, use PC. Maths: using number in worksheet. Physical education: miming the song.



32

SESSIO SESS IONS: NS: “THE RAINBOW TRAIN” TRAIN”


Presentation: listening “The Rainbow Train” vocabular y looking at flash

cards. Only images. 

Practise: watching video from youtube (thomas the tank).

http://www.youtube.com/watch?v=WJRB5n2mrg8&feature=related http://www.youtube.com/watch?v=MZ8m2x0qbuo 

Production: play “I spy with my little eye a colour beginning with......”

and then they must paint the train on the worksheet ,with the image of the train, using the right colour as directed by the teacher.

2nd SESSIO SES SION: N: listening+speaking. 

Presentation: listen to and repeat “The Rainbow Train” vocabulary

looking at flash cards. Only images. 

Practise: listening, miming and singing the song about the rainbow.

Students listen, the teacher makes emphasis on the words of the vocabulary. Red and yellow and pink and green, Purple and orange and blue; I can sing a rainbow, sing a rainbow, you can sing one too. Listen with your eyes, listen with your eyes And sing everything you see You can sing si ng a rainbow, sing a rainbow, rainbow, sing along with with me. m e. 

Production: Firstly give the lyrics to the students and then the teacher

sings alone, then the techer sing until he/she reaches the words of the vocabulary, and the students say the correct colour word, the teacher is pointing to the correct flash card, after the students sing the chorus completely comp letely interacting interac ting with wi th the teacher, and finally all together. toge ther.

3rd SESSION: listening+speaking+reading. 

Presentation: listen and repeat “The Rainbow Train” vocabulary looking

at flash cards. Blank images. And then images with words.

33



Practise: read the story about “THE RAINBOW TRAIN” using the power

point programme on the pc.( The children must repeat every phrase on each of the captions). Emphasis on the vocabulary. DAY ONE, ONE, Monday, Monday, Eric the new shinny red red engine arrives at the station. st ation. DAY TWO,Tuesday, Colin the black coal truck arrives. DAY THREE, Wednesday, Barney the blue carriage arrives. DAY FOUR, Thursday, Garry the green carriage arrives. DAY FIVE, Friday, Yan the yellow yellow guards van arrives. arrives. DAY SIX, On Saturday morning, when all the people came to the station they all agreed that, theirs was was the only rainbow train in the world. world. DAY SEVEN, On Sunday, all the people had their first journey on the rainbow train. 

Production: individual worksheet ,choose the correct word and match

the images.

4th SESSION: listening+speaking+reading+writting. 

Presentation: listen and repeat “The Rainbow Train” vocabulary looking

at flash cards. Only images. And images with words. 

Practise: unscramble and paint, individual worksheet, the words of the

vocabulary that match the images besides are not ordered, write in the correct order and paint the correct colour. 

Production: Individual worksheet, and fill the gaps , the teacher gives

the story of the rainbow train with missing words (vocabulary), he reads all of the story and the students must wirte the correct word in the gap.

5th SESSION: Stations. Working in teams 

FUN NUMBER ONE: make their own dices and colour them, one with

only color and other with the images of the rainbow, train and carriage 

FUN NUMBER TWO: play snap (visual memory), with two sets of cards,

with all the vocabulary and images. 

FUN NUMBER THREE: play twister, remembering the vocabulary of the

parts of the body (hand, foot) and colours.

34

DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SCHOOL (6-7 years old) TITLE: “THE OLD

MACDONALD FARM” FARM”

TIMING: 5 sessions (January)

OBJECTIVES: 



To understand orally the “The old MacDonald Farm” vocabulary and messages in Present Simple Tense. To speak using the “The old MacDonald Farm” vocabulary and


To read “The old MacDonald Farm” vocabulary and messages in Present

Simple Tense. 

To write about “The old MacDonald Farm” using vocabulary and


To use English and PC to learn.

BLOCKS OF CONTENTS: 1. Oral lenguage. lengua ge. 





Listening: listen & circle worksheet. Spoken production: repeating “The old MacDonald Farm” vocabulary looking at flashcards. Spoken interaction: talking about “The old MacDonald Farm” storybook answering teacher questions.

2. Writen language. 

Reading: Reading the storybook “The old MacDonald Farm”.



Writing: complete following the lines with the names of the animals.


Vocabulary: cow, pig, duck, horse, dog, cat, donkey, chicken.



Grammar: present simple tense. Ex. Old MacDo MacDonald nald works on a farm.



Phonetics: d/ u /ck, c/ a /t, p/ i /g, ch/ /cken. i/cken. 35


Students learn nursery rhymes in English: the song “Old MacDonald has a farm”.

5. Social and cultural dimension language. Students learn English literature : Reading the storybook “The old Mac Donald Farm”. 6. Communication and information information technologies. 



Use PC: Students use the computer to develop several activities along the unit.


1. 2. 3. 4. 5.

C. in linguisti linguisticc Communicati Communication: on: Speaking Spea king in English in class. C. in Learning to Learn: Teacher Teacher asks questions to students students to learn English and to develop critical thinking. Citizen Ci tizenship ship & Social Soci al C: Working together in teams. Cultural Cultural & Artistic Artisti c C: Singing Si nging the the song. Self-autonomy Self-autonomy & personal initiative initia tive C.: Individual worksheets. worksheets.

CROSS-CURRICULAR ASPECTS:     

Literature & Language: reading the storybook. Music: singing the song. Art: Making the collage New Technologies: Physical Education: Miming the song.


The assessment criteria of this unit will be to take into account the achievement of the specific objectives of this unit by each pupil bearing in mind the previous knowledge and progress along the unit.

36

SESIONS: “THE OLD

MACDONALD MACDONALD FARM”


Presentation: Listening to “The old MacDonald Farm” vocabulary

looking at Flash cards. 

Practise: Listening and watch the story of “The old MacDonald Farm”.



Production: Doing a worksheet: The teacher will put the flash cards on

the blackboard. Before he/she will say the name of the animal and the pupils will go out to the blackboard and they will show the correct flash card.

2nd SESSION: listening+speaking. 

Presentation: Listen and Repeat “The old MacDonald Farm” vocabulary

looking at Flash cards. and the teacher will explain to the pupils that in this session they will be listening the sound of the animals. 



Practise: Listening, miming and singing the song “Old MacDonald has a farm”. Production: Playing. The pupils will be in groups of two persons. One

person of the group will pronounce the name of the animal and the other member of group will lift the correct puppet and he will pronounce the name of the animal.

3rd SESSION: listening+speaking+reading. 

Presentation: Saying “The old MacDonald Farm” vocabulary from Flash

cards and listening listening and repeating repeati ng vocabulary vocabulary words from Reading Cards. 



Practise: Listeni ng and Reading the storybook “The old MacDonald Farm”. Production: Read and complete the different puzzles of animals. (Reading the words, words, associate it and build the puzz puzzle on the PC).

37

4th SESSION: listening+speaking+reading+writing. 

Presentation: Saying “The old MacDonald Farm” vocabulary from Flash

cards and reading vocabulary words from Reading Cards. 

Practise: Doing guided writing poster and individual worksheet.



Production: individual worksheet, trace the names of the animals, cut

and paste them below the right image.

5th SESSION: stations. Work in teams 

FUN NUMBER ONE: Playing Oral memory.



FUN NUMBER TWO: build and paint a collage about a farm and the

animals. 

FUN NUMBER THREE: Let’s play dominoes of the diferent animals in

the computer corner.

38

DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SCHOOL (6-7 years old) TITLE: “HOME SWEET HOME”

TIMING: 5 sessions (February)

OBTECTIVES: 

To unders understand tand orally “HOME SWEET SWEE T HOME” voca vocabula bulary

in Present Simple Tense. 

To speak using

and messages

“HOME “HOME SWEET SWE ET HOME” HOME” vocabulary vocabulary and messages in


To read “HOME SWEET HOME” vocabulary and messages in Present

Simple Si mple Tense. Tense. 



To write about “HOME SWEET HOME” using vocabulary and mes sages

in Present Simple Tense. To use English and a PC to learn.

BLOCKS OF CONTENTS: 1. Oral language. langua ge.   

Listening: listen and watch the video. Spoken Spoke n production: repeating vocabulary vocabulary looking looki ng at flashcards. flashcards. Spoken interaction:listening, miming and singing the songs” show me a

house” . 2. Written Written language. 



Reading: reading the story of “home sweet home ” using power point programme. Writing: Washing line writing on the blackboard the words. Writing a little story describing describi ng your your house.(th house.(thee students students are given a g uide).


 

Vocabul Vocab ulary:bath ary:bathroom,kitchen room,kitchen,bedroom,roof,dinning,bedroom,roof,dinningroom,windows,doors,wall, room,windows,doors,wall, big, big , small, tall, tall, short. Grammar: present simple tense. Ex: My house has 2 bedrooms... a/ll, sm/ a/ a/ll. Phonetics: w/ a/ ll.


Students learn a nursery rhyme in english: “Show me a house”and “Parts

of the house” song. 5. Social and cultural dimension of language. Students learn english literature: the tale of “Home sweet home”. 6. Comunication and information information technoligies. 



Use PC: students use the computer, and computer programmes, to develope several activities along the unit ( youtube videos).

39


1. Competence in linguisti linguisticc comunica comunication: tion: speaki s peaking ng English in class. 2. Competence Compe tence in learning to learn: teacher asks questions to students students to learn English and to develop critical thinking. 3. Citizen Ci tizenship ship and social soci al competence: working together in teams. 4. Cultural Cultural and artistic competence: singing si nging the the songs, doing colouring and craft making. 5. Self-autonomy Self-autonomy and personal initiative initia tive competence: individual worksheets. CROSS-CURRICULAR ASPECTS:



   

Literature and language: Using the language when reading,writing and speaking. Music: singing and listening to the songs. Art: colouring and craft making. New technologies technologies:: watching watching a video, ide o, using using the the PC. Physical education: miming to the songs.

ASSESSMENT CRITERIA CRITER IA::


40

SESSIO SESS IONS: NS: “HOME “H OME SWEET HOME”

1st SESSION: listening.



Presentation: listening “HOME SWEET HOME” vocabulary, looking at

flash cards but images ima ges only. only. 

Practise: watching “SHOW ME A HOUSE” video from youtube

http://www.youtube.com/watch?v=nOsLw7vtEWI&NR=1



Give the children a worksheet with the parts of an imagi ima ginary nary house.They house.They have have to guess, by the teachers explanations, explanatio ns, where the teacher is i s and answer answer with wi th only only a word. Ex.: In In this room roo m there there is i s a bed.....Where bed .....Where am I?.Students ?.S tudents mark the correct place. Production:

2nd SESSION: listening+speaking.



Presentation: listen and repeat “HOME SWEET HOME” vocabulary

looking at flash cards. Only images.



Practise: listening,miming and singing the song:”Parts of a house”

http://www.youtube.com/watch?v=lUkTW0pBg2U&feature=related



Production: Role play:Working in pairs describing their houses.

3rd SESSION : listening+speaking+reading.




looking at flash cards. Blank images. And then images with words. 

SWE ET HOME” using the power Practise: read the story about “HOME SWEET

point programme on the pc.( The children must repeat every phrase on each of the captions). Emphasis on the vocabulary.

41



Production: “Washing line”. The teacher writes on the blackboard ten

words of the vocabulary given on the unit. The students have to write six of then on a sheet paper; they have to listen to the teacher and cross off the spoken words. The first to complete the sheet is the winner.

4th SESSION: listening+speaking+reading+writing.




looking at flash cards. Onl Onlyy images. image s. And images with words. 

Practise: playing “Let's play Bingo”¡¡The teacher asks the students

some words and vocabulary; Then writes on the blackboard the names.The students chooses 6 of them and writes them in their notebooks.The teacher says random words until the first student has crossed off all the the names, names, Bingo in his/her his/her notebook. 

Production: Doing guided worksheet. Some of the letters are missing and they must fill in the spaces.Activity: “Trace and match”.




FUN NUMBER ONE :Learn Lea rn how to play”Guessi play”Guessing ng games”. game s”.

I spy with my little eye something beginning with B ” 

FUN NUMBER NU MBER TWO: Colour Co lour in the the pictures pic tures of the DOMINO CA CARDS RDS and

play. 

FUN NUMBER THREE. Watch the video of the group “Those dancing days” called “Home sweet home” and discuss in the class what you

prefer prefe r most been at home home or travelling and see the world http://www.youtube.com/watch?v=3AgTAS-MJJQ.. http://www.youtube.com/watch?v=3AgTAS-MJJQ

42

DIDACTIC UNIT

1st CYCLE OF PRIMARY PRIMARY SC SCHOO HOOLL (6-7 years old) TITLE: “THE CLOTHES LINE”

TIMING: 5 sessions (March)

OBTECTIVES: 

To understand orally the “the clothes line” vocabulary and messages in


To speak using the “the clothes line” vocabulary and messages


in

To read “the clothes line” vocabulary and messages in Present Simple

Tense. 



To write about “the clothes line” using vocabulary and messages in

Present Simple Tense. To use English and a PC to learn.

BLOCKS OF CONTENTS: 1. Oral language.  



Listening: listen the story of “the clothes line”. Spoken production: repeating “the clothes line” vocabulary looking at flashcards. Spoken interaction:listening, miming and singing the song “while the wolf

is away” away”. 2. Written Written language. 

Reading: the vocabulary words on the flashcards, and reading a storybook “the dirty wolf”



Writing: complete and copy using worksheets.

3. Linguistic system system elements, elements, functions and relations relations among them.   

Vocabulary: trousers, hat, t-shirt, jacket, dress, skirt, socks, shoes Grammar: present simple tense. Ex. “I wear troursers everyday”. Phonetics: h/ a /t, j/ a /cket


Students learn a nursery rhyme in English: the “while the wolf is

away”song. 5. Social and cultural dimension of language. Students learn English literature: the tale of “the dirty wolf” 

43

6. Comunication and information information technoligies. 

Use PC: students use the computer, and computer programmes, to develope several activities along the unit (power point).


1. Competence in linguis linguistic tic comunicati comunication: on: speak spea k English in class. 2. Competence in i n learning learning to learn: teacher asks questions questions to students students to learn english and to develop critical thinking. 3. Citizen Ci tizenship ship and social soci al competence: working together in teams. 4. Cultural Cultural and artistic artis tic competence: singing si nging the song, doing colouring colouring and craft. 5. Self-autonomy Self-autonomy and personal initiative initia tive competence: individual worksheets. CROSS-CURRICULAR ASPECTS:     

Literature and language: reading the storybook. Music: singing the song. Art: colouring and making craft. New technologies: watching video, use PC. Physical education: miming the song.



44

SESSIONS: “THE CLOTHES LINE”


Presentation: listening “the clothes line” vocabulary looking at flash

cards.



Practise: watch power point programme with the images of the clothes,

while the teacher sig the song, marking the right picture. Let´s play in the forest while the wolf is away, Let´s play in the forest while the wolf is away, Wolf are you there? No! I am putting on the trousers, hat, t-shirt,jacket, dress, skirt, socks and shoes. 

Production: play the game “the clothes line”, the teacher use a rope and

pegs, and the students have a picture of the different clothes, then the teacher will say which clothes they must hang up on the rope with the pegs. 2nd SESSION: listening+speaking. 

Presentation: listen and repeat “The clothes line” vocabulary looking at

flash cards. Only images. 

Practise: singing the song of “the clothes line”, only the teacher making

emphasis on the vocabulary. Then singing and miming the song, teacher and pupils. 

what is in the wardrobe wardrob e of the wolf”, with a box Production: playing “ what

shaped as a wardrobe, with doors, inside there are the images of the vocabulary clothes, the students will take out one by one saying the name of the picture.

3rd SESSION: listening+speaking+reading.




flash cards. Blank images. And then images with words.

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

Practise: read the storybook of “the dirty wolf”, with power point

programme. Making emphasis on the vocabulary. Once upon a time, there was was a wolf wolf that always always dirtied dirtied his clothes.( trousers, hat, t -shirt, jak et, dress, skirt, socks, shoes He had to change them very often. Until he had not more clothes to t o wear, wear, and he went went to the river river to wash wash them. 

Production: individual worksheets (read and match).

4th SESSION: listening+speaking+reading+writting. 


flash cards. cards . Only image i mages. s. And then then image i magess with words. 

Practise: individual worksheet, with a simple text about the clothes that

the wolf wears, the students must circle the correct word from the vocabulary that they are learning. Choose the correct word from 3, and circle it 

Production: play the game “ which clothes we are talking about?”. The

teacher describes of the clothes, and the students must write down the correct word.




FUN NUMBER ONE: Choose the correct option and paint it.



FUN NUMBER TWO : with the clothes painted from the fun before, they

will make a puppet to take home. 

FUN NUMBER THREE: they will do a puzzle puzzle on the PC. P C.

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9.-EVALUATION

The evaluation has to contain an initial evaluation, formative evaluation and final evaluation. It will have to be evaluated if the objectives have been fulfilled by means of the criteria of evaluation of each didactic unit in relation with the curriculum of the foreign language. language. The main form of evaluation is the systematic or direct observation, with different activities that attend to the diversity of students. Therefore, the best method for this is the continuous evaluation because it would not be fair that the students played the course in a final exam, between others factors, because this would influence them negatively at the time of learning. Along the course, the students will have to do works and follow up activities. And at the end of the course, teachers will review and verify their knowledge by means of a process of learning to check if they have learnt or not. It is very important that the evaluation is individual, and not use the same methods and criteria for all. The professors have to help the sutdents to resolve his/her difficulties so that all can advance and achieve the basic objectives. We have to think that there are a lot of ways to achieve this because any activity that made them learn is good and must be evaluated. One of the teachers task is to evaluate the students (their achievements) in the educative process. With this, they will be able to know the efficiency of their methods.

The The initial evaluation is to reconise the level and ability of individual and groups of students, using: •

Direct Di rect or Systematic Observation Observation

To know what pupils remember from previous courses. Always use the first Didactic Unit, and evaluate through games. The The formative evaluation is to observe and record the progress of each student and identify individual needs, and note the success of the teaching/learning process of the didactic units. Give help and follow up activities to assist the learning process, using: 47

•

•

•

Continuous Evaluation Teacher & Students Evaluation Production Activities

The The final evaluation is the record of the achievements of the students and the success of the the teaching/learning teaching/learning process of the the didactic dida ctic units, units, using: using: •

•

Activities of the 4 skills Taking into account the grade of achievement of the specific objectives of the units

We will use the last didactic unit to assess the level of rememberance and understanding of the previous units completed through the use of work sheets, games, speaking and listening activities.

10. -BIBLIOG -BIBL IOGRAPHY RAPHY

LOE, the Royal Decree 1513/2006 and the Decree 111/2007. www.toolsforeducators.com www.elskids.com www.youtube.com (videos) COLOURS 1 pupil´s book (Diana Hicks, Andrew Littlejohn) ed: SM Cambridge. ISBN 978-84-675-0625 FAIRYLAND FAIRYLAND 2 pupil´ pu pil´s s book bo ok (Jenny Dooley, Virginia Evans) ed: Express Publishing ISBN 978-1-84679-731-6

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Year Programme

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