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TEACHING PROGRAMME

Well Done! 2

Prymary Education MandatorySecond

__________________

Modern Foreign Languages

English

Teaching Programme – Well Done! 2

UNIT 1: What’s this?

I. OBJECTIVES

BLOCK 1. Listening, speaking and conversation

Participate in oral interactions:- Singing the chant What’s this?- Talk about back packs.- Name school supplies.- Mention the colour of things.- Ask and answer questions about colours.- Ask and answer questions about what things are and what they are made of.

Understand simple oral texts within the classroom's context: - Recognize school supplies names.- Recognize the name of the colours.- Understanding a story using visual propts.- Understand and answer questions ato identify school supplies.

BLOCK 2. Reading and writing

Be able to read texts:- Be able to read and recognize school supplies vocabulary. - Be able to read and recognize the names of the colours.- Following the texts of a story and in a song.

Writing- Writing vocabulary related to chool supplies.- Writing the colours.- Writing expressions: colour + object

BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit:

- School supplies: book, pencil, pen, colouring pencil, rubber, pencil case.- Colours: Black, blue, brown, green, orange, pink, purple, red, white, yellow.

Understand and apply grammar rules correctly::- Language structures: Plural and singular nouns.- What’s this? It’s a pen. What are these? They’re (colouring pencils).- Review language: Numbers. Hello!- Receptive language: Look! Thanks! Oh dear. It’s small. They’re short. My

feet! They’re perfect. Come on Bart. It’s time for school. Ten coloured birds flying in the sky. Bye, bye.

- Interdisciplinary language: Materials: plastic, metal, wood, fabric, paper, cardboard. Objects: Teddy bear, robot, pencil sharpener, ruler. What’s it made of? It’s made of (plastic).They’re made of (wood).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhythm and intonation.- Rhyme to practice rhythm: Ten coloured birds.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.


- Logical thinking:- Reflect on their own work and self-evaluate themselves at the end of the Unit.

BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language.

- Learn a version of a traditional rhyme and a game.- Take care of belongings.- Get ready and dressed for school.- Help others.- Appreciate individualty and personal style of clothes.- Become aware of surrounding and the importance of recycling.- Work together.

Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world.

BLOCK 5. - Literacy Education

Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.

II. CONTENTS


Listen and understand oral expressions with different levels of complexity like instructions and explanations, oral interactions or recordings with visual support and been able to get detailed information within context.

Oral interactions in real and pretend situations giving verbal and non verbal responsesof their choice from a selection in context and progressively with less guidance.

Produce known oral texts previously through active participation in songs, presentations, role plays, recitals, guided interactions or through work prepared with a model and help, showing interest to express themselves orally in individual and group activities.

Develop basic strategies to understand oral expression: use visual context , non verbal communication, and previous knowledge about the topic of the unit and transfer them to a real situation using the foreign language.

Value a foreign language as a tool for communication.


Reading and understanding diferent types of texts, in digital and in paper, adapted to the linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .

Guided use of reading strategies (using elements from visual contexts and previous knowledge about the topic or familiar situations), identifyinf the most relevant information, infering the meaning of the words and common expressions.

Reading and writing their own texts of daily life situations close to their own esperience; invitations, greeting cards, brochures, notes...


Compositions using a model, of a variety of simple texts, using expressions and phrases with multiple purposes.

Using technology to read, write and share information. Show interest in the care and presentation of written work.

BLOCK 3. Knowledge of the language.

3.1. Linguistic knowledge

Get started in some phonetic aspect of rhythm and intonation.- el ritmo y la entonación.- Rhyme to practice rhythm: Ten coloured birds.

Identify and use the lexical terms: - School supplies: book, pencil, pen, colouring pencil, rubber, pencil case.- Colours: Black, blue, brown, green, orange, pink, purple, red, white, yellow.

Understand and apply grammar rules correctly:- Language structures:Plural and singular nouns.- What’s this? It’s a pen. What are these? They’re (colouring pencils).

Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model:

chose the addressee, the purpose and content. Show interest in using a foreign language in a variety of situations.

3.2. Reflection on learning.

Develop effective language-learning practices.. - Use previous knowledge.- Following instrucctions.- Remembering new words.- Play a memory.- Use logical thinking.- Reflect on their own work and self-evaluate themselves at the end of the Unit.

BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents:

- Sciences: school supplies, recycling.- Music and Arts: chant: What’s this?, song: colours, rhyme: ten coloured birds, make

things from recycling materials, school supplies textures, photographs of a backpack content.

- Linguistic abilities: interpretation of a story.

BLOCK 5. - Literacy EducationLiteracy genre:

Stories: Dressing up Bart. PB, page 13.


Pirates 1. TG page 50Oral and written text producction:

Dialogue reproductionA chant: What’s this? PB, page 13.A song: Colours. PB, page 12.

III. BASIC COMPETENCES

Comunicación lingüística

All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities. Listen and chant (PB, page 10). Play a game (PB, page 11). Listen and sing (PB, page 12). Listen

and read (PB page 13). The objective of the linguistic communication competence is to use language as a communication tool. This competence appears in all the units.

Mathematical competenceMathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etcThis competence is develop in the Unit through: Counting.(lessons 2 and 7)

Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.- Value the surroundings and the importance of recycling..- Appreciate numbers and apply them to objects.- Play a game with real objects.(Lesson 6)

Data processing and digital competence

Use means of information and situations of diverse types of communication to combine communication and reading skills:- Posters and stickers (to connect visual and written information).

Observe photographs as a mean of information.. Interpret and process information from tables and pictures.

- Summary of the contents of the bottom of the page on each lesson. Practice and get familiar with the of a variety of digital competences and

information throughout the curse applying the components of the method. WELL DONE! ACTIVE TEACH is a software for interactive digital boards which include the following components:

- Digital versions of flashcards, wordcards, storycards.- Videoclips- The interactive version of the Board game with dices and digital chips.- Reader version to be listen to and read by the whole class.- Class Audio CDs- Course web page.


The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.

Interpersonal, social and civic competences

This competences are develop through the knowledge of different interdisciplinary sections related to the unit:- Understanding dialogs and comminication exchanges.- Socialize and participate in classroom activities, playing,, and following classroom rules, in

pairs and in groups: Play a game, Unit 1 (PB, page 11).- Learn to participate and colaborate with peers acting out the story of the unit: Dressing up

bart Unit 1 PB, page 13. Learning a language implies the knowledge of the cultural aspects tie to those who speak it.

History always refers to different social aspects and democratic values of a society. This competences are developthrough interdisciplinary sections related to the theme of the

Unit.- Learn codes of conduct and help others.

Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Lessons 1 and 4)

Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: What’s this? PB, page 10. A song: Colours, PB, page 12. A rhyme: Ten coloured birds, PB, page 16. Immerse in the English language and culture through reading and understanding a story:

Dressing up Bart, PB page 13.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Lessons 6 and 8)

Learning to learn competence

Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.

Autonomy and personal initiativeAutonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.

Emotional Competence

Emotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.


This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.

- Express feelings and emotions: in all dialogs and communications. (PB, pages 10-17), acting out a story: Dressing up Bart (PB page 13).

- Dancing and movement (Act out the story, PB page 13).- Overcome inhibitions through songs and music: Sing songs and chants: :

- A chant: What’s this? PB, page 10.- A song: Colours, PB, page 12.

This competence is developed across the eight lessons of the Unit.

IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities

Pupils Book (Unit 1 – pages 10 to 17)- Reference bar at the bottom of each page..

- - Lesson with multicultural content that provides additional practice to written comprehension.

Activity book; consta de actividades y juegos interactivos para practicar el lenguaje. (AB pages 6-11)- Flashcards, Wordcards, pósteres, videos and Reader.

Activity Book (Unit 1 – pages 6 to 11).- Cut-outs (for lesson 2 of this Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary - Reader (print and digital versions)- Flascards and Wordcards .- Storycards (from the story).- Chants and canciones. PB, pages 10 and 12.

Teacher’s Resource Materials: - Worksheets to copy.- Mini Flash Cards and Mini Word Cards to consolidate the language learned.- Extra worksheets to consolidate the content of other areas of knowledge.- Extra-practice activities for students who need more practice..- Challenging activities for fast learners.

Active Teach: interactive games and activities to practice the language.

V. EVALUATION

Formative Evaluation

Constant observation during the lesson.

Complete the AB exercises (Unit 1, pages 6 to 11)

Summative EvaluationTests, págs. 8-9 and 24Test de la Unit 1

Portfolio Worksheet (Teacher’s Resource Materials, page 12)


AutoevaluaciónPupil’s Book- All about me (PB, page 18).

Activity Book:Pag 17, lección 8. Unit review 2. Picture dictionaryTests, págs. 10-11 Test de la Unit 2 and Term 1 test.

Evaluation criteria

Participate in oral interactions:- Singing the chant What’s this?- Talk about back packs.- Name school supplies.- Mention the colour of things.- Ask and answer questions about colours.- Ask and answer questions about what things are and what they are made of.

Understand simple oral texts within the classroom's context: : - Recognize school supplies names.- Recognize the name of the colours.- Understanding a story using visual propts.- Understand and answer questions ato identify school supplies.


Be able to read texts:- Be able to read and recognize school supplies vocabulary. - Be able to read and recognize the names of the colours.- Following the texts of a storyand a song.

Writing- Writing vocabulary related to chool supplies.- Writing the colours.- Writing expressions: colour + object-

BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: :

- School supplies: book, pencil, pen, colouring pencil, rubber, pencil case.- Colours: Black, blue, brown, green, orange, pink, purple, red, white, yellow.

Understand and apply grammar rules correctly:- Language structures:Plural and singular nouns.- What’s this? It’s a pen. What are these? They’re (colouring pencils).- Review language: Numbers. Hello!- Receptive language: Look! Thanks! Oh dear. It’s small. They’re short. My

feet! They’re perfect. Come on Bart. It’s time for school. Ten coloured birds flying in the sky. Bye, bye.

- Interdisciplinary language: School supplies: plastic, metal, wood, fabric, paper, cardboard. Objects: Teddy bear, robot, pencil sharpener, ruler. What’s it made of? It’s made of (plastic).They’re made of (wood).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: - Rhythm and intonation.


- Rhyme to practice rhythm: Ten coloured birds. Develop effective language-learning practices:

- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking:- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a version of a traditional rhyme and a game.- Tke care of belongings.- Get ready and dressed for school.- Help others.- Appreciate individualty and personal style of clothes.- Become aware of surrounding and the importance of recycling.- Work together.

Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. .




UNIT 2: I’ve got a robot.

I. OBJECTIVES


Participate in oral interactions:- Singing the chant I’ve got a bike!- Talk about tyhe toys we have.- Talk about shapes.- Counting to 20.- Mention the name of toys.- Ask and answer questions about their toys.

Understand simple oral texts within the classroom's context: : - Recognize the name sof the toys.- Recognize numbers from 11 to 20.- Understanding a story using visual propts.


Be able to read texts:- Be able to read and recognize school supplies vocabulary. - Be able to read and recognize the names of the colours.- Following the texts of a storyand a song.

Writing- Writing nombres de los juguetes


- Toys: Ball, bike, car, computer game, robot, scooter, skateboard, kite.- Numbers from 11 to 20

Understand and apply grammar rules correctly:- Language structures:Have you got a (car)? Yes, I have. No, I haven’t. I’ve

got a (car). I haven’t got a (bike).- Receptive language: Look! Here’s the ball! Wow! Thank you. Who am I?

Sorry. Oh no! Here are Jamie’s toys. I know. You’ve got new toys. Thanks. That’s OK. Stop, robot! Stop!

- Review language:Numbers from 1 to 20.ColoursColour + nounPluralsWhat’s that? It’s a (car).

- Interdisciplinary language: Circle, square, triangle, rectangle.Coloured paper, scissors, cardboard shapes, glue, card, draw, cut out, use.How many (circles)?

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - /ɒ/ y /u:/ sounds.- Rhyme to practice rhythm: My boat is orange.


Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: classify patterns- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- World known toys.- Be aware od differences when choosing a toy.- Fix things.- Work together.




II. CONTENTS
















Get started in some phonetic aspect of rhythm and intonation.- /ɒ/ y /u:/ sounds.- Rhyme to practice rhythm: My boat is orange.

Identify and use the lexical terms: - Toys: Ball, bike, car, computer game, robot, scooter, skateboard, kite.- Numbers from 11 to 20.

Understand and apply grammar rules correctly: Language structures: Have you got a (car)? Yes, I have. No, I haven’t. I’ve got a (car). I haven’t

got a (bike). Receptive language: Look! Here’s the ball! Wow! Thank you. Who am I? Sorry. Oh no! Here are

Jamie’s toys. I know. You’ve got new toys. Thanks. That’s OK. Stop, robot! Stop! Review language:

Numbers from 11 to 20.ColoursColour + nounPluralsWhat’s that? It’s a (car).

Interdisciplinary language: Circle, square, triangle, rectangle.Coloured paper, scissors, cardboard shapes, glue, card, draw, cut out, use.How many (circles)?




Develop effective language-learning practices.. - Use previous knowledge.- Following instrucctions.- Remembering new words.- Play a memory.- Use logical thinking.- Reflect on their own work and self-evaluate themselves at the end of the Unit.



Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents:

- Maths: Learn geometric shapes.- Music and Arts: Song sobre juguetes, rhyme and intonation, learn shapes, draw a

picture.- Linguistic abilities: Interpretation of a story.

BLOCK 5. - Literacy EducationLiteracy genre:

Stories: Jamie’s new toys. PB, page 21. Pirates 2. TG page 71.Oral and written text producction:

Dialogue reproductionA chant: I’ve got a bike. PB, page 18.A song: Toys. PB, page 20.





Mathematical competenceMathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etcThis competence is develop through the unit through:- Familiarize wuth numbers (counting).- Know geometric shapes.(Lessons 3, 5, and 6)

Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.- Appreciate numbers and apply them to objects.- Conocimiento de las formas geométricas.This competence is practice through the unit in lessons 3, 5 and 6.


Use means of information and situations of diverse types of communication to combine communication and reading skills:


- Posters and stickers (to connect visual and written information). Observe photographs as a mean of information.. Interpret and process information from tables and pictures.



- Digital versions of flashcards, wordcards, storycards.- Videoclips- The interactive version of the Board game with dices and digital chips.- Reader version to be listen to and read by the whole class.- Class Audio CDs- Course web page.The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.


This competences are develop through the knowledge of different interdisciplinary sections related to the unit:- Understanding dialogs and comminication exchanges.- Socialize and participate in classroom activities, playing,, and following classroom rules, in

pairs and in groups: Play a game, Unit 2 (PB, page 19).- Learn to participate and colaborate with peers acting out the story of the unit: Jamie’s new

toys. Unit 2 PB, page 21 . Learning a language implies the knowledge of the cultural aspects tie to those who speak it.


Unit.Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (lessons 6 and 8)

Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: I’ve got a bike, PB, page 18. A song: Toys! PB, page 20. A rhyme: My robot is orange! PB, page 24. Immerse in the English language and culture through reading and understanding a story: Jamie’s

new toys! PB page 21.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Lessons 6 and 8)


Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.






- Express feelings and emotions: in all dialogs and communications. (PB, pages 18-25), acting out a story: (PB page 21).


- A chant: I’ve got a bike, PB, page 18.- A song: Toys! PB, page 20.




Pupils Book (Unit 1 – pages 18 to 25).- Reference bar at the bottom of each page..


Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 12-17).- Flashcards, Wordcards, pósteres, videos and Reader.

Activity Book (Unit 1 – pages 12 to 17).- Cut-outs (for lesson 2 of this Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary. - Reader (print and digital versions).- Flascards and Wordcards.- Storycards (from the story).- Chants and canciones. PB, pages 10 and 12.

Teacher’s Resource Materials: - Worksheets to copy.- Mini Flash Cards and Mini Word Cards to consolidate the language learned.- Extra worksheets to consolidate the content of other areas of knowledge.- Extra-practice activities for students who need more practice.- Challenging activities for fast learners.



V. EVALUATION

Formative EvaluationConstant observation during the lesson.Complete the AB exercises (Unit 1, pages 18 to 23)Summative EvaluationTests, págs. 10-11 Test de la Unit 2 and Term 1 test. Portfolio Worksheet (Teacher’s Resource Materials, page 22).AutoevaluaciónPupil’s Book- All about me (PB, page 25).Activity Book:Page 17, lección 8. Unit review 2. Picture dictionary.Tests, págs. 10-11 Test de la Unit 2 and Term 1 test.

Evaluation criteria

BLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Singing the chant I’ve got a bike!- Talk about tyhe toys we have.- Talk about shapes.- Counting to 20.- Mention the name of toys.- Ask and answer questions about their toys.

Understand simple oral texts within the classroom's context: : - Recognize the name sof the toys.- Recognize the numbers from 11 to 20.- Understanding a story using visual propts.

BLOCK 2. Reading and writing Be able to read texts:

- Be able to read and recognize school supplies vocabulary. - Be able to read and recognize the names of the colours.- Following the texts of a storyand a song.

Writing- Writing nombres de los juguetes-


- Toys: Ball, bike, car, computer game, robot, scooter, skateboard, kite. numbers from 11 to 20 Understand and apply grammar rules correctly:

- Language structures:Have you got a (car)? Yes, I have. No, I haven’t. I’ve got a (car). I haven’t got a (bike).

- Receptive language: Look! Here’s the ball! Wow! Thank you. Who am I? Sorry. Oh no! Here are Jamie’s toys. I know. You’ve got new toys. Thanks. That’s OK. Stop, robot! Stop!

- Review language:numbers from 11 to 20.


ColoursColour + nounPluralsWhat’s that? It’s a (car).

- Interdisciplinary language: Circle, square, triangle, rectangle.Coloured paper, scissors, cardboard shapes, glue, card, draw, cut out, use.How many (circles)?

Recognize and reproduce sounds, rhythm, accentuation, and intonation: - /ɒ/ y /u:/ sounds.- Rhyme to practice rhythm: My boat is orange.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: classify patterns- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- World known toys.- Be aware od differences when choosing a toy.- Fix things.- Work together.


BLOCK 5. - Literacy Education Enjoy literacy by reading books of reference and of own selection and other audiovisual artistic

fields like theater, television, radio and movies, in order to understand the world and human condition, for language enrichment and estetic sensibility.


UNIT 3: Can you draw?I. OBJECTIVESBLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Name the animals.- Name taction verbs.- Talk about personal skills and abilities.- Talk about animal skills and abilities- Ask and answer questions to identify animals..- Ask and answer questions animal and personal skills and abilities.

Understand simple oral texts within the classroom's context: : - Recognizing the name of animals.- Recognizing action verbs.- Understanding a story using visual propts.


- Be able to read and recognize phrases that describe animal abilities. - Following the texts of a storyand a song.

Writing- Writing animal names.- Writing action verbs.


- Animals: cat, cow, hen, goat, dog, horse, duck, rabbit.- People: farmer.- Actions: run, jump, climb, swim, fly, walk, read, dance.

Understand and apply grammar rules correctly::- Language structures:

Can you (draw) a (horse)? Can you find a (pirate)? Can you (run) like (a horse)? Yes, I can. No, I can’t.I can (see) (three cats). I can’t (read).A (horse) can (run).

- Receptive language: Look, farmer, Not bad! woman, boy, men, can you (run) like a (rabbit)? Great! Wow! Oh, no! This is for you. My pet.

- Review language:Numbers.Colours.Plurals.

- Interdisciplinary language: Animals: penguin, monkey, eagle, tiger, ostrich, kangaroo, fish, lion, tortoise, bird, elephant.Animals body parts: tail, wing, foot/feet.It (can) (swim). It (can’t) (fly).


fingerprint.

Recognize and reproduce sounds, rhythm, accentuation, and intonation: - /h/ sound.- Rhythm and intonation.- Rhyme to practice rhythm: Have you got a pen?

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Flexible thinking.- Classify animals.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme.- Be aware of our abilities and limitations.- Accept help from others to overcome our limitations.- Value animal abilities.- Work together.




II. CONTENTSBLOCK 1. Listening, speaking and conversation Listen and understand oral expressions with different levels of complexity like instructions and

explanations, oral interactions or recordings with visual support and been able to get detailed information within context.





BLOCK 2. Reading and writing Reading and understanding diferent types of texts, in digital and in paper, adapted to the

linguistic competence of the student, using general and specific information, in order to comple an activity or reading enjoyment. .





Using technology to read, write and share information. Show interest in the care and presentation of written work.BLOCK 3. Knowledge of the language.3.1. Linguistic knowledge Get started in some phonetic aspect of rhythm and intonation.

- /h/ sound.- Rhythm and intonation.- Rhyme to practice rhythm: Have you got a pen?

Identify and use the lexical terms: - Animals: cat, cow, hen, goat, dog, horse, duck, rabbit.- People: farmer.- Actions: run, jump, climb, swim, fly, walk, read, dance.

Understand and apply grammar rules correctly: Language structures:

Can you (draw) a (horse)? Can you find a (pirate)? Can you (run) like (a horse)? Yes, I can. No, I can’t.I can (see) (three cats). I can’t (read).A (horse) can (run).



3.2. Reflection on learning. Develop effective language-learning practices..

- Use previous knowledge.- Following instrucctions.- Remembering new words.- Play a memory.- Use logical thinking.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Maths: counting.- Sciences: abilities and the way animals move. animals from other countries.- Music and Arts: Chant: Can you draw? Song: Can you climb like a cat?


Rhyme. Have you got a hen? My pet. Rhythm and movement with music : The carnival of the animals. Make an animal mask

- Physical education : movement .

BLOCK 5. - Literacy EducationLiteracy genre:Stories: Look I can! PB, page 29. Pirates 3. TG page 91.Oral and written text producction:Dialogue reproductionA chant: Can you draw? PB, page 26.A song: Can you climb like a cat? PB, page 28.

III. BASIC COMPETENCESComunicación lingüísticaAll sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, specially the activities. Listen and chant (PB, page 26). Play a game (PB, page 27). Listen and sing (PB, page 28). Listen


Mathematical competenceMathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etcThis competence is develop in the Unit through: Counting.(Lesson 3)

Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.- Value animals around the world and around us: farm animals, wild animals, and pets.(Lesson 1, 2, 3, 5, and 8)

Data processing and digital competence Use means of information and situations of diverse types of

communication to combine communication and reading skills:- Posters and stickers (to connect visual and written information).




- Digital versions of flashcards, wordcards, storycards.- Videoclips


- The interactive version of the Board game with dices and digital chips.- Reader version to be listen to and read by the whole class.- Class Audio CDs- Course web page.The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.

Interpersonal, social and civic competences This competences are develop through the knowledge of different interdisciplinary sections

related to the unit:- Understanding dialogs and comminication exchanges.- Socialize and participate in classroom activities, playing,, and following classroom rules, in

pairs and in groups: Play a game, Unit 3 (PB, page 19).- Learn to participate and colaborate with peers acting out the story of the unit: Look I can!

Unit 3 PB, page 29. Learning a language implies the knowledge of the cultural aspects tie to those who speak it.


Unit.

Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.En esta Unit esta competencia se ve reflejada en la lesson 4.

Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: Can you draw? , PB, page 26. A song: Can you climb like a cat? PB, page 28. A rhyme: Have you got a hen? PB, page 32. Immerse in the English language and culture through reading and understanding a story: Look I

can! PB page 29.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 6 and 8.

Learning to learn competenceLearning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. This competence is develop in lesson 8 of the Unit.


Emotional CompetenceEmotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.



- Express feelings and emotions: in all dialogs and communications. (PB, pages 26-33), acting out a story: Look I can! (PB page 29).


- A chant: Can you draw? PB, page 26.- A song: Can you climb like a cat? PB, page 28.


IV. ATTENTION TO DIVERSITYExtra-practice and extension activities Pupils Book (Unit 3 – pages 26 to 33).

- Reference bar at the bottom of each page.- - Lesson with multicultural content that provides additional practice to written

comprehension. Active Book; included in the activity pack, with activities and interactive games for language

practice. (AB pages 18-23).- Flashcards, Wordcards, pósteres, videos and Reader.

Activity Book (Unit 3 – pages 18 to 33).- Cut-outs (for lesson 3 of the Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary. - Reader (print and digital versions).- Flascards and Wordcards .- Storycards (from the story).- Chants and canciones. PB, pages 26 and 28.



V. EVALUATIONFormative EvaluationConstant observation during the lesson.Complete the AB exercises (Unit 3, pages 18 to 23).Summative EvaluationTests, págs. 12-13 Test de la Unit 2 y Test Record.Portfolio Worksheet (Teacher’s Resource Materials, page 32).AutoevaluaciónPupil’s Book- All about me, lección 8. (PB, page 33).

Activity Book:


, lección 8. Unit review 3. Picture dictionary

Evaluation criteria


- Name the animals.- Name taction verbs.- Talk about personal skills and abilities.- Talk about animal skills and abilities- Ask and answer questions to identify animals..- Ask and answer questions animal and personal skills and abilities.

Understand simple oral texts within the classroom's context: : - Recognizing the name of animals.- Recognizing action verbs.- Understanding a story using visual propts.


- Be able to read and recognize phrases that describe animal abilities. - Following the texts of a storyand a song.

Writing- Writing animal names.- Writing action verbs.


- Animals: cat, cow, hen, goat, dog, horse, duck, rabbit.- People: farmer.- Actions: run, jump, climb, swim, fly, walk, read, dance.


Can you (draw) a (horse)? Can you find a (pirate)? Can you (run) like (a horse)?Yes, I can. No, I can’t.I can (see) (three cats). I can’t (read).A (horse) can (run).

- Receptive language: Look, farmer, Not bad! woman, boy, men, can you (run) like a (rabbit)? Great! Wow! Oh, no! This is for you. My pet.

- Review language:Numbers.Colours.Plurals.

- Interdisciplinary language: Animals:penguin, monkey, eagle, tiger, ostrich, kangaroo, fish, lion, tortoise, bird, elephant.Animals body parts: tail, wing, foot/feet.It (can) (swim). It (can’t) (fly).


fingerprint.

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - /h/ sound.- Rhythm and intonation.- Rhyme to practice rhythm: Have you got a pen?

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Flexible thinking.- Classify animals.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme.- Be aware of our abilities and limitations.- Accept help from others to overcome our limitations.- Value animal abilities.- Work together.





UNIT 4: Monster danceI. OBJECTIVESBLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Describe the human body using I've got + adjective + body part.- Give your opinion on the smell of things.- Ask and answer questions about the body- Give and follow orders to perform some actions.

Understand simple oral texts within the classroom's context: : - Recognize the names of the parts of the body.- Recognize tinstructions.- Recognize adjectives about size.- Recognize the five sences actions- Understanding a story using visual propts.


- Be able to read and recognize descritions about the body.- Following the texts of a storyand a song.

Writing- Write expressions adjective + body part


Parts of the body: ears, eyes, feet, hair, hands, mouth, nose. Adjectives: long, short, big, small.Instructions: Clap your hands! Touch your (nose)! Stamp your feet! Don’t sit down! Close your eyes!

Understand and apply grammar rules correctly:- Language structures:

I’ve got (small) (feet). I’ve got a (small) (nose).I’ve got + adjective + parts of the body.Imperatives

- Review language:Colours, colour + object, animals.I can (see) (a dog). I can’t (see) (a dog). Can you see (a dog)? Yes, I can. No, I can’t.

- Receptive language: I’m a monster. Help monsters do the monster dance! Say hello! Jump to the beat! Don’t stop now! Dance and sing! Turn around! Touch the ground! Touch your feedt! Let’s make a monster! Great rabbit. It’s a monster. Touch your shoes! Don’t move.

- Interdisciplinary language: Verbs: see, hear, smell, taste, feel.I can (see) with my (eyes). Can you (see) (a dog)? It smells/sounds good/bad.

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhythm and intonation.- Action rhyme: Monster.

Develop effective language-learning practices:- Use previous knowledge.


- Following instrucctions.- Remembering new words.- Logical thinking: relate objects with the five sences- Classify the sences.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme.- Use creativity.- Be aware that all bodies are different.- Be aware that everybody has different tastes and preferences..

















BLOCK 3. Knowledge of the language.3.1. Linguistic knowledge Get started in some phonetic aspect of rhythm and intonation.

- Action rhyme: Monster. Identify and use the lexical terms:

- Parts of the body: ears, eyes, feet, hair, hands, mouth, nose. - Adjectives: long, short, big, small.- Instructions: Clap your hands! Touch your (nose)! Stamp your feet! Don’t sit down! Close

your eyes!


I’ve got (small) (feet). I’ve got a (small) (nose).I’ve got + adjective + parts of the body.Imperatives






- Sciences: los sentidos.- Music and Arts:

Chant: I’ve got small eyes.Song: The monster dance.Action rhyme: Monster, la marioneta monstruosa.

- Linguistic abilities: reading; reading comprehension, acting out.

BLOCK 5. - Literacy EducationLiteracy genre:Stories: It’s a monster! PB, page 37. Pirates 4. TG page 101.Oral and written text producction:Dialogue reproductionA chant: I’ve got small eyes. PB, page 34.A song: The monster dance. PB, page 36.




Mathematical competenceMathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etcThis competence is develop through the unit through:- Study sizes..(Lessons 1 and 2)

Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it..- Learn about the parts of the body and the five sences.(lessons 1, 2, 4, 5 and 6)









pairs and in groups: Play a game, Unit 4 (PB, page 35).- Learn to participate and colaborate with peers acting out the story of the unit: It’s a

monster Unit 4 PB, page 37.Teaching Programme – Well Done! 2

- Aprender a respetarse y reconocer nuestras diferencias físicas. Learning a language implies the knowledge of the cultural aspects tie to those who speak it.


Unit.Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding. (Lessons 1, 2 and 8)

Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: I’ve got small eyes. PB, page 34. A song: The monster dance, PB, page 36. A rhyme: Monster, PB, page 40. Immerse in the English language and culture through reading and understanding a story: It’s a

Monster! PB page 37.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 6 and 8.



Emotional CompetenceEmotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.

- Express feelings and emotions: in all dialogs and communications. (PB, pages 34-41), acting out a story: It’s a monster! (PB page 37).


- A chant: I’ve got small eyes.PB, page 34.- A song: The monster dance., PB, page 36.


IV. ATTENTION TO DIVERSITYExtra-practice and extension activities Pupils Book (Unit 4 – pages 34 to 41)

- Reference bar at the bottom of each page..



Active Book; included in the activity pack, with activities and interactive games for language practice. (AB pages 24-29)- Flashcards, Wordcards, pósteres, videos and Reader.

Activity Book (Unit 4 – pages 24 to 29).- Cut-outs (for lesson 4 of the Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary - Reader (print and digital versions).- Flascards and Wordcards.- Storycards (from the story).- Chants and canciones. PB, pages 34 y 36.



V. EVALUATIONFormative EvaluationConstant observation during the lesson.Complete the AB exercises (Unit 4, pages 24 to 29).Summative EvaluationTests, págs. 14-15 and 21 Test de la Unit 4 y Term 2 test.Portfolio Worksheet (Teacher’s Resource Materials, page 42).AutoevaluaciónPupil’s Book- All about me, lección 8. (PB, page 41).

Activity Book:Pag 29, lección 8. Unit review 4. Picture dictionary.

Evaluation criteria


- Describe the human body using I've got + adjective + body part.- Give your opinion on the smell of things.- Ask and answer questions about the body.- Give and follow orders to perform some actions.

Understand simple oral texts within the classroom's context: - Recognize the names of the parts of the body.- Recognize tinstructions.- Recognize adjectives about size.


- Recognize the five sences actions- Understanding a story using visual propts.


- Be able to read and recognize descritions about the body.- Following the texts of a storyand a song.

Writing- Write expressions adjective + body part


- Parts of the body: ears, eyes, feet, hair, hands, mouth, nose. - Adjectives: long, short, big, small.- Instructions: Clap your hands! Touch your (nose)! Stamp your feet! Don’t sit down! Close

your eyes! Understand and apply grammar rules correctly::

- Language structures:I’ve got (small) (feet). I’ve got a (small) (nose).I’ve got + adjective + parts of the body.Imperatives.

- Review language:Colours, colour + object, animals.I can (see) (a dog). I can’t (see) (a dog). Can you see (a dog)? Yes, I can. No, I can’t.

- Receptive language: I’m a monster. Help monsters do the monster dance! Say hello! Jump to the beat! Don’t stop now! Dance and sing! Turn around! Touch the ground! Touch your feet! Let’s make a monster! Great rabbit. It’s a monster. Touch your shoes! Don’t move.

- Interdisciplinary language: Verbs: see, hear, smell, taste, feel.I can (see) with my (eyes). Can you (see) (a dog)? It smells/sounds good/bad.

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhythm and intonation.- Action rhyme: Monster.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: relate objects with the five sences- Classify the sences.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme.- Use creativity.- Be aware that all bodies are different..- Be aware that everybody has different tastes and preferences..




UNIT 5: This is my homeI. OBJECTIVESBLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Talk about houses.- Introduce their family- Ask and answer questions using Where are you? - Ask and answer questions about where the familiy members are.- Ask and answer questions about their family.

Understand simple oral texts within the classroom's context: - Recognize the names of the different rooms in a house.- Recognize the names of teh family members.- Understanding a story using visual propts.


- Be able to read and recognize the differents rooms in a house. - Following the texts of a storyand a song.

Writing- Writing the names of the different rooms in a house


House: bathroom, bedroom, garden, home, kitchen, living room.Family: family, mother, father, brother, sister, grandad, granny, pets.


This is (the) (garden).This is my (mother).Where are you? Where’s your mother? In (the) (kitchen).

- Review language:Colours.Numbers.Animals: bird, cat, dog, duck, horse, rabbit, cow.ADjectives: big, small.

- Receptive language:Wow, it’s fantastic! Great! Come in! This is my pet. Wow! Cool! We are a family and we are all small. Oh, no! Let’s look (in the kitchen). I don’t know. Kitchen door, garden gate.

- Interdisciplinary language: Animals:lion, hamster, monkey, eagle, cow, goldfish. Water, food, love, a home, exercise, brushing.A (dog) needs (water).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhymes and rhyming sounds.

Rhyme: One, two, three, four. Develop effective language-learning practices:

- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking:


- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme de elección.- Apreciar diferentes tipos de casas.- Apreciar diferentes tipos de familia.- Work together .















Using technology to read, write and share information. Show interest in the care and presentation of written work.BLOCK 3. Knowledge of the language.3.1. Linguistic knowledge Get started in some phonetic aspect of rhythm and intonation.

- Rhymes and rhyming sounds.Teaching Programme – Well Done! 2

- Rhyme: One, two, three, four. Identify and use the lexical terms:

- House: bathroom, bedroom, garden, home, kitchen, living room.- Family: family, mother, father, brother, sister, grandad, granny, pets.






- Use previous knowledge.- Following instrucctions.- Remembering new words.- Utilizar el Logical thinking: medir.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Sciences: animals.- Music and Arts: Chant: This is my home. Song: We are a family. Rhyme: One, two,

three, four. Make a house. Project: My home.- Linguistic abilities: story comprehension and interpretation.

BLOCK 5. - Literacy EducationLiteracy genre:Stories: Where’s Hammy? PB, page 45. Pirates 5. TG page 121.Oral and written text producction:Dialogue reproduction: A chant: This is my home! PB, page 42.A song: We are a family PB, page 44.




Mathematical competenceMathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry, etcThis competence is develop through the unit through:- Make association codes between numbers, family members rooms in a house.(Lesson 7)

Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.- Value teh importance of animal life around us (pets)(Lessons 4, 5, and 6)






- Digital versions of flashcards, wordcards, storycards.- Videoclips- The interactive version of the Board game with dices and digital chips.- Reader version to be listen to and read by the whole class.- Class Audio CDs.- Course web page.The treatment of information in the digital competence is reflected throughout the Active teach and the Active Book in all the lessons of the Unit.



pairs and in groups: Play a game, Unit 5 (PB, page 43).- Learn to participate and colaborate with peers acting out the story of the unit: Where’s

Hammy? Unit 5 PB, page 45.- Aprender a valorar el espacio y el entorno familiar.

Learning a language implies the knowledge of the cultural aspects tie to those who speak it. History always refers to different social aspects and democratic values of a society.

This competences are developthrough interdisciplinary sections related to the theme of the Unit.Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.(Lessons 1, 2, and )


Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: This is my home, PB, page 42. A song: We are a family, PB, page 44. A rhyme: One, two, three, four, PB, page 48. Immerse in the English language and culture through reading and understanding a story:

Where’s Hammy? PB page 45.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. This competence is practice in lesson 6 and 8.




- Express feelings and emotions: in all dialogs and communications. (PB, pages 42-49), acting out a story: Where’s Hammy? (PB page 45).

- Dancing and movement (Act out the story, PB page ).- Overcome inhibitions through songs and music: Sing songs and chants: :

- A chant: This is my home , PB, page 42.- A song: We are a family, PB, page 44.



- Reference bar at the bottom of each page..- - Lesson with multicultural content that provides additional practice to written



Activity Book (Unit 5 – pages 30 to 35).- Cut-outs (for lesson 4 of the Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.


- Picture Dictionary. - Reader (print and digital versions).- Flascards and Wordcards .- Storycards (from the story).- Chants and canciones. PB, pages 42 and 44.

Teacher’s Resource Materials: - Worksheets to copy.- Mini Flash Cards and Mini Word Cards to consolidate the language learned.- Extra worksheets to consolidate the content of other areas of knowledge.- Extra-practice activities for students who need more practice.- Challenging activities for fast learners.


V. EVALUATIONFormative EvaluationConstant observation during the lesson.Complete the AB exercises (Unit 1, pages 30 to 35).Summative EvaluationTests, págs. 16-17 Test de la Unit 5. Portfolio Worksheet (Teacher’s Resource Materials, page 52).AutoevaluaciónPupil’s Book- All about me, lección 8. (PB, page 49).Activity Book:Pag 35, lección 8. Unit review 5. Picture dictionary.

Evaluation criteria


- Talk about houses.- Introduce their family- Ask and answer questions using Where are you? - Ask and answer questions about where the familiy members are.- Ask and answer questions about their family.

Understand simple oral texts within the classroom's context: : - Recognize the names of the different rooms in a house.- Recognize the names of teh family members.- Understanding a story using visual propts.


- Be able to read and recognize the differents rooms in a house. - Following the texts of a storyand a song.

Writing:- Writing the names of the different rooms in a house


- House: bathroom, bedroom, garden, home, kitchen, living room.- Family: family, mother, father, brother, sister, grandad, granny, pets.




- Review language:Colours.Numbers.Animals: bird, cat, dog, duck, horse, rabbit, cow.Adjectives: big, small.

- Receptive language:Wow, it’s fantastic! Great! Come in! This is my pet. Wow! Cool! We are a family and we are all small. Oh, no! Let’s look (in the kitchen). I don’t know. Kitchen door, garden gate.

- Interdisciplinary language: Animals: lion, hamster, monkey, eagle, cow, goldfish. Water, food, love, a home, exercise, brushing.A (dog) needs (water).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhymes and rhyming sounds.- Rhyme: One, two, three, four.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking:- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme de elección.- Apreciar diferentes tipos de casas.- Apreciar diferentes tipos de familia.- Work together.





UNIT 6: I like milkI. OBJECTIVESBLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Talk about their taste on food and beverages.- Talk about food animals like.- Ask and answers questions about their taste on food and beverages.

Understand simple oral texts within the classroom's context: : - Recognize teh names of food and beverages.- Understand tastes on food.- Understanding a story using visual propts.


- Be able to read and recognize tastes on food.- Following the texts of a storyand a song.

Writing:Writing nombres de comidas y bebidas.


- Food and beverages: apples, bananas, bread, carrots, cheese, chicken, chocolate, fish, milk, pasta, rice, water.


Do you like (milk)? Yes, I do. No, I don’t.I like (milk). I don’t like (milk).

- Review language:Numbers.Colours.Animals.

- Receptive language: and, but, or.Who am I? I’m hungry! Have you got...?No, I haven’t. Oh, dear. Hooray! I like you. You like me. You are nice. Picnic basket.

- Interdisciplinary language: food, drink, breakfast, lunch, supper.cereal, jam, toast, bacon, tomatoes, eggs, crisps, cola, fruit salad, hamburger, sweets.Do you like (cereal) for (breakfast)? I like (milk) for (breakfast).(Apples) are (healthy).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhythm and intonation.- Rhyme for jumping rope: I like chocolate.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: Clasifying.- Reflect on their own work and self-evaluate themselves at the end of the Unit.



- Learn a traditional jump rope rhyme.- Appreciate f different tastes in food.- Appreciate food from other cultures.- Healthy eating habits.- Work together.
















BLOCK 3. Knowledge of the language.3.1. Linguistic knowledge Get started in some phonetic aspect of rhythm and intonation.

- Rhythm and intonation.Teaching Programme – Well Done! 2

- Rhyme for jumping rope: I like chocolate. Identify and use the lexical terms:







- Use previous knowledge.- Following instrucctions.- Remembering new words.- Play a memory.- Utilizar el Logical thinking: Clasifying.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Sciences: Food en Gran Bretaña, diferentes comidas a lo largo del día, comida sana.- Music and Arts:

A chant: Do you like water?A song: I like chicken.A rhyme: I like chocolate.My diary: My food and drink diary.A picnic basket.

- Linguistic abilities: reading; reading comprehension, acting out.

BLOCK 5. - Literacy EducationLiteracy genre:Stories: Bart is hungry. PB, page 53. Pirates 6. TG page 52.Oral and written text producction:Dialogue reproduction: A chant: Do you like water? PB, page 50.A song: I like chicken PB, page 52.

III. BASIC COMPETENCESComunicación lingüística




Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it..- Conocer e interiorizar hábitos de vida saludable; una buena alimentación.(Lessons 1, 2, 3, 5, 6, 7 and 8)









pairs and in groups: Play a game, Unit 6 (PB, page 51).- Learn to participate and colaborate with peers acting out the story of the unit: Bart is

hungry Unit 6 PB, page 53.- elaborar e interiorizar normas de convivencia y códigos de conducta; respeto por los gustos

de los demás. Learning a language implies the knowledge of the cultural aspects tie to those who speak it.


Unit.Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.En esta Unit esta competencia se ve reflejada en todas las lecciones de la Unit.


Competencia cultural y artística.This competence is develop in the Unit through the following activities: Sing songs, rhymes and chants: : A chant: Do you like water? PB, page 50. A song: I like chicken PB, page 52. A rhyme: I like chocolate, PB, page 56. Immerse in the English language and culture through reading and understanding a story: Bart is

hungry, PB page 56.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Lessons 6 and 8)


Autonomy and personal initiativeAutonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. This competence is practice through different activities through the eight lessons of the unit.Emotional CompetenceEmotional competence is about the ability to understand and control emotions, to be aware of others emotions and feelings and establish positive relations with others and be to better and happier person who approaches in a positive manner personal, socinales, escolares y sociales.This competence is mastered when the student is able to approach any activity taking risks in a responsible manner, establishing positive relations with others. This implies the development and empowerment of personal self esteem, trusting in themselves and their possibilities.

- Express feelings and emotions: in all dialogs and communications. (PB, pages 50-57), acting out a story: (PB page 53).


- A chant: Do you like water? PB, page 50.- A song: I like chicken. PB, page 52.



- Reference bar at the bottom of each page..- - Lesson with multicultural content that provides additional practice to written



Activity Book (Unit 6 – pages 36 to 41).- Cut-outs (for lesson 2 of this Unit).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary.


- Reader (print and digital versions).- Flascards and Wordcards .- Storycards (from the story).- Chants and canciones. PB, pages 50 and 52.



V. EVALUATIONFormative EvaluationConstant observation during the lesson.Complete the AB exercises (Unit 6, pages 36 to 41).Summative EvaluationTests, págs. 18-19 and 22.Test de la Unit 6. Term 3 test.Portfolio Worksheet (Teacher’s Resource Materials, page 22).AutoevaluaciónPupil’s Book:- All about me, lección 8. (PB, page 57).

Activity Book:Pag 41, lección 8. Unit review 6. Picture dictionary.

Evaluation criteria


- Talk about their taste on food and beverages.- Talk about food animals like.- Ask and answers questions about their taste on food and beverages.

Understand simple oral texts within the classroom's context: : - Recognize teh names of food and beverages.- Understand tastes on food.- Understanding a story using visual propts.


- Be able to read and recognize tastes on food.- Following the texts of a storyand a song.

Writing:- Writing nombres de comidas y bebidas.

BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: : Teaching Programme – Well Done! 2




- Review language:Numbers.Colours.Animals.

- Receptive language: and, but, or.Who am I? I’m hungry! Have you got...? No, I haven’t. Oh, dear. Hooray! I like you. You like me. You are nice. Picnic basket.

- Interdisciplinary language: food, drink, breakfast, lunch, supper.cereal, jam, toast, bacon, tomatoes, eggs, crisps, cola, fruit salad, hamburger, sweets.Do you like (cereal) for (breakfast)? I like (milk) for (breakfast).(Apples) are (healthy).

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : - Rhythm and intonation.- Rhyme for jumping rope: I like chocolate.

Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: Clasifying.- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Learn a traditional rhyme de comba.- Appreciate f different tastes in food.- Appreciate food from other cultures.- Healthy eating habits.- Work together.





UNIT : Goodbye Bart!I. OBJECTIVESBLOCK 1. Listening, speaking and conversation Participate in oral interactions:

- Mention Well Done 2 key vocabulary.- Make descriptions using Well Done! 2.- Ask and answer questions about the language learned in the course.- Give an dfoloow simple instructions.- Give and follow requests..

Understand simple oral texts within the classroom's context: - Recognize the key vocabulary of the course.- Understanding instruccions given in the course.- Understanding a story using visual propts.


- Be able to read and understand phrases using the language of the course.- Following the texts of a storyand a song.

Writing:Writing words and phrases with the language of the course.

BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit:

- All the key vocabulary of the course. Understand and apply grammar rules correctly:

- Language structures:Have you got...? Yes, I have. No, I haven’t.This is for you. What is it?It’s a (robot). Thannk you.I’ve got (fifteen) (books). I’ve got (big) (hands).I can (sing).I like (cheese). I don’t like (cars).This is my (father).

- Review all the questions, answers and simple phrases used during the course.

- Review language:All the key vocabulary of the course; TOYS, SCHOOL SUPPLIES, PARTS OF THE BODY, ACTIONS, COLOURS, NUMBERS, HOUSES, FAMILY, INSTRUCTIONS, ANIMALS AND FOOD..

- Receptive language: It’s time to say goodbye. See you soon! Come back soon! He’s a ... He can ... Is he OK? Phone. Let’s walk home. Is it true?

Recognize and reproduce sounds, rhythm, accentuation, and intonation: : Develop effective language-learning practices:

- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: PATTERNS- Reflect on their own work and self-evaluate themselves at the end of the Unit.



- Farewell presents traditions.- Give and received presents- The value of friendship.- The importance of saying goodbye.- Work together.















Using technology to read, write and share information. Show interest in the care and presentation of written work.BLOCK 3. Knowledge of the language.3.1. Linguistic knowledge ALL THE KEY VOCABULARY OF THE COURSE. Understand and apply grammar rules correctly:

- Language structures:Have you got...? Yes, I have. No, I haven’t.


This is for you. What is it?It’s a (robot). Thank you.I’ve got (fifteen) (books). I’ve got (big) (hands).I can (sing).I like (cheese). I don’t like (cars).This is my (father).

- Review all the questions, answers and simple phrases used during the course. Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model:




BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive language to those whose culture and language are different from their own. Interdisciplinary contents:

- Sciences: Different places for children..- Music and Arts: Dibujar robots, hacer regalos, song Goodbye friends!- Linguistic abilities: reading; reading comprehension, acting out.

BLOCK 5. - Literacy EducationLiteracy genre:Stories: Where’s Bart? PB, page 58. Oral and written text producction:Dialogue reproductionA chant: This is for you! PB, page 58.A song: Goodbye friends. PB, page 61.



Competence in Knowledge and interaction with the physical worldPart of this competence is the awareness of the physical space, it's social interactions and human activities and abilities to interact in it.- Conocer y respetar diferentes entornos para los niños.Teaching Programme – Well Done! 2

(Lesson 1 and 4)









pairs and in groups: Play a game, Unit Goodbye Bart (PB, page 59).- Learn to participate and colaborate with peers acting out the story of the unit: Where’s

Bart? Unit Goodbye Bart, PB, page 61.- Elaborar e interiorizar normas de convivencia y códigos de conducta. Despedirse y dar

regalos. Learning a language implies the knowledge of the cultural aspects tie to those who speak it.


Unit.Interpersonal, social and civic competences have as an objective learning to communicate with others with understanding.(Lesson 1, 4 and 5)

Competencia cultural y artística.This competence is develop in the Unit through the following activities: SING canciones y chants. A chant: This is for you! , PB, page 58. A song: Goodbye friends! PB, page 60. Immerse in the English language and culture through reading and understanding a story:

Where’s Bart?, PB page 61.Cultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity. (Lesson 2 and 6)



Learning to learn competence objective is for students to reflect about what they are learning and how they are learning it, motivating them to use their own abilities and be concious about their learning process and evaluate their own learning. Esta competencia se desarrolla en la Unit a través de las actividades de la lección 6 de la Unit.Autonomy and personal initiativeAutonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work. Esta competencia se desarrolla de distintas maneras a lo largo de las seis lecciones de la Unit.


- Overcome inhibitions through songs and music: Sing songs and chants: : - A chant: This is for you! , PB, page 58.- A song: Goodbye friends! PB, page 60.

(All lessons)

IV. ATTENTION TO DIVERSITYExtra-practice and extension activities Pupils Book (Unit Goodbye Bart – pages 58 to 63).

- Reference bar at the bottom of each page.- - Lesson with multicultural content that provides additional practice to written



Activity Book (Unit Goodbye Bart – pages 42 to 45).- Pre-reading and pre-writing activities.- Listening activities to complete at home using the Active Book.- Picture Dictionary - Reader (print and digital versions).- Flascards and Wordcards .- Storycards (from the story).- Chants and canciones. PB, pages 58 and 60.



V. EVALUATIONFormative EvaluationConstant observation during the lesson.Teaching Programme – Well Done! 2

Complete the AB exercises (Unit Goodbye Bart, pages 42 to 45).Summative EvaluationTest final. Tests, page 23.

AutoevaluaciónPupil’s Book- All about me, lección 6. (PB, page 63).

Activity Book:Pag 45, lección 6. Unit review Goodbye Bart. Picture dictionary.

Evaluation criteria


- Mention Well Done 2 key vocabulary.- Make descriptions using Well Done! 2.- Ask and answer questions about the language learned in the course.- Give an dfoloow simple instructions.- Give and follow requests..

Understand simple oral texts within the classroom's context: : - Recognize the key vocabulary of the course.- Understanding instruccions given in the course.- Understanding a story using visual propts.


- Be able to read and understand phrases using the language of the course.- Following the texts of a storyand a song.

Writing:- Writing words and phrases with the language of the course.


- All the key vocabulary of the course. Understand and apply grammar rules correctly::

- Language structures:Have you got...? Yes, I have. No, I haven’t.This is for you. What is it?It’s a (robot). Thannk you.I’ve got (fifteen) (books). I’ve got (big) (hands).I can (sing).I like (cheese). I don’t like (cars).This is my (father).

Review all the questions, answers and simple phrases used during the course.- Review language:

All the key vocabulary of the course; toys, school supplies, parts of the body, actions, colours, numbers, houses, family, instructions, animals and food..

- Receptive language: It’s time to say goodbye. See you soon! Come back soon! He’s a ... He can ... Is he OK? Phone. Let’s walk home. Is it true?

Recognize and reproduce sounds, rhythm, accentuation, and intonation:


Develop effective language-learning practices:- Use previous knowledge.- Following instrucctions.- Remembering new words.- Logical thinking: patterns- Reflect on their own work and self-evaluate themselves at the end of the Unit.


- Farewell presents traditions.- Give and received presents- The value of friendship.- The importance of saying goodbye.- Work together.





FESTIVALS

Bonfire Night

Christmas

Easter

I. OBJECTIVES


Participate in oral interactions:- Say words related to Bonfire night.- Say words related to Christmas.- Say words related to Easter.- Sing 5, 4, 3, 2, 1!- Sing Dancing round the Christmas tree.- Sing Hot cross buns!

Understand simple oral texts within the classroom's context: : - Recognize vocabulary related to Bonfire night.- Recognize vocabulary related to Christmas.- Recognize vocabulary related to Easter.


Reading- BE ABLE TO READ VOCABULARY RELATED TO BONFIRE NIGHT, CHRISTMAS AND EASTER.

Writing- Writing palabras de Bonfire night Christmas e Easter


- Vocabulary: Bonfire night, guy, bonfire, fireworks, toffee apple. Christmas, Christmas tree, Santa, present, stoking, dancing, jumping, clapping, hopping, clicking. Easter, Easter egg, hot cross buns, a penny.

Understand and apply grammar rules correctly::Receptive language: I love bonfire night. This is what we do. We make a guy. We have a (barbecue). We watch (fireworks). We eat toffee apples. (Dancing) round the tree. Santa’s on his way. Presents for (you). Hot cross buns, one a penny, two a penny. Let’s sing. (Happy Easter) everyone! This is for you. Thank you.

- Review: Colours.Numbers 1-20.

PronunciaciónRhythm and intonation.

Develop effective language-learning practices:- Use previous knowledge.


- Following instrucctions.- Remembering new words.


- Bonfire night, Christmas and Easter traditions.- Learn songs about Bonfire night, Christmas e Easter

Show a receptive language to those whose culture and language are different from their own. Learning about the language, lifestyle and culture of English-speaking world.



II. CONTENTS
















Identify and use the lexical terms: Vocabulary: Bonfire night, guy, bonfire, fireworks, toffee apple. Christmas, Christmas tree, Santa,

present, stoking, dancing, jumping, clapping, hopping, clicking. Easter, Easter egg, hot cross buns, a penny.




Develop effective language-learning practices.. - Use previous knowledge.- Following instrucctions.- Remembering new words.

BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. INterdisciplinary contents

- Social Sciences: Cultural traditions.- Music and Arts: three songs; Halloween, Christmas and Easter.

BLOCK 5. - Literacy EducationLiteracy genres

Oral and written text producction:

- Reproducción de diálogos.- Three songs:

5, 4, 3, 2, 1!Dancing round the Christmas tree.Hot cross buns!



Use language as a tool for communication.


Use new thecnologies in the classroom through the use of the Active Teach and el Active Book.


Learn to communicate with others and understand what they say.


Competencia artística y culturalCultural and artistic competence has as an objective the development and value of the imagination, initiative and creativity.

Autonomy and personal initiativeAutonomy and personal initiative has as an objective the development of one's own criteria and foster social values like respect, cooperation, and team work.

Competence in Knowledge and interaction with the physical world

This competence has as an objective promoting attitudes of respect to others and themselves.




- Expresando sentimientos y emociones: en todos los diálogos e intercambios comunicativos.- Overcome inhibitions through songs and music: Sing songs and chants: :

- Three songs: 5, 4, 3, 2, 1!Dancing round the Christmas tree.Sing Hot cross buns!



Activity Book, pages 46, 47 and 48.

Optional activities Teacher’s Resource Materials, pages 61-66.


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