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Primary Education

Lesson Programme

Quick Minds 4/ Lesson Programme - 1- © Cambridge University Press 2015

Quick Minds 4Herbert Puchta, Günter Gerngross &

Peter Lewis-Jones

Introduction

Quick Minds 4 is a teaching method for English in the fourth year of Primary Education.

This Classroom Programme has been designed to deal with different school situations with regards to teaching hours for English. Its flexibility offers teachers sufficient material for classes with five hours or less per week and for those with more hours.

Quick Minds 4 has 9 units, one of which is introductory, Well done, Explorers! Units 1 to 8 are divided into eight sessions: sessions 1 to 6 are the unit's contents and their presentation while sessions 7 and 8 reinforce and enlarge on them, thus being optional and not altering the programme in general.

In addition to these nine units, Quick Minds 4 offers three sessions connected with various celebrations in the English-speaking world: Christmas, Halloween and Valentine’s Day. The method can be divided as follows in terms of time:

1rd term: Units Well done, Explorers!, 1 and 2; activities from Halloween and Christmas.2nd term: Units 2, 4 and 5; activities about St Valentine’s Day.3st term: Units 6, 7 and 8.

Each table in this programme suggests how to make step-by-step use of the activities in the Pupil’s Book (or Student’s Book - SB) and in the Activity Book (or Workbook - WB) selected for each lesson. It also adds other features of Quick Minds 4 connected with its contents. As well as the activities, general and specific objectives are shown, including skills, types of interaction, competences learned and materials needed during the programme. The abbreviations used are:

Competences CO - Oral ComprehensionOE - Oral ExpressionRC - Reading ComprehensionWE - Writing Expression

Interaction: Ind - individual


P - in pairsSG - small groupsLG - large group, the whole class

Competences

LC - Linguistic CommunicationMSCT- Mathematical competence and basic competences in science and technology.DC - Digital CompetencesLL - Learning to LearnSCC - Social and Civic Competences.SIE - Sense of Initiative and EntrepreneurshipCCE - Cultural Conscience and Expressions

At the end of each lesson there is an optional extension activity which the teacher can use if there is time, giving priority to the activities which reinforce the structures, vocabulary and skills which most need to be.

In the Reinforcement-Extension column activities are added for different purposes:

1. Reinforcing parts of the unit which are not clear or which are difficult.2. Giving pupils who learn slowly more chance to practice.3. Allowing faster pupils to reinforce and extend their knowledge without getting bored.

El Teacher’s Resource Book (TRB) offers four Worksheets per unit; The pupils are included in this column. Worksheets 1-3 can be completed individually and, because of that, The pupils are useful for pupils who finish before others during sessions or as homework or classroom Revise in pairs or groups. Worksheet 4 is directly connected with inter-disciplinary contents (CLIL) or activities for developing linguistic skills. The worksheets come with suggestions for follow-up activities to reinforce or extend practising these contents (see Teacher’s notes in each TRB unit).

Online Interactive Activities include various games videos and songs for each unit. These may be used as extensions in class or at home and a reinforcement column is included in the lesson in which the information needed to use them is taught.


The flashcards are two-sided: one has an illustration and the other describes them. So the teacher must decide which side to use when the tables suggest using them. At this stage, we recommend using the illustrations at first when presenting new vocabulary and later reinforcing with text.

The evaluation tables at the end of each unit state which activities in each lesson can be used to evaluate each of the the four skills separately bearing in mind the basic competences. The teacher can use these and others to observe pupils' day-by-day progress or to evaluate the whole unit, although to do the latter we recommend using theProgress Tests for each unit included in theTeacher’s Resource Book. Alternatives about how to use these tests are specified below in each evaluation table and give the teacher the possibility of checking what pupils have learned in the short, medium and long term. This also enables pupils to revise concepts or ask for help with things The pupils need to improve on.


Unit Well done, Explorers! Session 1, SB and WB page 4 (Vocabulary presentation)

Objectives:- Present and practise vocabulary about holding events in the city.- - Present numbers 20 to 100.- Remember the characters from Quick Minds 3.- Play a game with the class to practise oral expression.

Stage Activities' objectives

Activities Competences

Interaction

Competences Materials Reinforcement - Extension

Beginning of the lesson

- Revise the story from Quick Minds 3.

- Write Ben and Lucy. If the pupils are familiar with the characters from Super Minds 3, they say what they remember. If not, write down the key ideas from their adventures: explorers, treasure, give it back to the museum, Buster, a golden statue.…

RC/OE LG LC

Heightened Reality: interactive activity vocabulary and online interactive activities

Worksheet 1: At town events (TRB, p. 7)

Lesson order

- Present vocabulary about events in the city.

- Practise oral expression.

- Practise oral comprehension.

- Revise numbers 1-20.

- Presentation: Read the words the book and point at them in the illustration. Pupils repeat. Explain what they do not understand. Pupils describe what is happening in the scene.

- PB, p.4, Act 1. CD1, 02: Pupils listen, read and repeat as a group. Then the pupils listen and repeat in groups. Pupils take turns to cover the words, point at the illustration and say them.

- PB, p. 4, Act 2: With the book closed, pupils play in pairs at remembering where the vocabulary from the introductory scene is.

- AB, p. 4, Act 1: Pupils look at the drawings and

RC/OE/OC

OC/RC/OE

OC/RC/OE

WE

LG

LG/P

LG

Ind

LC/SCC

LC/SCC

LC/SCC

LC

Flashcards: A town event

SB

WB

CD1


write the words by putting the letters in order. - AB, p4, Act 2, CD1, 03: Pupils listen to the CD and say the right illustration.

- AB, p. 4, Act 3: Pupils read the sentences and circle the words for the numbers in the previous activity.

OC

LC

P

Ind

LC

LC

End of the

Lesson

- Revise the unit vocabulary

- Consolidate vocabulary from the lesson.

- Ask the pupils about their building or house number and write them on the board.

- Extension (optional): Pupils copy the nine new words in their notebooks. Pupils do drawings to illustrate them.

OC/OE

WE

LG

Ind

LC

LC


Unit Well done, Explorers! Session 2, SB and WB page 5 (Grammar 1)

Objectives:- Revise questions and answers in simple past.- Remember the characters from Quick Minds 3.- Play a game with the class to practise oral expression.



Interaction




- Copy a word from the previous lesson with the letters mixed up on the board. Pupils write them correctly on the board.

WE LG LC

Heightened Reality: Grammar 1 interactive activity and online interactive activities

Worksheet 2: What does he / she do? (TRB, p. 8)

Lesson order

- Revise the simple present (short questions and answers).


- Personalise the language.

- PB, p5, Act 1 CD1, 04: Read the interview with Ben and give the correct answer. Listen to the CD and correct.

- PB, p.5, Act 2. CD1, 05: Listen to the CD and repeat in pairs, listen again and repeat as a group.

- PB, p. 5, Act 3: Pupils interview a classmate and try to find out four things they do not know about him/her.

- AB, p.5, Act 1: Pupils link the drawings complete the sentences about what each character does in his/her free time.

- AB, p. 5, Act 2: Pupils play a memory game in pairs, asking about the activities in the previous lesson.

CL/CO

OC/OE

OC/OE

WE

OE

Ind

Ind/P/LG

P

Ind

P

LC

LC

LC

LC

LC

LC

SB

WB

CD1


End of the Lesson


- Practice written expression.

- Say sentences about the Class Bool characters. If the sentences is correct, the pupils clap. If it is wrong, they shake their heads.

- Extension (optional): Pupils draw a small table with the information about Ben and Lucy to be found in this lesson.

OC

WE

LG

Ind

LC

LC


Unit Well done, Explorers! Session 3, SB and WB page 6 (Song)

Objectives: - Consolidate the vocabulary and grammar with a song: simple present (3rd person).- Sing a song with the class.



Interaction

Competences

Materials Reinforcement - Extension


- Revise questions in simple present.

- The pupils write questions for classmates about what they like doing and their habits. All standing up, they ask each other one by one.

WE/OE LG LC

Heightened Reality: a karaoke song and online interactive activities

Lesson order

- Present and Practise the unit vocabulary.


- Practice written comprehension and expression.

- Personalise the language learned.

- PB, p. 6, Act 1. CD1, 06: Ask what they see in the illustration. The pupils listen to the song. Then the pupils listen to and repeat each verse. The pupils practice the karaoke version singing in groups.

- PB, p. 6, Act 2: In pairs, pupils ask questions about the characters in the song.

- AB, p. 6, Act 1: Pupils write the words of the song in the right order.

- AB, p. 6, Act 2: Read and write the sentences depending on whether they are for Ben or Lucy. - AB, p. 6, Act 3: Pupils read the survey and reply with personal information.

OC/OE/RC

OE

WE

WE

RC/OE

LG

P

Ind

Ind

Ind

LC/CCE

LC/CCE

LC

LC

LC

SB

WB

CD1

End of the

- Revise the lesson

- Sing the karaoke version of the song. OC LG LC


Lesson vocabulary.

- Develop creativity.

- Extension (optional): Pupils write another version of the song changing the names of the characters. OE Ind LC


Unit Well done, Explorers! Session 4, SB and WB page 7 (Grammar 2)

Objectives: - Revise the present continuous.- Practice written comprehension and expression.



Interaction

Competences



- Revise vocabulary.

- Do a dictation using the words: journalist, photographer, mayor, phone, eighty, statue.

OC/WE LG LC

Worksheet 3: The mayor is talking (TRB, p. 9)

Lesson order

- Revise the present continuous.

- Think about the grammar.


- PB, p. 7, Act 1: Look at the drawing and link the questions with the right answers.

- PB, p.7, Act 2. CD1, 08: Pupils listen and repeat. Write the sentences on the board.

- PB, p. 7, Act 3 Pupils play a memory game with the actions from the illustration in activity 1.

- AB, p. 7, Act 1 CD1, 09: Pupils listen to and number the illustrations. Complete the sentences in line with the illustrations.

- AB, p. 7, Act 2: Pupils put the words in order and ask questions. Pupils write the answers.

OC/OE/RC

OC/OE/RC

OE

OC/WE

WE

GG/Ind/P

Ind/P/LG

Ind

Ind

Ind

LC

LC

LC

LC

LC

SB

WB

CD1

End of the Lesson


- In pairs, pupils ask and answer the questions in AB activity 2.

- Extension (optional): Pupils play a memory game with the drawings in AB activity 1.

OE

OE

P

P

LC

LC


Unit Well done, Explorers! Session 5, SB and WB page 8 (Picture story)

Objectives: - Present an illustrated story (picture story).- Revise the unit vocabulary and structures. - Develop the ability to reason: interpreting pictures and put them in order.



Interaction

Competences



- Revise the characters.

- Write Ben, Lucy and Buster. Pupils say what they remember from previous stories. Help them: Meet the mayor and Mr Davidson…

OC/OE LG LC

Heightened Reality: Story animation and online interactive activities

Lesson order

- Present an illustrated story.

- Put in order.

- Interpret pictures

- PB, p. 8-9, Act 1. CD1, 10: Explain symbol, diamond and map. Pupils listen to the CD and pay attention to what Mr Davidson teaches them and who was looking at them. Pupils compare in pairs. They listen again and repeat.

- AB, p. 8, Act 1. Think!: Pupils read and put the sentences in order.

- AB, p. 8, Act 2. Think!: Pupils write what they think the characters should find. Encourage them to be imaginative.

OC/OE

RC/WE

RC/WE

LG/P

Ind

Ind

LC

LC/LL

LC/LL

SB

WB

CD1

End of the Lesson

- Practice the story.

- Revise ideas and concepts from

- Act it out. Form groups of five. Pupils choose characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Pupils draw a map of the

OC/OE/RC

WE

PG/GG

Ind

LC

LC


the story. area around their school or house and the names of at least 6 places (shop, bus stop…).


Unit Well done, Explorers! Session 6, SB and WB page 9 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Present and practise the consonant groups sks, sts, sps and spr.- Encourage values education: the importance of working as a team.


Activities Competences Interaction

Competences



- Revise the story.

- Ask about the story: , e.g. Where are Ben and Lucy? What does Mr Davidsonshow them? What does he get? Who is watching them?

OC/OE LG LC

Heightened Reality: Story animation and online interactive activities.

Lesson order

- Reflect about the contents of the story.

- Present the consonant groups sks, sts, sps and spr.

- Learn frequent oral expressions.

- Practise and consolidate the

- SB, p9, Act 2: The pupils read the story and listen at the same time. Pupils answer the questions and compare the answers in pairs. Correct.

- AB, p. 9, Act 3: Write on the board strange. Pupils identify consonant groups. Remember their pronunciation. Pupils repeat the word and look for it in the story.

- SB, p9, Act 4. CD1, 11: Pupils listen, look at the drawing, read and repeat. Pupils practise as a group and then in pairs.

- AB, p. 9, Act 1 CD1, 12: Pupils listen and write the missing sentences. Act out the dialogues with a classmate. - AB, p. 9, Act 2: Pupils look at the drawings, read

OC/RW

RC/OC/OE

OC/RC/OE

OC/OE/RC/WE

Ind/GG

LG

LG/P

Ind/P

Ind

LC

LC

LC/SCC

LC/SCC

LC

SB

WB

CD1


consonant groups sks, sts, sps and spr.

the sentences and complete them using the words from the box.

- AB, p. 9, Act 3. CD1, 13: Listen to the CD, pronounce the words and correct the previous activity.

RC/WE

OC/RWInd/GG LC

End of the Lesson


- Talk about the value of working as a team.

- Write the dialogues in AB activity 1 on the board. Underline glasses, sandwiches and picnic. The pupils write new dialogues in pairs changing the underlined words.

- Extension (optional): Ask in what situation the characters work together. They talk about why it is important to work as a team using examples from daily life. The pupils can use L1.

OE

OE

P

LG

LC

LC/SCC

WB


Unit Well done, Explorers! SB and WB pages 4 to 9Evaluation activities

COMPETENCES Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

ORAL COMPREHENSIONPB, p. 4, Act 1.CD1, 02

PB, p. 5, Act 1.CD1, 04

PB, p. 6, Act 1.CD1, 06

- AB, p. 7, Act 1, CD1, 09:

PB, pp. 8-9, Act 1.CD1, 10

- AB, p. 9, Act 1, CD1, 12:

ORAL EXPRESSIONPB, p. 4, Act 2

PB, p. 5, Act 3 PB, p. 6, Act 2 PB, p. 7, Act 3 AB, p. 9, Act 2:Talk in pairs

READING COMPREHENSION

Worksheet 1: At town events (TRB, p. 7) AB, p. 5, Act 1 AB, p. 6, Act 2

Worksheet 3: The mayor is talking (TRB, p. 9)

AB, p. 8, Act 1

WRITING EXPRESSIONAB, p. 4, Act 1

Worksheet 2: What does he / she do? (TRB, p. 8)

AB, p. 6, Act 3

AB, p. 7, Act 2

AB, p. 8, Act 2

Progress Tests: Organize Progress Tests 1 and 2 at the end of Session 6.


Unit 1: His hair is curly. Session 1, SB and WB page 10 (Vocabulary presentation)

Objectives:- Present vocabulary connected with physical appearance.- Play a game with the class to practise oral expression.



Interaction



- Activate the vocabulary.

- The teacher describes one of the pupil's appearance and they guess who it is. OC/OE LG LC


Worksheet 1: A family photo (TRB, p. 11)

Lesson order

- Present vocabulary connected with physical appearance.

- Practising oral expression.

- Use the unit vocabulary

- Presentation. Use the flashcards to present the unit vocabulary.

- SB, p10, Act 1. CD1, 14: Name the characters, say where they are and what they do. The pupils listen to the CD and point to what they hear. Then pupils listen and repeat. In pairs, they point at and name the words on the list.

- SB, p10, Act 2: Pupils play in pairs, write down some of the characters in the scene and guess who they are.

- AB, p. 10, Act 1: Pupils read the descriptions of the characters in the illustrations and mark the right words.

AB, p. 10, Act 2: The pupils read the sentences and link them with the drawings.

- AB, p. 10, Act 3: Pupils write a description of their

OC/OE

OC/RC/OE

OC/RC/OE

WE

RC/WE

WE

LG

LG/P

P

Ind

Ind

Ind

LC

LC

LC/SCC

LC

LC

LC/SIE

SB

WB

CD1

Flashcards: Physical

appearance


own appearance.

End of the

Lesson



- The pupils write the description of one of the characters in the boxes in SB.

- Extension (optional): Pupils draw various drawings of a king, a queen, a prince… and write their physical description under each drawing.

WE

WE

Ind

Ind

LC

LC


Unit 1: His hair is curly. Session 2, SB and WB page 11 (Grammar 1)

Objectives: - Remember the possessive pronouns: my, your, his, her, our, their.- Develop the ability to reason: connecting.



Interaction

Competences



- Revise vocabulary about physical appearance.

- In circles, pupils play in groups at saying words connected with physical appearance and the classmate to the right says one connected.

OC/OE SG LC


Worksheet 2: Their noses are long! (TRB, p. 12)

Lesson order

- Teach the possessive pronouns.

- Link.


- Practise possessive pronouns.

- Presentation. Write Ben and Lucy on the board and say the colour of their hair. Write the sentence on the board for the pupils to complete it with the possessives her or his as fits.

- SB, p11, Act 1. Think!: Pupils read the sentences and point at the drawing for each one.

- SB, p11, Act 2. CD1, 15: Listen to the CD and repeat the sentences one by one. Then practice them in pairs.

- SB, p11, Act 3: In pairs, pupils describe a classmate and guess who it is. - AB, p. 11, Act 1. CD1, 16: Pupils listen to the CD and point at the name the main character in each scene

OC/OE

CE/EO

OC/RC/OE

RC/OC/OE

OC

RC/WE

LG

Ind/P/LG

LG/P

LG

Ind

Ind

LC

LC/LL

LC

LC

LC

LC

SB

WB

CD1


- AB, p. 11, Act 2: Pupils read the description given by a child or the members of his/her family and complete it using the right possessive.

End of the Lesson


- Personalise the unit language.

- With the drawings from activity 1, pupils describe the characters and guess which ones they are.

- Extension (optional): Pupils draw the members of their families and write a description of each.

OE

WE

P

LG

LC/SCC

LC/CCE


Unit 1: His hair is curly. Session 3, SB and WB page 12 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: physical appearance and possessives.- Sing a song with the class.



Interaction

Competences



- Revise physical appearance.

- Pupils look at the illustration. In pairs, pupils describe the people in it.

OE P LC


Lesson order

- Sing a song with the class.

- Check that pupils understand the song.

- Practice vocabulary.


- SB, p12, Act 1. CD1, 17: Talk about the illustration. The pupils listen to the song and read it. Then the pupils listen to and repeat each verse. Pupils sing all together and then, in groups, the karaoke version.

- SB, p. 12, Act 2: Pupils suggest words for the song with the right syllables: red pencil, yellow bag. Supervise the work in groups. The pupils sing the karaoke version.

- AB, p. 12, Act 1: Pupils read the song, read the questions and write the names of the main characters in each case.

- AB, p. 12, Act 2: Pupils write the description of one of the children in the song.

OC/RC/OE

OC/RW

LC

WE

LG

LG/P

Ind

Ind

LC/CCE

LC

LC

LC

SB

WB

CD1

End of the Lesson


- Pupils repeat the SB Act 1 song in karaoke version.

- Extension (optional): In pairs, a pupil closes the

OE LG LC


- Take part in an oral game.

book and the other asks the name of the character in the song being described.

OC/OE P LC


Unit 1: His hair is curly. Session 4, SB and WB page 13 (Grammar 2)

Objectives: - Present and practise the possessive apostrophe (‘s).



Interaction

Competences



- Revise clothes. - Describe one of the pupils by their clothes and guess who it is.

OE LG LC


Worksheet 3: Paul’s kite is small (TRB, p. 13)

Lesson order

- Present the possessive apostrophe (‘s).

- Practise the possessive apostrophe (‘s).


- Practise the possessive apostrophe (‘s).

- Practice language in a game.

- Presentation. Describe the physical appearance of various pupils giving their names: Ana’s hair is long. Juan’s eyes are brown.

- SB, p. 13, Act 1. CD1, 19: Pupils look at about talk about the drawings. Pupils listen to and point to the name of each child as they hear it. In pairs, pupils compare their answers, listen to the CD again and correct as a group.

- SB, p. 13, Act 2. CD1, 20 Grammar focus: Pupils listen to the CD,repeat the sentences and practise them in pairs.

- SB, p. 13, Act 3: In pairs, pupils ask and answer questions about the drawings following the example.

- AB, p. 13, Act 1: Pupils complete the sentences with what they see in drawing B.

OC/OE

OC/OE/RC

OC/RC/OE

OC/OE

RC/WE

RC/WE

LG/P

Ind/P/LG

LG/P

SG

Ind

Ind

LC/SCC

LC

LC/SCC

LC

LC

LC

SB

WB

CD1


- AB, p. 13, Act 2: Pupils write sentences with the words given and link them with the drawings.

End of the Lesson

- Revise the language learned.

- Say true and false sentences about pupils using the possessive 's. The pupils hit the table if it is wrong and clap if it is correct.

- Extension (optional): Pupils write six sentences about some classroom objects saying who they belong to.

OC

WE

Ind

Ind

LC

LC


Unit 1: His hair is curly. Session 5, SB and WB page 14 (Picture story)

Objectives: - Present an illustrated story (picture story).- Revise the unit vocabulary and structures.



Interaction

Competences



- Revise the story.

- Write Ben, Lucy and Buster. Pupils say what they remember about the episode The map.

RC/OE/OC LG LC


Lesson order

- Tell a story.

- Understand the story.

- Find a code.

- SB, pp. 14-15, Act 1. CD1, 21: Pupils talk about drawing 1. Explain hide. Pupils listen to and pay attention to who is following them, what is on the shelf and who the knight is. Pupils compare in pairs. Pupils listen and repeat.

- Practice: Pupils listen to the CD. Stop after each comic. Explain what is happening. Explain brilliant idea and I’m glad... The pupils can use L1.

- AB, p. 14, Act 1: Pupils read the sentences and decide if they are true or false.

- AB, p. 14, Act 2: Pupils find and write the lines of the rhyme to find the knight's treasure.

OC/RC/OE

OC/OE

LC

WW/RC

GG/Ind/P

LG

Ind

Ind

LC

LC

LC

LC

SB

WB

CD1

End of the


- Act it out. Form groups of four and assign them characters. The pupils listen to the CD and repeat

OC/RC/OE PG/GG LC


Lesson

- Revise the unit grammar.

their role. The pupils practice in groups and act it out.

- Extension (optional): Pupils revise the possessive apostrophe finding examples of it in the story.

RC/WE Ind/P LC


Unit 1: His hair is curly. Session 6, SB and WB page 15 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Practise vowel sounds /au/ and /əu/ associated with the written letters ch.- Revise the unit vocabulary and structures.- Encourage values in education: the importance of solving problems.





- Revise the story.

- Ask questions about the story: Where are Ben and Lucy? Who is in the museum with them? What do Ben and Lucy do? (They hide.) What do they find?

OC/OE LG LC

Heightened Reality: Phonics game

Lesson order


- Teach the sounds /au/ and /əu/ in connection with the written letters ow.


- SB, p15. Act 2: Pupils listen to and read the story. Pupils answer the questions. Compare in pairs and correct as a group.

- SB, p15, Act 3: Write crown and arrow on the board and pronounce them. Pupils find the words in the story and repeat them.

- SB, p. 15, Act 4. CD1, 22 Phonics: Pupils listen to the CD, read and repeat. The pupils repeat at different speeds and with different tones. Then the pupils repeat in pairs.

- AB, p. 15, Act 1 CD1, 23: Pupils listen and write the missing sentences. Act out the dialogues with a classmate.

OC/RC/WE

RC/OC/OE

OC/RC/OE

OC/OE/RC/WE

Ind/P/LG

LG

LG/P

Ind/P

Ind

LC

LC

LC/SCC

LC

LC

SB

WB

CD1


- Practise and consolidate the sounds /au/ and /əu/ connected with the written letters ow.

- AB, p. 15, Act 2: Pupils read the words and colour them in depending on whether they include the sounds /au/ or /əu/

- AB, p. 15, Act 3 CD1, 24: Pupils listen to the CD, pronounce and compare their answers.

OC/RC/WE

RC/WEInd LC

End of the Lesson

- Consolidate the sounds /au/ and /əu/ connected with the written letter ow.

- Talk about the value of solving problems.

- Write yellow and brown on two pieces of paper. Read the words in the AB aloud. The pupils stand in front of the piece of paper with the right sounds.

- Extension (optional): Ask how the characters solve the problem. They talk about why it is important to solve problems. The pupils can use L1.

OC

OE

LG

LG

LC

LC/SCC


Unit 1: His hair is curly. Session 7, SB and WB page 16 (Learn and Think)

Objectives: - Integrate other parts of the syllabus using English: history.- Increase knowledge about some museums around the world. - Develop the ability to reason: interpret and relate pictures.



Interaction

Competences



- Present the subject: history.

- Pupils remember the history from the previous lesson. Pupils talk about the museums they know. Explain that they are going to read about two museums.

OE/OC LG LC/SCC

Worksheet 4: Be a curator! (TRB, p. 14)

Lesson order

- Learn about history and museums.

- Interpret pictures.


- Link.

- SB, p16. Act 1. CD1, 25: Pupils say the names of the museums and whether they know them. Pupils read quickly to answer. Pupils compare in pairs. Correct.

- SB, p16, Act 2. Think!: Pupils read slowly and link the photos. In pairs, pupils say which words are helpful for answering. Correct and explain vocabulary.

- AB, p. 16, Act 1: Pupils write the words next to the definitions.

- AB, p. 16, Act 2. Think!: Pupils complete the sentences saying which museum each object belongs to.

OC/OE

OC/OE

RC/ WE

RC/WE

Ind/P/LG

LG

Ind

Ind

LC/CCE

LC/LL

LC

LC/LL

SB

WB

CD1

End of - Revise what has - Write: Today I’ve… Pupils remember what they CL/EO/EE GG/Ind LC


the Lesson

been learned during the lesson.

- Make use of what has been learned during the lesson.

have done. Write it on the board for the pupils to copy it (two museums and famous exhibits …).

- Extension (optional): Pupils write about their favourite museum. They can use the texts in PB activity 1 as a model.

WE Ind LC/CCE


Unit 1: His hair is curly. Session 8, SB and WB page 17 (Project)

Objectives: - Learning more about history using English.- Carry out a project.



Interaction



- Revise knowledge about museums.

- The pupils say which museums they learned about in the previous lesson and which pieces were exhibited. Pupils say what more they remember.

OE LG LC/CCE

Lesson order

- Use the previously read information.

- Personalise the theme.


- Follow instructions for making a time capsule.

- Read and link information.

- SB, p17, Act 3: Pupils complete the table with the information in the text in SB Act 1, p. 16. Correct.

- SB, p17, Act 4: Pupils draw the table and ask in groups. Supervise.

- SB, p. 17, Act 5: Each pupil in the group tells the class what another classmate has answered.

- SB, p. 17, Act 6. Project: Explain the project. Pupils write four objects. Give out the material. Pupils draw posters and hang them up.

- AB, p17, Act 3: Pupils complete the sentences about museums with the words from the box.

RC/OC/OE

OC/OE/RCWE

OE

LC

RC/WE

P/LG

GG/PG

Ind

Ind/GG

Ind

LC/CCE

LC

LC

LC/CCE

LC/CCE

SB

WB

Paper, colour pencils. Plastic

bottles, scissors,

glue, rice.


End of the Lesson

- Revise what has been learned during the unit.

- Develop oral expression.

- Pupils remember and talk about their favourite lesson in the unit.

- Extension (optional): Pupils explain their time capsule to the class. They explain why they chose their four objects and the information which goes with them.

EO/RC/WE

OE

GG/Ind

LG (SG)

LC

LC


Unit 1: His hair is curly. SB and WB pages 10 to 17Evaluation activities

COMPETENCES Lesson 1Vocabulary

Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story

Lesson 6Values- Phonics

Lesson 7CLIL

Lesson 8Project

ORAL COMPREHENSION

SB, p10, Act 1. CD1, 14

AB, p. 11, Act 1. CD1, 16

PB, p. 12, Act 1.CD1, 17

PB, p. 13, Act 1.CD1, 19

PB, p. 14, Act 1.CD1, 21

- AB, p. 15, Act 1, CD1, 23:

SB, p. 16. Act 1. CD1, 25

ORAL EXPRESSION

PB, p. 10, Act 2 SB, p. 11, Act 3

Worksheet 2: Their noses are long! (TRB, p. 12)

PB, p. 12, Act 2 PB, p. 13, Act 3SB, p. 17, Act 4


AB, p. 10, Act 2

Worksheet 1: A family photo (TRB, p. 11)

SB, p. 11, Act 1

AB, p. 12, Act 1

AB, p. 13, Act 1 PB, p. 14, Act 1 PB, p. 15, Act 2 SB, p. 16, Act 2. AB, p. 17, Act

3

WRITING EXPRESSION

AB, p. 10, Act 3 AB, p. 12, Act 2

Worksheet 3: Paul’s kite is small (TRB, p. 13)

AB, p. 13, Act 1.Worksheet 4: Be a curator! (TRB, p. 14)

Progress Tests: Organize Progress Tests 1 and 2 at the end of Lesson 8.


Unit 2: Eating out Lesson 1, SB and WB p. 18 (Vocabulary presentation)

Objectives:- Present vocabulary connected with food and meals.- Play a game with the class to practise oral expression.



Interaction



- Revise food and meals.

- Ask pupils about their favourite food and meals. OC/OE LG LC/SCC


Worksheet 1: Tongue twisters (TRB, p. 16)

Lesson order

- Present food and meals.

- Practise food and meals.


- Practise spelling the new vocabulary.

- Practise the new vocabulary.

- Presentation. Show the flashcards. The pupils repeat them in unison. Stick them around the class and repeat the activity.

- PB, p. 18, Act 1. CD1, 26: Pupils name the characters and say where they are. The pupils listen to the CD and point to what they hear. Then the pupils listen to and repeat the vocabulary. In pairs, the pupils point to food and say them aloud.

- PB, p. 18, Act 2: Pupils play in pairs at offering each other different food, following the model.

- AB, p. 18, Act 1: Pupils look at the numbered drawings and write the matching words.

- AB, p. 18, Act 2: Pupils read the sentences and write the correct objects.

OC/OE

OC/RC/OE

OE

CE

WE

LG

LG/P

P

Ind

Ind

LC

LC

LC/SCC

LC

LC

SB

WB

CD1

Notebook

Flashcards: Food

End of - Revise the unit - The teacher takes a flashcard and hides it. He/she OC/OE LG LC/SCC Flashcards:


the Lesson

vocabulary


says I’m hungry or I’m thirsty and the pupils guess which type of food it is.

- Extension (optional): Stick the flashcards on the board. In pairs, pupils describe the food as in AB activity 2.

OE LG LC

Food


Unit 2: Eating out Lesson 2, SB and WB po. 19 (Grammar 1)

Objectives: - Present and practise structures with There is a/an and There are some



Interaction

Competences




- Read the sentences in the activity 2 on AB p. 18 and say Beep! To omit a word. The pupils write the word omitted in their notebooks.

OC LG LC


Worksheet 2: What’s in your basket? (TRB, p. 17)

Lesson order

- Present There is /There are and some/any



- Practice written comprehension.

- PB, p. 19, Act 1. CD1, 27: Pupils listen to the CD, read the dialogue and circle the right speech bubble. Pupils compare in pairs. Correct.

- PB, p. 19, Act 2. CD1, 28. Grammar focus: Listen and repeat each question and answer. The practice questions and answers in pairs.

- PB, p. 19, Act 3: The pupils take turns to ask and answer questions in pairs. To correct, various pairs ask aloud.

- AB, p. 19, Act 1: Pupils read and complete the dialogue.

- AB, p. 19, Act 2: Pupils complete the dialogues writing some/any.

- AB, p19, Act 3: Pupils describe what they have in their lunch bag.

OC/OE

OC/OE

OC/OE

LC

OC

WE

Ind/P/LG

LG

SG

Ind

Ind

Ind

LC

LC/SCC

LC/SCC

LC

LC

LC/SIE

SB

WB

CD1


End of the Lesson

- Revise new language.


- Write questions and answers on the board omitting some words. They complete them as a group.

- Extension (optional): Pupils say 6 possible ingredients for a sandwich. They choose 3 or 4 and draw them. In pairs, they try to guess classmates' following the model in SB Act 1.

RC/OE

OC/OE

LG

Ind/P

LC

LC

Flashcards: Food


Unit 2: Eating out Session 3, SB and WB p. 20 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: food and some/any.- Sing a song with the class.



Interaction

Competences



- Revise food vocabulary.

- Pupils play Bingo with the meals and drinks vocabulary.

OC LG LC/SCC


Lesson order


- Revise the song.


- PB, p. 20, Act 1. CD1, 29: Talk about the illustration. The pupils listen to the song and read it. Then the pupils listen to and repeat each verse. The pupils all sing it and then sing it in groups.

- PB, p. 20, Act 2: Pupils read the questions and reply as per the song.

- AB, p. 20, Act 1: Pupils look at the illustration and describe the contents of the fridge.

- AB, p. 20, Act 2: Pupils make the song rhyme writing the words on the shopping list in the corresponding numbers.

OC/RC/OE

LC

LC

WE

LG

Ind

Ind

Ind

LC/CCE

LC/CCE

LC

LC

SB

WB

CD1

End of the Lesson

- Revise the lesson vocabulary.- Develop creativity.

- Sing the karaoke version of the song.

- Extension (optional): Pupils say the words which rhyme in AB activity 2. Repeat in unison.

OC

OC

LG

LG

LC

LC


Unit 2: Eating out Lesson 4, SB and WB p. 21 (Grammar 2)

Objectives: - Present and practise the structure going to for expressing intentions. - Develop the ability to reason: interpreting pictures.



Interaction

Competences



- Revise food and meals.

- Write Rolls, Soup and Salad on the board. Write food stuff which can be put into each one.

OE LG LC/SCC


Worksheet 3: Are you going to …? (TRB, p. 18)

Lesson order

- Present the structure going to




- Practise the structure going to

- PB, p21, Act 1 CD1, 31: Pupils listen to the CD and say what food is going to go into the soup. In pairs, compare and listen again. Correct.

- PB, p. 21, Act 2. CD1, 32. Grammar focus: Pupils listen and repeat in unison. Pupils listen to the CD and repeat.

- PB, p. 21, Act 3: In pairs, pupils draw a poster about a soup or salad and ask and answer about what will be in them, as in the model.

- AB, p. 21, Act 1. Think!: Pupils look at the drawings, read and write the names of the characters as in the dialogues.

- AB, p. 21, Act 2: Pupils write sentences and questions with the words given.

OC/RC/OE

OC/RC/OE

OC/OE/RC

LC

WE

Ind/P/LG

LG

LG

LG/P

Ind

LC

LC

LC/SCC

LC/LL

LC

SB

WB

CD1


End of the Lesson


- Practise the structure going to

- In pairs, pupils act out the dialogues in AB activity 1.

- Extension (optional): Pupils write a food shopping list. As a group, pupils ask and answer about what they are going to buy.

OE

OE

LG

LG

LC

LC/CCE


Unit 2: Eating out Lesson 5, SB and WB p. 22 (Picture story)




Interaction

Competences



- Revise the story.

- Write Ben, Lucy and Buster on the board. Pupils talk about the last episode.

OC/OE LG LC


Lesson order

- Tell a story.

- Understanding the story.

- SB, pp. 22-23, Act 1. CD1, 33: Pupils talk about drawing 1. Explain waiter. Pupils listen to and pay attention to what the next symbol is, who has the map, the name of the restaurant and what is on the menu. Pupils compare in pairs. Pupils listen and repeat.

- Practice: Pupils listen to the CD. Stop after each comic. Explain what is happening. Explain the rhyme. The pupils can use L1.

- AB, p. 22, Act 1: Pupils remember the story, read the sentences and choose the right answer.

- AB, p. 22, Act 2: Pupils read and link pictures with the sentences.

OC/RC/OE

OC/OE

LC

LC

GG/Ind/P

LG

Ind

Ind

LC

LC

LC

LC

SB

WB

CD1

End of the Lesson


- Act it out. Form groups of four and assign them characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it

OC/RC/OE PG/GG LC


- Practise the language in the unit.

out.

- Extension (optional): The pupils draw up a menu for the restaurant in the story.

OC/OE LG LC


Unit 2: Eating out Lesson 6, SB and WB p. 23 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Identify and correctly pronounce words with mute consonants.- Revise the unit language.- Encourage value education: looking after personal possessions.

Develop the ability to reason: put in sequence.Stage Activities'

objectivesActivities Competences Interactio

nCompetence

sMaterials Reinforcement -

Extension


- Revise the story.

- Ask questions about the story. Where are Ben, Lucy and Grandpa? What do they order? What does Grandpa have in his pocket? Where do they find the next line of the rhyme?

OC/OE LG LC


Lesson order


- Present words with mute consonants


- Practise and consolidate words with mute

- SB, p23, Act 2. Think!: Pupils listen to the story again and put the sentences in order. Pupils compare in pairs. Correct.

- AB, p. 23, Act 3: Read the sentence. Repeat sword for pupils to notice the mute consonant. Pupils look for the sword in the story.

- SB, p. 23, Act 4. CD1, 34: Pupils talk about the drawing. Pupils listen and read. Then pupils listen and repeat. Pupils identify the mute consonants.


OC/RW

OC/RW

OC/RC/OE

OC/OE/RC/WE

LG/P

GG/Ind

GG/Ind/P

LG/P

LC/LL

LC

LC

LC

SB

WB

CD1


consonants. - AB, p. 23, Act 2: Pupils make sentences and mark the letters which are not pronounced.

- AB, p. 23, Act 3 CD1, 36: The pupils listen and check their answers in WB Act 2. Pupils repeat the words.

LC

OC/RW

Ind

Ind

LC

LC

End of the Lesson


- Talk about the value of looking after personal possessions.

- Copy WB Act 1. Underline Mr Price, house, plant, men, car, T-shirt, shorts, winter coat, boots. In pairs, the pupils substitute them with other words. Pupils act out the dialogue.

- Extension (optional): Ask how the characters take care of their belongings. Pupils talk about why it is important to take care of personal belongings using examples from daily life. The pupils can use L1.

OC/WE

OE

LG

LG

LC

LC/SCC


Unit 2: Eating out Session 7, SB and WB p. 24 (Skills)

Objectives: - Practice oral comprehension and expression. - Develop the ability to reason: finding relevant information.



Interaction

Competences



- Revise vocabulary about food.

- Ask pupils what they have for breakfast. Ask what they know about breakfast in other countries.

OE LG LC/SCC

Worksheet 4: Food, my family and me(TRB, p. 19)

Lesson order

- Find relevant information.


- PB, p. 24, Act 1. Think!: Pupils read the texts and say what each child has for breakfast.

- PB, p. 24, Act 2: In small groups, pupils talk about the typical breakfast in their country.

- AB, p. 24, Act 1. CD1, 37: Pupils listen to the CD and mark the correct answers on the survey.

- AB, p. 24, Act 2: Pupils write the name of the child in PB Act 1 next to each type of food.

OC/OE

OE

OC

WE

Ind/P/LG

SG

Ind

Ind

LC/LL

LC

LC

LC/SCC

SB

WB

CD1

End of the Lesson



- The pupils revise what they have learned about breakfasts in other countries.

- Extension (optional): Pupils cut out pictures of the food they have for lunch from food magazines. Pupils write a description of them.

OE

WE

LG

Ind

LC/SCC

LC


Unit 2: Eating out Lesson 8, SB and WB p. 25 (Create that!)

Objectives: - Stimulate imagination using oral comprehension and play acting.- Following a chain of instructions. - Develop the ability to reason: link pictures.



Interaction

Competences



- Revise food. - Write the names of the children from the previous lesson. Make sentences about the children. The pupils guess who it is.

OC/OE LG LC

Lesson order

- Link pictures.

- Write a description of a drawing.


- PB, p. 25, Act 1. CD1, 38. Think!: Pupils relax, close their eyes and listen. Softly explain how they must imagine while listening so that they can then draw what they imagine. Revise and talk about ideas while drawing.

- PB, p. 25, Act 2: Read the model text and write a description of the drawing they have done, as in the model.

- PB, p. 25, Act 3: Pupils describe their drawings to the rest of the class.

- AB, p. 25, Act 1. CD1, 39: Listen to the instructions and demonstrate the actions.

- AB, p. 25, Act 2: Pupils read the sentences and number them as per the previous story.

OC

CE/EE

OE

OC

OC

Ind

Ind

Ind

Ind

SG

RC/CCE/LL

LC

LC

LC

LC

SB

WB

CD1

Paper, colour pencils.


- AB, p. 25, Act 3: Demonstrate actions dictated by a classmate in pairs.

OC p LC

End of the Lesson

- Compare drawings.

- Practise the language in the unit.

- Exhibit drawings from SB Act 1. Pupils look at them and discuss similarities and differences.

- Extension (optional): In groups, pupils play at finding who has the sentence for activity 2 for their group's number.

OE

OE

LG

SG

LC

LC/SCC


Unit 2: Eating out Lesson 9, SB and WB pp. 26 and 27 (Revision)

Objectives: - Revise vocabulary and structures from the last three units.- Reflecting about what you have learned.



Interaction

Competences




- Choose two flashcards at random. The pupils come up with a sentence for each.

OC/OE LG LC Flashcards about the last

three units.

Lesson order

- Revise the vocabulary from the previous three units with a quiz and a role-play.

- Show what has been learned in the last three units.


- Show what has been learned in the last three

- PB, p. 26, Act 1: Answer the quiz in pairs. They compare with other pairs. They look for the answers which they do not know. Correct.

- PB, p. 27. In pairs, pupils act out a conversation between a waiter and a customer at a restaurant, following the steps given.

- AB, p. 26, Act 1, CD2, 02 Review and Culture: Pupils listen, read the text and answer the questions.

- AB, p26, Act 2: Review and Culture: Pupils read the sentences and say if they are true or false.

- AB, p26, Act 3 About me: Pupils write about their perfect day, completing the text given.

- AB, p. 27, Act 1, CD2, 03 Get it right: Pupils listen

OC/OE

OE

RC/WE

OC/OE

OC

OC

GG/PG

LG

Ind

Ind

Ind

Ind

LC/SCC

LC

LC

LC

LC

CL/SIEE/LL

SB

WB

CD2


units. to and sing the song.

- AB, p. 27, Act 2. CD2, 04 Get it right: Listen and mark the right answer. Pupils write the number in the correct form.

CE Ind CL/SIEE/LL

End of the Lesson

- Revise the vocabulary learned.


- Pupils choose five words from the previous three units and spell them. In pairs, pupils correct.

- Extension (optional): Pupils form a weekly plan for their meals, using the structure going to.

OE

OE/OC

LG

SG

LC

CL/CSC/CEC


Unit 2: Eating out SB and WB pp. 18 to 27Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7Skills

Lesson 8 Creativity

Lesson 9Revision

ORAL COMPREHENSION

PB, p. 18, Act 1.CD1, 26

PB, p. 19, Act 1.CD1, 27

PB, p. 20, Act 1.CD1, 29

PB, p21, Act 1 CD1, 31

SB, p22-23, Act 1. CD1, 35

- AB, p. 23, Act 1, CD1, 35:

AB, p. 24, Act 1.CD1, 37

AB, p. 25, Act 1.CD1, 39

AB, p. 26, Act 1, CD2, 02

ORAL EXPRESSIONPB, p. 18, Act 2 PB, p. 19, Act 3 PB, p. 20, Act 2 PB, p. 21, Act 3

PB, p. 24, Act 2

PB, p. 25, Act 3

- PB, p. 27


AB, p. 19, Act 1.

Worksheet 2: What’s in your basket? (TRB, p. 17)

AB, p. 22, Act 2

Worksheet 3: Are you going to … ?(TRB, p. 18)

SB, p22-23, Act 1.

PB, p. 24, Act 2Worksheet 4: Food, my family and me (TRB, p. 19)

AB, p. 27, Act 1

WRITING EXPRESSION

AB, p. 18, Act 2Worksheet 1: Tongue twisters (TRB, p. 16)

AB, p. 19, Act 2 AB, p. 20, Act 2 AB, p. 21, Act 2 AB, p. 22, Act 2

AB, p. 24, Act 2

PB, p. 25, Act 2

AB, p. 26, Act 3



Unit 3: The journey. Session 1, SB and WB page 28 (Vocabulary presentation)

Objectives:- Present vocabulary connected with personal belongings.- Play a game with the class to practise oral expression.



Interaction



- Activate vocabulary from the unit.

- Dictate the letters of the words: rubber, photo, book,computer, bike, football, robot, toy and the pupils write them correctly.

OE/OC LG LC


Worksheet 1: Personal belongings (TRB, p. 21)

Lesson order

- Present vocabulary connected with personal belongings




- Presentation. Use the flashcards to present the vocabulary. Pupils look at the drawing and repeat.

- SB, p28, Act 1. CD2, 05: Pupils look, listen and repeat. Pupils listen again and repeat in groups. In pairs, pupils take it in turns to point at the objects and pronounce them.

- SB, p28, Act 2: In pairs, mime using one of their personal objects and guess which one it is.

- AB, p. 28, Act 1: Pupils link the word halves and write them underneath the relevant drawings.

- AB, p. 28, Act 2: Pupils ask classmates about their favourite belongings and write sentences underneath them as in the model.

OC/RC/OE

OC/RC/OE

RC/OC/OE

OC/OE

OE/WE

LG

LG/P

P

Ind

P/Ind

LC

LC

LC/SCC

LC

SB

WB

CD2

Flashcards: Personal

belongings


End of the

Lesson



- Distribute the flashcards around the classroom. The teacher describes one of the objects and the pupils find it on the relevant flashcard.

- Extension (optional): In pairs, play at remembering who had each object in the class book illustration

OC

EE/CO/EO

LG

P

LC

LC


Unit 3: The journey. Session 2, SB and WB page 29 (Grammar 1)Objectives:

- Present and practise questions for asking for opinions using the verb think and the relevant answers.Stage Activities'

objectivesActivities Competence

sInteractio

nCompetences Materials Reinforcement -

Extension


- Revising adjectives.

- Pupils play Bingo using the adjectives happy, sad, beautiful, ugly, old, young, big, small, dirty, clean, funny, serious.

OC LG LC


Worksheet 2: What do you think of my mobile phone? (TRB, p. 22)

Lesson order

- Present questions and answers with the verb think


- Practise questions and answers for asking for opinions.


- SB, p29, Act 1. CD2, 06: Pupils listen to the dialogues and mark the right drawing.

- SB, p. 29, Act 2 CD2, 07 Grammar focus: The pupils listen to the questions and answers and repeat.

- SB, p29, Act 3: In pairs, pupils ask and give answers to classmates anout what they think about the objects shown.

- AB, p. 29, Act 1: Pupils read the dialogues and mark the correct drawing.

- AB, p. 29, Act 2: Pupils answer the questions about what they think about the objects shown using the adjectives in the box.

OC

OC

OE

LC

WE

Ind

LG

P

Ind

Ind

LC

LC

LC/SCC

LC

LC

SB

WB

CD2

End of the

Lesson


- Using the flashcards, they ask each other's opinions about each of the objects shown.

- Extension (optional): Pupils write two mini-

WE

WE

LG

Ind

LC

LC

Flashcards: Personal

belongings


dialogues following the model in AB activity 1


Unit 3: The journey. Session 3, SB and WB page 30 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: personal belongings and opinions.- Sing a song with the class.



Interaction

Competences



- Revise how to ask for an give a personal opinion.

- The pupils choose one of their personal objects and ask various classmates what they think about them.

OC/OE LG LC/SCC


Lesson order

- Practice vocabulary from the unit.



- SB, p30, Act 1. CD2, 08: Pupils listen to and repeat verse by verse. The pupils sing as a group.

- SB, p30, Act 2: Pupils look at the illustration of the song and say if the boy had the objects shown or not.

- AB, p. 30, Act 1: Pupils read the sentences and link them with the illustrations as per the song.

- AB, p. 30, Act 2: Pupils link the rhyming sentences.

- AB, p. 30, Act 3: Put the words in order to make a new verse for the song.

RC/OE/OC

WE

RC/WE

WE

OC

LG/P

SG

Ind

Ind

Ind

LC/CCE

L/CEC

LC

LC

LC/CCE

SB

WB

CD2

End of the Lesson

- Revise the lesson vocabulary.- Develop oral expression.

- Sing the karaoke version of the song.

- Extension (optional): In pairs, pupils write new verses for the song.

OE

WE

LG

P

LC

LC


Unit 3: The journey. Session 4, SB and WB page 31 (Grammar 2)

Objectives: - Present and practise ways of expressing personal preference with like and expressions such as best and at all.



Interaction

Competences



- Revise the colours.

- In a chain, pupils say the first letter of a colour and guess which one it is.

OE LG LC


Worksheet 3: Which one do you prefer? (TRB, p. 23)

Lesson order

- Present the use of like with expressions such as best and at all.


- Express personal preferences.


- SB, p. 31, Act 1 CD2, 10: Pupils look at the pictures, read the dialogues and choose the correct answer. Pupils listen to the CD and correct.

- SB, p31, Act 2. CD2, 11. Grammar focus: Pupils listen to the sentences. Repeat as a group.

- SB, p31, Act 3: In pairs, pupils play at imagining they are in a shop and ask each other about their preferences, following the model.

- AB, p. 31, Act 1: Pupils look, read the questions and answers and mark the correct drawing.

- AB, p. 31, Act 2: Pupils write sentences expressing their preferences about the drawings shown.

CL/CO

OC/OE

OC/OE

OC

WE

Ind

LG/P

P

Ind

Ind

LC

LC

LC

LC

LC

SB

WB

CD2

End of the Lesson


- They ask each other about their personal preferences with regards to the drawings in AB Act 1.

OE LG LC Magazines



- Extension (optional): Show some pictures from magazines (clothes, cars…) and ask about their preferences.

OE LG LC


Unit 3: The journey. Session 5, SB and WB page 32 (Picture Story)




Interaction

Competences



- Revise the story.


OC/OE LG LC


Lesson order

- Tell a story.


- Check the story has been understood.

- Make connections.

- SB, pp. 32-33, Act 1. CD2, 12: Pupils talk about drawing 1. Explain tunnel and conductor. Pupils listen to and pay attention to who gets on the train, what Horax and Zelda want, why they get off and what Ben sees in the poster. Pupils compare in pairs. Pupils listen and repeat.

- Practice: Pupils listen to the CD. Stop after each comic. Explain what is happening. Explain the rhyme. The pupils can use L1.

- AB, p. 32, Act 1: Pupils read the sentences and say if they are true or false from what they remember from the story.

- AB, p. 32, Act 2: Pupils write who each object belongs to.

- AB, p. 32, Act 3: They imagine what happened in the tunnel and write it.

OC/RC/OE

OC/OE

LC

RC/WE

WE

GG/Ind/P

LG

Ind

Ind

Ind

LC

LC

LC

LC

LC

SB

WB

CD2


End of the Lesson


- Value the ability to think creatively.

- Act it out. Form groups of six and assign them characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Remember SB and WB stories. They talk about why it is important to think creatively using examples from daily life. The pupils can use L1.

OC/RC/OE

OC/OE

PG/GG

LG

LC

LC


Unit 3: The journey. Session 6, SB and WB page 33 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- - Practise the sound /eə/ associated with different written letters.- Revise the unit language.- Encourage value education: the importance of thinking creatively.



Competences



- Revise the story.

- Ask questions about the story: , e.g. Where are Ben and Lucy? Who do they meet? What happens in the tunnel? Where do they see the line?

OC/OE LG LC


Lesson order


- Teach the sound /eə/ connected with different written letters.


- SB, p33. Act 2: Pupils listen to and read the story. Pupils read the sentences and correct them. They compare their answers. Correct.

- AB, p. 33, Act 3: Read the sentence. Repeat the two words for the pupils to notice the difference. Pupils look for the objects in the story.

- SB, p. 33, Act 4. CD2, 13 Phonics: Pupils talk about the drawing. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify rhymes and their written letters. Pupils repeat the sentence as a group and then in pairs.


CL/CO/EO/EE

CL/CO

EO/CO/CL

OC/OE/RC/WE

LG/P

GG/Ind

GG/Ind/P

LG/P

LC

LC

LC

LC

SB

WB

CD2


- Practise and consolidate the sound /eə/ connected with different written letters.

- AB, p. 33, Act 2: The pupils complete the sentences as per the drawings.

- AB, p. 33, Act 3 CD2, 13: The pupils listen and check their answers in WB Act 2. Pupils repeat the words.

RC/WE

OC/OE

Ind

GG/Ind

LC

LC

End of the Lesson


- Talk about the value of thinking creatively.

- Write a word with the sound learned. Name another word with the same sound and a different written letter. In pairs, pupils repeat the activity. - Extension (optional): Ask in what situation the characters in AB Act 1 think creatively.

OC/OE

OE

P

LG

LC

LC/SCC


Unit 3: The journey. Lesson 7, SB and WB p. 34 (Learn and )Objectives:

- Integrate other syllabus areas using English: natural sciences.- Experiment measuring friction between objects. - Develop the ability to reason: interpret pictures.





- Teach the subject of force.

- Drop an object. The pupils say if they know what makes it fall (gravity). Draw two doors and teach push and pull.

OC LG LC/MSCT

Worksheet 4: Forces (TRB, p. 24)

Lesson order

- Find out about and understand the concept of force.

- Consolidate knowledge.

- Present the concept of the force of gravity.

- Give more information about gravity.

- Value the controlled use of force.

- SB, p34. Act 1: Two pupils read the sentences. Pupils choose the answers and compare them in pairs. Correct. They give examples of push and pull.

- SB, p34, Act 2. Think!: Pupils identify the forces in each photo. In groups of four, they share and explain. Correct as a group.

- PB, p34, Act 1 CD2, 16: Pupils describe the illustration. Ask if they know that force. Pupils listen to and read the text and write gravity. Correct.

- AB, p. 34, Act 1: Pupils read and identify the illustrations using the vocabulary in the box.

- AB, p. 34, Act 2: Pupils read the texts and choose the right illustration.

OC/RC/OE

OE/OC

OC/OE/RC/WE

RC/WE

LC

GG/Ind/P

GG/PG

GG/Ind

Ind

Ind

LC/MSCT

CL/MSCT/LL

LC

LC

LC

SB

WB

CD2


End of the Lesson

- Revise what has been learned during the lesson.


- Write: Today I’ve learnt about… Pupils remember what they have learned (Science and forces…). Write it on the board. The pupils copy it.

- Extension (optional): In pairs, pupils thinking of two examples of pull and push. Three pairs come together and share it.

CL/EO/EE

OE/OC

Ind/GG

P/PG

LC

LC


Unit 3: The journey. Session 8, SB and WB page 35 (Project)

Objectives: - Learn more about natural sciences using English.- Carry out a project. - Develop the capacity to reason: analyse and deduce meaning; logical thought.



Interaction



- Revise knowledge about forces.

- Say: Push!/ Pull! The pupils act the actions. Pupils remember that they are forces and talk about gravity.

OC/OE LG LC/MSCT

Lesson order

- Learn more about forces.

- Follow instructions for an experiment.

- Learn to investigate.

- Practise the concepts of force.

- Practise the concepts of force.

- PB, p. 35, Act 4: Explain slide, smooth and rough. Pupils read and identify the drawings. Pupils compare in pairs. Read aloud and speak about friction.

- PB, p. 35, Act 5 Project. Explain the project. Give out the material. Pupils do the experiment in pairs and write down the results in a table. They compare with other pairs.

- PB, p. 35, Act 6. Think!: Pupils read and draw conclusions from the results of the experiment in SB Act 2. They share it.

- AB, p. 35, Act 3: Pupils read and complete the sentences with the vocabulary from the box.

- AB, p. 35, Act 4. Think!: Pupils read and look at the illustrations. They reach a conclusion based on

CL/CO/EO/EE

CL/CO/EO/EE

RC/OE

RC/WE

LC

GG/Ind/P

LG/P/SG

Ind/GG

Ind

Ind

LC/MSCT

LC/CCE/SIE

LC/LL

LC

LC/LL

SB

WB

Paper, colour

pencils.


what they have learned.

End of the Lesson


- Develop written expression.

- Write: Today I’ve… Pupils remember what they have done. Write it on the board for pupils to copy (learnt about friction and…).

- Extension (optional): In groups, or as a class, pupils talk about what they have learned, how they have learned, and if it has surprised them. Pupils write a report.

EO/RC/WE

OE/OC/WE

GG/Ind

SG/(LG)

LC

LC


Unit 3: The journey. SB and WB pages 28 to 35Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7CLIL

Lesson 8Project

ORAL COMPREHENSION

PB, p. 28, Act 1.CD2, 05

PB, p. 29, Act 1.CD2, 06

PB, p. 30, Act 1.CD2, 08

SB, p. 31, Act 1 CD2, 10

SB, p32-33, Act 1. CD2, 12:

- AB, p. 33, Act 1, CD2, 14:

PB, p34, Act 1 CD2, 16

ORAL EXPRESSION

PB, p. 28, Act 2. PB, p. 29, Act 3

Worksheet 2: What do you think of my mobile phone?(TRB, p. 22)

PB, p. 31, Act 3

Worksheet 3: Which one do you prefer? (TRB, p. 23)

PB, p. 34, Act 2

AB, p. 35, Act 4


AB, p. 29, Act 1AB, p. 30, Act 2.

AB, p. 32, Act 1 PB, p. 33, Act 2 AB, p. 34, Act 2

Worksheet 4: Forces (TRB, p.

24)

AB, p35 Act 3

WRITING EXPRESSION

AB, p. 28, Act 1.

Worksheet 1: Personal belongings (TRB, p. 21)

AB, p. 29, Act 3.AB, p. 30, Act 3

AB, p. 31, Act 2

AB, p. 32, Act 3



Extra unit: Halloween. SB p. 80 (Festivals 1)

Objectives: - Explain Halloween. - Develop oral expression and reading comprehension.



Interaction

Competences



- Explain Halloween.

- Write on the board all the words which the pupils know or remember about Halloween.

OE LG LC/CCE

Copy the Halloween vocabulary.

Lesson order


- Sing a Halloween chant.

- PB, p. 80, Act 3. CD4, 17. Listen to, read and link the texts with the pictures.

- PB, p. 80, Act 3. CD4, 18. Listen to the song and sing as a group.

OC/OE

OC/OE

LG

GG/PG

LC

LC/CCE

CD4

End of the Lesson



- Pupils write a description about how they celebrate Halloween.

- Extension (optional): Pupils design their own Halloween disguises using activity 1 as a model.

WE

WE

Ind

Ind

LC/CCE

LC/CCE


Extra unit: Christmas. SB p. 81 (Festivals 2)

Objectives: - Teach about Christmas. - Develop oral comprehension and expression.



Interaction

Competences



- Teach about Christmas.

- Ask the pupils how they decorate their house at Christmas and how they think people celebrate in the United Kingdom.

OE LG LC/CCE/SCS

Copy the Christmas vocabulary.

Lesson order


- Sing a Christmas carol.

- PB, p. 81, Act 1. CD4, 19: Listen to, read and say whether the sentences son true or false.

- PB, p. 81, Act 2. CD4, 20: Listen to the song and sing as a group.

OC/OE

OC/OE

LG

GG/PG

LC

LC/CCE

CD4

End of the Lesson

- Practise written expression and personalise the language.


- Pupils write a Christmas card to thank the Norwegians for their Christmas tree.

- Extension (optional): Pupils write about a Christmas tradition in their own countries.

WE

WE

Ind

Ind

LC/CCE

LCCard

Paper Colour paint


Unit 4: Our daily tasks. Session 1, SB and WB page 36 (Vocabulary presentation)

Objectives:- Present vocabulary connected with daily tasks.- Play a game with the class to practise oral expression.



Interaction




- Ask the pupils What time do you get up? Do you watch TV in the evenings? Do you go to the park at the weekends?

OC/OE LG LC


Worksheet 1: Daisy’s new list (TRB, p. 26)

Lesson order

- Teach daily tasks






- Presentation. Name the tasks. Pupils look at the drawing and repeat. Ask if they like doing different tasks.

- SB, p36, Act 1. CD2, 18: Pupils look, listen and repeat. Pupils listen again and repeat in groups. In pairs, pupils take it in turns to point at the tasks and pronounce them.- SB, p36, Act 2: In pairs, pupils ask and answer about who does the chores at their houses.

- AB, p. 36, Act 1: Pupils identify and circle seven daily chores.

- AB, p. 36, Act 2: Pupils write the chores in the previous activity under the pictures

- AB, p. 36, Act 3: Pupils write sentences about the chores they of their family members carry out.

OC/OE

OC/RC/OE

OC/RC/OE

RC/WE

CL/E

WE

LG

LG/P

P

Ind

Ind

Ind

LC

LC

LC/SCC

LC

LC/CCE

LC/SIE

SB

WB

CD2

Flashcards: Daily tasks


End of the

Lesson


- Talk about domestic chores.

- Mime the chores. Pupils guess them.

- Extension (optional): In groups, pupils read the sentences they have written in AB Act 3 and talk about the chores they like and do not like.

OE/OC

OE/RC

LG

LG

LC

LC/CCE/SCS


Unit 4: Our daily tasks. Session 2, SB and WB page 37 (Grammar 1)

Objectives:- Present and practise expressions for telling the time.- Practise using the verbs start and finish for the start and finish of actions.



Interaction



- Revise daily tasks.

- Write 8 daily tasks on the board. Vote for the favourite and least liked chore.

OC LG LC


Worksheet 2: Telling the time dominoes (TRB, p. 27)

Lesson order

- Present expressions for telling the time .

- Practise expressions for telling the time


- Practise expressions for telling the time

- Practise vocabulary about places in the house.

- Presentation. Draw four clocks with different times on them on the board and say the time aloud as shown on each one. Repeat as a group.

- PB, p. 37, Act 1: Listen to the CD and link the sentences with the relevant pictures. Compare in pairs and then with the class.

- PB, p. 37, Act 2. CD2, 19: Play the CD. Pupils point and repeat. Pupils practice in pairs.

- PB, p. 37, Act 3: In pairs, pupils ask and answer about the time certain daily chores start and finish.

- AB, p. 37, Act 1. CD2, 20: Pupils listen to the CD and mark the correct clock.

- AB, p. 37, Act 2: Pupils write sentences about the time they do the chores shown in the drawings.

OE

RC/OC/OE

OC/RC/OE

OE/OC

OC

LC

LG

Ind/P/LG

LG/P

p

Ind

Ind

LC/CCE

LC

LC

LC

LC

LC/SIE

SB

WB

CD2


End of the

Lesson

- Revise the unit vocabulary and structures.


- The teacher dictates eight times and the pupils draw clocks showing each one. Pupils compare in pairs.

- Extension (optional): In groups of 4, pupils compare the tomes they have written in AB activity 2. Pupils write the times on a results table.

OC

OE

Ind/P

SG

LC/CCE/SCS

LC/SCC


Unit 4: Our daily tasks. Session 3, SB and WB page 38 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: daily tasks and how often we do them.- Sing a song with the class.



Interaction

Competences



- Revise daily tasks

- Whisper a task to a pupil. He/she mimes it for the group to guess it. A classmate asks if he/she likes doing it. Continue with other tasks and other pupils.

OC/OE LG LC/SCC


Lesson order


- Practice the vocabulary.



- PB, p. 38, Act 1. CD2, 21: Talk about the illustration. The pupils listen to the song and read it. Then the pupils listen to and repeat each verse. Sing together.

- PB, p. 38, Act 2: Explain the game with speech bubbles. In pairs, pupils take it in turn to say the tasks the girl does and say at what time.

- AB, p. 38, Act 1: Pupils draw the time remembering the song.

- AB, p. 38, Act 2: Pupils put the words in order and write the sentences in the chorus.

- AB, p. 38, Act 3: Pupils write a verse about themselves following the example.

OC/RC/OE

OC/OE

LC

WE

WE

LG

Ind/P/LG

Ind

Ind

Ind

LC/CCE

LC

LC/CCE

LC/SCC

LC/SIE

SB

WB

CD2


End of the Lesson

- Revise the lesson vocabulary.

- Play the karaoke version. Pupils sing the verse they have written in WB Act3 and mime the actions.

- Extension (optional): In pairs, and with the book closed, pupils remember what the main character of the song was doing at each time.

OC

OE

LG

P

LC/CCE

LC/CCE


Unit 4: Our daily tasks. Lesson 4, SB and WB page 39 (Grammar 2)

Objectives: - Present and practise adverbs of frequency: always, sometimes, never. - Develop the ability to reason: interpreting a table.



Interaction

Competences




- In pairs, pupils take it in turn to ask and give answers about what time they do different daily tasks.

OC/OE P LC/SCC


Worksheet 3: Run for gold! (TRB, p. 28)

Lesson order

- Present adverbs of frequency.

- Practise adverbs of frequency.


- Interpret a table

- Understand adverbs of frequency.


- Presentation. Ask which days they do each routine. Make sentences using adverbs of frequency. Write them on the board from greater to lesser frequency. Pupils repeat them.

- PB, p. 39, Act 1. CD2, 23: Pupils read the list of habits, listen to the CD and say the day for each one. The pupils listen again. Correct.

- PB, p. 39, Act 2. CD2, 24 Grammar focus: Pupils listen to the CD and repeat.

- PB, p. 39, Act 3. Think!: In turns, pupils say sentences about Matt's routines, following the example.

- AB, p. 39, Act 1: Pupils complete the sentences with the adverb of frequency for their own cases.

OC/OE

OC/OE

OC/RC/OE

OC/OE

WE

G

Ind/P/LG

LG

LG/P

Ind

LC

LC

LC

LC/LL

LC

SB

WB

CD2


- Practise adverbs.

They find a classmate with the same habits.

- AB, p. 39, Act 2: Pupils look at the table and write T/F depending on whether the sentences are true or false. .- AB, p. 39, Act 3: Pupils write 3 sentences more about Rob and Gillian.

LC

WE

Ind

Ind

LC

LC

End of the Lesson

- Revise new language.


- Write True and False on two pieces of paper; then place the pieces of paper far from each other. Say sentences about the frequency with which you do daily tasks. Pupils stand next to the pieces of paper which match their own cases.

- Extension (optional): Draw a table in AB Act 2 with four names and activities. In groups of 4, pupils complete and write the corresponding sentences.

OC/OE

OE/OC/WE

LG

PG/Ind

LC

LC


Unit 4: Our daily tasks. Session 5, SB and WB page 40 (Picture story)




Interaction

Competences



- Revise the previous episodes of the story.


OC/OE LG LC


Lesson order


- Check that the pupils understand the story.

- Activate the memory.

- Put words in order.


- SB, pp. 40-41, Act 1. CD2, 25: Pupils talk about drawing 1. Explain rob, jeweller, plan and stole. Pupils listen to and pay attention to whom The Mysterious H robs and why the grandfather is telling the story now. Pupils compare in pairs and give their ideas to the class. Pupils listen and repeat.

- Practice: Pupils listen to the CD. Stop after each comic. Explain what is happening. The pupils can use L1

- AB, p. 40, Act 1: Pupils remember the story and complete the sentences.

- AB, p. 40, Act 2: Pupils reconstruct the The Mysterious H rhyme.

- AB, p. 40, Act 3: Pupils link words and drawings. They write the sentences.

RC/OC/OE

OC/OE

RC/WE

RC/WE

RC/WE

LG/P

LG

Ind

Ind

Ind

LC

LC

LC

LC

LC

SB

WB

CD2


End of the Lesson



- Act it out. Form groups of four and assign them characters. The pupils listen and repeat their roles. The pupils practice in groups and act it out.

- Extension (optional): Pupils write sentences with adverbs of frequency about what happened in the story.

OC/RC/OE

WE

PG/GG

Ind

LC

LC


Unit 4: Our daily tasks. Session 6, SB and WB page 41 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Practise the sounds /ɑː/ and /ɔː/ connected with different written letters.- Revise the unit language.- Encourage values in education: the importance of being observant.



Competences



- Revise the story.

- Ask questions about the story: Who is The Mysterious H? What does he do? Do the police catch him? Why does Grandpa think of him now?

OC/OE LG LC


Lesson order


Practise the sounds /ɑː/ and /ɔː/ connected with different written letters.


- SB, p41. Act 2: Pupils read and listen to the story. They decide whether the sentences are true or false and compare in pairs. Correct.

- AB, p. 41, Act 3: Read the sentence. Repeat the two words for the pupils to notice the difference. Pupils look for the objects in the story. - SB, p. 41, Act 4. CD2, 26 Phonics: Pupils talk about the drawing. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify the sounds which rhyme and their written letters. Pupils repeat the sentence as a group and then in pairs

- AB, p. 41, Act 1. CD2, 27: Pupils listen and write the missing sentences. Act out the dialogues with a classmate.

OC/RC/WE

CL/CO

RC/OC/OE

OC/OE/RC/WE

LG/P

GG/Ind

LG/P

LG/P

LC

LC

LC

LC

SB

WB

CD2


- Practise and consolidate the sounds /ɑː/ and /ɔː/ connected with different written letters

- AB, p. 41, Act 2: Pupils link the sentences to the stories. Pupils repeat them.

- AB, p. 41, Act 3 CD2, 28: The pupils listen and check their answers in WB Act 2. Pupils repeat the sentences

RC/OE

OC/OE/RC

Ind

LG

LC

LC

End of the Lesson

Practise the possible written letters for /ɑ:/ and /ɔ:/.

- Talk about the value of being observant.

- - Write a word with /ɑ:/ and another with /ɔ:/. In pairs, pupils add others to each group.

- Extension (optional): Ask what being observant means and in what way the characters from the story were. Pupils talk about why it is important to be observant. The pupils can use L1.

RC/WE/OE

OE

LG/P

P/LG

LC

LC/SCC

Notebook


Unit 4: Our daily tasks. Session 7, SB and WB page 42 (Skills)

Objectives: - Practice oral and written comprehension and expression.



Interaction

Competences



- Revise tasks and the time.

- Show a flashcard and give an example I always wash up at ten o’clock... In pairs, pupils say sentences about their daily habits.

OE p LC Flashcards: Daily tasks

Worksheet 4: Different days, different tasks (TRB, p. 29)

Lesson order

- Listen and find the correct information.

- Develop written comprehension.


- PB, p. 42, Act 1. CD2, 29: Listen to the CD and mark the right answer. Pupils compare in pairs. Correct.

- PB, p. 42, Act 2: In pairs, pupils guess with what frequency classmates do certain tasks.

- AB, p. 42, Act 1: Pupils link the questions with the right answers.

- AB, p. 42, Act 2: Pupils read the text and underline the mistakes. Pupils write the sentences correctly.

- AB, p. 42, Act 3: Pupils write a text with the chores they do at home and how often they do them.

OC

OE

LC

RC/WE

WE

Ind

P

Ind

Ind

Ind

LC

LC

LC

LC

LC/SIE

SB

WB

CD2

End of the Lesson

- Play a group game.

- Practise oral

- Stick the Wordcards around the class. Pupils mime an activity and stand by the correct word card.

- Extension (optional): Write the questions in AB activity 1 on the board. Pupils ask each other in

OC/OE

OC/OE

SG

P

LC

LC


comprehension.

.

pairs and write the answers in their notebooks.


Unit 4: Our daily tasks. Session 8, SB and WB page 43 (Create that!)Objectives:

- Stimulate imagination using oral comprehension and play acting.- Following a chain of instructions. - Develop the ability to reason: imagining.



Interaction

Competences



- Revise the time. - Pupils draw clocks. The teacher dictates the time and the pupils draw the hands in the right places.

OC/OE LG LC

Lesson order

- Listen and visualise to make a drawing.


- Develop oral expression..




- AB, p. 43, Act 1, CD2, 31: Pupils listen and act out the actions with the teacher.

- AB, p43, Act 2: Read and number the sentences as fits.

- AB, p43, Act 3: In pairs, the pupils give each other

OC

CE/EE

OE

OC

OC

OC

Ind

Ind

Ind

Ind

SG

P

CL/CEC/LL

LC

LC

LC

LC

LC/SCC

SB

WB

CD2



instructions and act them out.

End of the Lesson

- Develop your creativity.


- Pupils put the drawings they have done on their desks or on the board and identify differences and similarities.

- Extension (optional): Dictate eight words or sentences from the unit. In pairs, pupils correct.

OE/OC

OC/WE

Ind

Ind/P

LC/CCE

LC


Unit 4: Our daily tasks. SB and WB pages 36 to 43Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7Skills

Lesson 8Creativity

ORAL COMPREHENSION

SB, p36, Act 1. CD2, 18

AB, p. 37, Act 1. CD2, 20

PB, p. 38, Act 1. CD2, 21

PB, p. 39, Act 1.CD2, 23

PB, p. 40, Act 1.CD2, 25

AB, p. 41, Act 1. CD2, 27

PB, p. 42, Act 1, CD2, 29

PB, p. 43, Act 1, CD2, 29

ORAL EXPRESSION

PB, p. 36, Act 2 PB, p. 37, Act 3 Worksheet 2: Telling the time dominoes (TRB, p. 27)

PB, p. 38, Act 2 PB, p. 42, Act 2

PB, p. 43, Act 3


AB, p. 39, Act 2.Worksheet 3: Run for gold! (TRB, p. 28)

PB, p. 40, Act 1PB, p. 41, Act 2 AB, p. 42, Act

1

Worksheet 4: Different days, different tasks (TRB, p. 29)

AB, p. 43, Act 2

WRITING EXPRESSION

AB, p. 36, Act 3

Worksheet 1: Daisy’s new list (TRB, p. 26)

AB, p. 37, Act 2

AB, p. 38, Act 3 AB, p. 39, Act 1. AB, p. 40, Act 3AB, p. 42, Act 2



Unit 5: Look at that baby! Session 1, SB and WB page 44 (Vocabulary presentation)Objectives:

- Present vocabulary connected with animals and their young.- Play a game with the class to practise oral expression.



Interaction




- In small groups, pupils make lists of all the animals they can remember.

OE SG LC/SCC


Worksheet 1: Baby animals (TRB, p. 31)

Lesson order

- Present vocabulary about animals and their young.

- Practice the vocabulary.


- Write vocabulary about animals and their young.

- Presentation. Show the flashcards and name them. Repeat in unison.

- PB, p. 44, Act 1. CD2, 32: Name the characters say where they are. The pupils listen to the CD and point to what they hear. Then pupils listen and repeat. In pairs, the pupils point and name the animals.

- PB, p. 44, Act 2: Pupils play in pairs at asking the name of the young of the animals in the illustration.

- AB, p. 44, Act 1: Pupils do the crossword with the name of the young and the animals.

- AB, p. 44, Act 2: Pupils read the descriptions of the animals and write their names.

OC/OE

OC/RC/OE

OC/RC/OE

LC

RC/WE

LG

LG/P

p

Ind

Ind

LC

LC

LC/SCC

LC

LC

SB

WB

CD2

Flashcards: Animals and their young

End of the

Lesson


- Describe a flashcard, cover it up and ask the name of the animal.

OE/OC LG LCFlashcards:

Animals and their young



- Extension (optional): Pupils write descriptions of animals like those in AB activity 2.

WE Ind LC


Unit 5: Look at that baby! Session 2, SB and WB page 45 (Grammar 1)

Objectives:- Present and practise the comparative forms of the adjectives.



Interaction



- Revise animals and their young.

- Start drawing an animal very slowly on the board; the pupils guess which it is. They continue in pairs.

OC/OE P LC/SCC


Worksheet 2: A kitten is weaker than a lion cub (TRB, p. 32)

Lesson order

- Present the comparative forms of the adjectives.

- Practise the comparative forms of the adjectives.


- Practise the comparative forms of the adjectives.

- Presentation. With the word cards, compare animals and their young. The pupils repeat in unison. - PB, p. 45, Act 1. CD2, 33: Listen and say whether the sentences are true or false as heard. - PB, p. 45, Act 2. CD2, 34: Listen to the CD and repeat the sentences one by one. Then practice them in pairs.

- PB, p. 45, Act 3:. In pairs, pupils take it in turn to write and guess an animal on comparing it with another, following the example.

- AB, p. 45, Act 1: Pupils look at the drawings and circle the correct comparative in the sentences.

- AB, p45, Act 2:Pupils look at the illustrations and complete the sentences with the correct

OC

OC/OE

OC/RC/OE

RC/OC/OE

OE

RC/WE

LG

Ind/P/LG

LG/P

LG

SG

Ind

LC

LC

LC

LC/SCC

LC

LC

SB

WB

CD2


comparatives.

End of the

Lesson


- Personalise the unit language.

- Show two animal flashcards. The pupils compare them aloud.

- Extension (optional): Pupils continue PB activity 3 del PB with other vocabulary they know.

OE

OE

P

SG

LC

LC

Flashcards:

Animals


Unit 5: Look at that baby! Session 3, SB and WB p. 46 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: animal young and comparatives.- Sing a song with the class.



Interaction

Competences



- Revise comparatives.

- Say 6 sentences comparing animals. The pupils say whether they are true or false.

OE PG/GG LC


Lesson order



- Practice oral and written comprehension.

- PB, p. 46, Act 1. CD2, 35: Talk about the illustration. The pupils listen to the song and read it. Then the pupils listen to and repeat each verse. Pupils sing all together and then, in groups, the karaoke version.

- PB, p. 46, Act 2: Pupils look at the drawings and say what is wrong in each one.

- AB, p. 46, Act 1: Pupils remember the song and mark the illustrations as fits.

- AB, p. 46, Act 2: Pupils answer the questions based on the pictures in the previous activity.

- AB, p. 46, Act 3: Pupils complete the sentences with the correct comparatives.

OC/RC/OE

OE

OC

RC/WE

WE

LG

Ind

Ind

Ind

Ind

LC/CCE

LC

LC

LC

LC

SB

WB

CD2

End of - Develop - Sing the karaoke version with the new verse. OE Ind LC/CCE


the Lesson

creativity.- Extension (optional): Pupils draw a poster about a zoo or park animal. Pupils write sentences comparing the animals in their posters. WE Ind LC/CCE


Unit 5: Look at that baby! Session 4, SB and WB page 47 (Grammar 2)

Objectives: - Present and practise superlative adjective forms.



Interaction

Competences



- Revise comparatives.

- Compare yourself with a pupil. Pupils repeat in pairs.

OE P LC


Worksheet 3: The Z family (TRB, p. 33)

Lesson order

- Present superlative adjective forms.

- Practise superlative adjective forms


- Practise superlative adjective forms

- Presentation. Compare the height of three pupils. Show the word cards for panda, kitten and lion and compare.

- PB, p. 47, Act 1. CD2, 37: Pupils read the questionnaire about the animals and mark the correct answer. Pupils listen to the CD and correct their answers.

- PB, p. 47, Act 2. CD2, 38 Grammar focus: Listen to the CD repeat in unison.

- PB, p. 47, Act 3: In pairs, pupils complete the sentences with the data about their family. - AB, p. 47, Act 1: Pupils look at the illustration and complete the text with the superlative adjective forms in the box.

- AB, p. 47, Act 2: Fill in the sentences with

OC/OE

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OE

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WE

LG/P

Ind/P/LG

LG/P

P

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Ind

LC

LC

LC

LC/CCE

LC

LC

SB

WB

CD2


information about your family.

End of the Lesson



- In pairs, pupils compare AB Activities 2 and 3.

- Extension (optional): Pupils draw their family and write a short description following the model in AB activity 1.

RC/WE

WE

p

Ind

LC/SCC

LC/SCC


Unit 5: Look at that baby! Session 5, SB and WB page 48 (Picture story)

Objectives: - Present an illustrated story (picture story).- Revise the unit language. - Develop the ability to reason: put in sequence.



Interaction

Competences



- Revise the story.


OC/OE LG LC


Lesson order

- Tell a story.



- Put a story in order.

- SB, p48-49, Act 1. CD3, 02: Pupils talk about drawing 1. Explain trap, forever, ladder, pool, jacket and treasure chest. Pupils listen to and pay attention to how they go into the statue, why they use the steps, where the map is, where they see the sentence and what it says. Pupils compare in pairs and give their ideas to the class. Pupils listen and repeat.

- Practice: Pupils listen to the CD. Stop after each comic. Explain what is happening.

- AB, p. 48, Act 1. Think!: Put the sentences from the story in order.

- AB, p. 48, Act 2: Pupils link the pictures with the sentences in AB activity 1.

RC/OC/OE

OC/OE

LC

LC

LG

LG

Ind

Ind

LC

LC

LC/LL

LC

SB

WB

CD3

End of - Practice the - Act it out. Form groups of four and assign them OC/RC/OE PG/GG LC


the Lesson

story.

- Value the ability to remain calm.

characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Pupils talk about keeping calm throughout history and with examples from daily life. The pupils can use L1.

OC/OE LG LC


Unit 5: Look at that baby! Session 6, SB and WB page 49 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- - Practise the sound /ea/ associated with different written letters.- Revise the unit vocabulary and structures.- Encourage values education: the importance of keeping calm.



Interaction

Competences



- Revise the story.

- Ask questions about the story. What are Ben andLucy looking at? Who do they see when they are inside? Why do they climb the ladder? Where do they see the next line? What does it say?

OC/OE LG LC

Heightened Reality: Phonics gameLesson

order- Reflect about the contents of the story.

- Teach the sound /ea/ connected with different written letters.


- SB, p49. Act 2: Pupils listen to and read the story. Pupils read the sentences and give the right answer. Pupils compare in pairs. The pupils correct.

- SB, p49, Act 3: Read the sentence. Repeat the two words for the pupils to notice the difference. Pupils look for the feathers in the story.

- SB, p. 49, Act 4. CD3, 03 Phonics: Pupils talk about the drawing. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify the sounds which rhyme and their written letters. Pupils repeat the sentence as a group and then in pairs

- AB, p. 49, Act 1. CD3, 04: Pupils listen and write the missing sentences. Act out the dialogues with a

OC/RW

CL/CO

RC/OC/OE

CO/CL/EO/EE

LG/P

GG/Ind

LG/P

LG/P

LC

LC

LC

LC

SB

WB

CD3


- Practise and consolidate the sound /ea/ connected with different written letters.

classmate.

. - AB, p49, Act 2: pupils classify the words depending on the pronunciation of ea.

- AB, p. 49, Act 3. CD3, 05: The pupils listen and check their answers in WB Act 2. Pupils repeat the words.

OC/OE/RC

OC/OE/RC

LG

LG

LC

LC

End of the Lesson

- Revise other possible pronunciations of ea.

- Consolidate the sound /ea/ in connection with different written letters.

- Pupils remember words with ea and different sounds. Remember other words in which ea sounds different: great, break, bear, wear…

- Extension (optional): Write beast and feathers on the board. Give definitions of other words with ea. The pupils identify the word and write it in a column depending on its sound.

RC/OE/OC

OC/WE

LG

P/LG

LC

LC/SCC


Unit 5: Look at that baby! Lesson 7, SB and WB p. 50 (Learn and )

Objectives: - Integrate other parts of the syllabus using English: art.- See how animal life is shown in works of art. - Develop the ability to reason: interpreting pictures and logical thought.



Interaction



- Teach the subject of art.

- The pupils talk about artists, paintings and museums they know. Ask if they know the ones in the illustration.

OE LG LC/CCE

Worksheet 4: Animals in art (TRB, p. 34)

Lesson order

- Learn more about art.

- Interpret and associate subjects with pictures.

- Practice art vocabulary.

- SB, p50, Act 1. Think!: Pupils talk about the pictures. Explain most recent. Pupils put them in order and compare in pairs. Ask and correct.

- SB, p. 50, Act 2: Pupils link the pictures and subjects. Pupils compare in groups of four and then tell the class. Correct.

- AB, p. 50, Act 1: Pupils write sentences the paintings using superlative adjectives.

OE/OC

RC/OE/OC

RC/WE

LG/P

Ind/PG/GG

Ind

LC/LL

LC

LC

SB

WB

End of the Lesson



- Write: Today I’ve… Pupils remember what they have done (learnt about Art, discussed old paintings…). Write it on the board. The pupils copy it.

- Extension (optional): Pupils choose a painting they like. Pupils look for a copy and write about it. Hang them up around the class.

EO/RC/WE

RC/WE

Ind/GG

Ind

LC

LC


Unit 5: Look at that baby! Session 8, SB and WB page 51 (Project)

Objectives: - Learn more about art through English.- Carry out a project. - Develop the ability to reason: analyse and deduce meaning, interpret pictures.



Interaction



- Revise what has been learned about art.

- Pupils say what they remember from the previous lesson: paintings, painters, chronology. They choose the painting they have most enjoyed.

OE LG LC/CCE

Lesson order

- Learn more about art.

- Follow instructions for making a collage.

- Share your own work.

- Practice art vocabulary.


- SB, p. 51, Act 3. CD3, 06: Explain fore/background, dark, bright. Read the four sentences. Pupils read the text and write true or false. Pupils compare in pairs. Read the text aloud and correct with the class.

- SB, p51, Act 4. Project: Pupils suggest ideas for a collage. They choose materials and make a poster. Pupils write a text and show it.

- AB, p. 51, Act 5: Read the example. Various volunteers explain their collage to the class. If the class is big, they do so in groups.

- AB, p. 51, Act 2. Think!: Pupils read the text and decide which painting is being described.

- AB, p. 51, Act 3. Think!: Pupils write a text similar that in WB Act 1 to describe the other painting.

CL/CO/EE

CO/EO/EE

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LC

WE

GG/Ind/P

GG/Ind

LG/SG

Ind

Ind

LC

LC/CCE/SIE

LC

LC/LL

LC/LL

SB

WB

Paper for a poster,

photos, felt pens, paint,

glue


End of the Lesson



- Write: Today I’ve… Pupils remember what they have done. Write it on the board for the pupils to copy (writing a description of a painting…).

- Extension (optional): Pupils choose a painting from SB Act 1 and explain it to the class and why they like it.

RC/WE

OE

Ind

LG (SG)

LC

LC

Notebook


Unit 5: Look at that baby! Session 9, SB and WB page 52 and 53 (Revise)

Objectives: - Revise vocabulary and structures from the last three units.- Reflecting about what you have learned.



Interaction

Competences



- Revise the time. - Play bingo with the time. Pupils draw clocks at different times. Say sentences with daily routines and the time.

OC LG LC

Lesson order

- Revise the vocabulary from the previous three units with a quizand a board game.

- Practise oral comprehension.Oral expression


- PB, p. 52, Act 1: Answer the quiz in pairs. They compare with other pairs. They look for the answers which they do not know. Correct. - PB, p. 53, Act 1: In groups of 4 play the little panda game. See instructions on TB p. 111.


AB, p. 52, Act 2 Review and Culture: Pupils read the questions and reply. - AB, p52, Act 3 About me: Pupils write about their favourite place to see animals, completing the text provided.

AB, p. 53, Act 1 CD3, 08: Pupils listen to and sing the song.

OC/RC/OE

OE

OE/OC

OE/OC

OC

OC/OE

P

SG

SG

P/LG

Ind

Ind

LC/SCC

LC

LC

LC

LC

LC

CD3

SB

WB


- AB, p. 53 Act 2 Get it right: Pupils read the sentences and complete them with the right word (than or that)

OE Ind CL/SIEE/LL

End of the Lesson

- Pupils reflect on what they have learned.

- Pupils choose five words from the previous three units and spell them. In pairs, pupils correct.

- Extension (optional): Pupils write a questionnaire similar to that in the PB.

OE

OE/OC

P

SG

LC

LC


Unit 5: Look at that baby! SB and WB pages 44 to 53Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7CLIL

Lesson 7Project

Lesson 8Revision

ORAL COMPREHENSION

PB, p. 44, Act 1.CD2, 32

PB, p. 45, Act 1. CD2, 33

PB, p. 46, Act 1.CD2, 35

PB, p. 47, Act 1.CD2, 37

PB, p. 48, Act 1.CD3, 02

AB, p. 49, Act 1. CD3, 04

SB, p. 51, Act 3. CD3, 06

ORAL EXPRESSIONPB, p. 44, Act 2 PB, p. 45, Act 3 PB, p. 46, Act 2 PB, p. 47, Act 3 SB, p. 50, Act

1 SB, p. 51, Act 5

PB, p. 53, Act 1


AB, p. 44, Act 2

Worksheet 1: Baby animals (TRB, p. 31)

AB, p. 45, Act 1

Worksheet 2: A kitten is weaker than a lion cub (TRB, p. 32)

AB, p. 47, Act 1

Worksheet 3: The Z family (TRB, p. 33)

PB, p. 48, Act 1.

PB, p. 49, Act 2Worksheet 4: Animals in art (TRB, p. 34)

AB, p. 51, Act 2

AB, p. 52, Act 2

WRITING EXPRESSION

AB, p. 44, Act 1 AB, p. 45, Act 2AB, p. 46, Act 3 AB, p. 47, Act 2

AB, p. 50, Act 1

Worksheet 4: Animals in art (TRB, p. 34)

AB, p. 51, Act 3

AB, p. 52, Act 3



Unit 6: Our school Lesson 1, SB and WB p. 54 (Vocabulary presentation)

Objectives:- Present vocabulary connected with places in a school.- Play a game with the class to practise oral expression.



Interaction




- Play Hangman with the sentence Our school. OE/RC LG LC/SCC


Worksheet 1: At our school (TRB, p. 36)

Lesson order

- Present vocabulary about places at a school

- Practice vocabulary from the unit.



- Presentation: Show flashcards and say the words: Repeat in unison. Pupils then say the words when they show them. Stick them on the board and point to them for the pupils to say them.

- SB, p54, Act 1. CD3, 09: Pupils listen to the CD and point at the places in the illustration. They listen again and repeat. Pupils practise pointing and saying the vocabulary.

- SB, p54, Act 2: Pupils play in pairs at writing one of the places in the school and guess which it is.

- AB, p. 54, Act 1: Pupils complete the words and link them with the pictures.

- AB, p. 54, Act 2: Pupils read the descriptions and write the names of the places in the school as fits.

OC/OE

OC/OE

OC/RC/OE

RC/WE

RC/WE

LG

LG

P

Ind

Ind

LC

LC

LC/SCC

LC

LC

SB

WB

CD3

Flashcards: School places

End of - Revise the - Pupils write simple descriptions of some places at WE Ind LC


the Lesson

lesson vocabulary.

school as in AB activity 2.

- Extension (optional): Pupils draw a plan of their school and write the name of each area.

WE Ind LC


Unit 6: Our school Lesson 2, SB and WB p. 55 (Grammar 1)

Objectives:- Present and practise the simple past of the verb to be: was and were, in positive and negative forms.



Interaction

Competences



- Revise how to tell the time.

- Show the time using your arms like those of a clock. The pupils say the time it is.

OC/OE LG LC


Worksheet 2: I was in the library (TRB, p. 37)

Lesson order

- Present the simple past of the verb to be: was and were

- Practice vocabulary from the lesson.


- Practise the simple past of the verb to be: was and were

- Presentation: With the flashcards about the places at school, ask what time they were in each place the day before.

- SB, p. 55, Act 1 CD3, 10: Pupils listen to the CD and say the letter in the drawing for each case.

- SB, p55, Act 2. CD3, 11. Grammar focus: Pupils listen to the CD and repeat together. Pupils practice in pairs.

- SB, p55, Act 3: Pupils play in pairs and imitate the example. Pupils take it in turns to asks questions and guess the answers.

- AB, p. 55, Act 1: Pupils read the sentences and write the name of the main character beneath each scene.

- AB, p. 55, Act 2: Pupils complete text with the words was or were as fits.

OC/OE

LC

RC/OC/OE

OE/OC

RC/WE

RC/WE

LG

Ind/P/LG

LG

P/LG

Ind

Ind

LC

LC

LC

LC

LC

LC

SB

WB

CD3

Flashcards: School places


End of the

Lesson


- Practise the unit structures and vocabulary.

- The pupils choose a time and write a sentence saying where they were the day before at that time.

- Extension (optional): In pairs, pupils say where they were the day before at the times shown in PB activity 3.

WE

OC/OE

Ind

P

LC

LC/CCE


Unit 6: Our school Lesson 3, SB and WB p. 56 (Song)

Objectives: - Consolidate the vocabulary and grammar using a song: places at a school and past simple was/were.- Sing a song with the class.



Interaction

Competences



- Revise the places at a school.

- Show the flashcards without saying them. Pupils write down the words and compare them with a classmate.

WE Ind/P LC Flashcards: School places


Lesson order




- SB, p56, Act 1. CD3, 12: Talk about the illustration. The pupils listen to the song and read it. Pupils listen and repeat verse by verse. The pupils sing as a group.

- SB, p56, Act 2: Pupils make up their own verses for the song completing the sentences.

- AB, p. 56, Act 1: Pupils look at the illustrations and write the sentences for the song.

- AB, p. 56, Act 2: Pupils link the drawings with lines and write the corresponding sentences, as in the example.

RC/OC/OE

OC

RC/WE

RC/WE

LG

Ind/P

Ind

Ind

LC/CCE

LC

LC

LC/CCE

SB

WB

CD3

End of the Lesson


- Pupils sing the karaoke version as a class.

- Extension (optional): Pupils play as a class at remembering where at school they were the day

OE

OE

LG

LG

LC

LC


before at a certain time.


Unit 6: Our school Lesson 4, SB and WB p. 57 (Grammar 2)

Objectives: - Teach and practise questions and short answers with was and were. - Develop the ability to reason: connecting.



Interaction



- Revise vocabulary about places in the city.

- Write park, pool, cinema, train station, market, restaurant with the letter jumbled up. Pupils guess them.

RC/WE Ind LC/SCC


Worksheet 3: Were you with your dog? (TRB, p. 38)

Lesson order

- Present was and were .

- Link.


- Practise was and were .

- Practise was and were .


- SB, p57, Act 1. CD3, 14. Think!: Pupils read the dialogues and say the letter in the picture for each one. The pupils listen to the CD and check their answers.

- SB, p57, Act 2. CD3, 15. Grammar focus: Pupils listen to the questions and answers. Pupils repeat them in unison various times. Pupils practice in pairs.

- SB, p57, Act 3: Pupils play at guessing where they were the day before, following the model.

- AB, p. 57, Act 1: Pupils look, read the questions and reply as per the illustration.

- AB, p. 57, Act 2: Pupils put the words in order and write the questions. In pairs, they ask each other and reply.

OC/RW

OC

OE

OE/OC/WE

WE/OE

Ind

Ind/P

SG

Ind/P

Ind/P

LC/LL

LC

LC

LC

LC

SB

WB

CD3

Notebook


End of the Lesson

- Practice lesson vocabulary and structures.

- In groups, pupils ask and answer the questions in AB Act 2.

- Extension (optional): - In pairs, ask and answer the questions in AB Act 2. They exchange them with other partners and write the answers correctly.

OC

OE

LG

P

LC

LC/SCC


Unit 6: Our school Lesson 5, SB and WB p. 58 (Picture story)Objectives:

- Present an illustrated story (picture story).- Revise the unit language. - Develop the ability to reason: inferring meanings.



Interaction

Competences





OC/OE LG LC


Lesson order



- Remember the story.

- Remember the story.

- Revise possessive pronouns.

- SB, pp. 58-59, Act 1. CD3, 16: Pupils talk about drawing 1. Explain snack, conductor, well-spotted, lighthouse, junior. Pupils listen to and pay attention to what Lucy takes, where the sentence is and what she says, and what happens with the map. Pupils compare in pairs and say what they hear. Pupils listen and repeat.


- AB, p. 58, Act 1: Pupils remember the story and complete the summary.

- AB, p58, Act 2. Think!: Pupils read the sentences and say if they are true or not.

- AB, p. 58, Act 3: Pupils look at the drawings and answer the questions.

OC/RC/OE

OC/OE

RC/WE

RC/WE

RC/WE

LG/P

LG

Ind

Ind

Ind

LC

LC

LC

LC/LL

LC

SB

WB

CD3


End of the Lesson


- Value healthy food.

- Act it out. Form groups of five and assign them characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Pupils say say why it is important to eat healthy food between meals using the story and everyday examples. The pupils can use L1.

OC/RC/OE

OC/OE

PG/GG

LG

LC

LC


Unit 6: Our school Lesson 6, SB and WB p. 59 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Practise the sounds /ɜ:/ and /ɔː/ connected with different written letters.- Revise the unit language.- Encourage value education: the importance of eating healthy food between meals.



Competences



- Revise the story.

- Ask questions about the story: Where are Ben and Lucy? Where does Ben see the line? Where does Horax find the map? Where does he hide it? What does the line say?

OC/OE LG LC


Lesson order


- Practise the sounds /ɜ:/ and /ɔː/ connected with different written letters.


- SB, p59, Act 2: Pupils listen to and read the story. Pupils read and correct the sentences. They compare them. Correct.

- AB, p. 59, Act 3: Read the sentence. Repeat the two words for the pupils to notice the difference. Pupils look for a girl in the story.

- SB, p. 59, Act 4. CD3, 17 Phonics: Pupils talk about the drawing. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify the sounds which rhyme and their written letters. Pupils repeat the sentence as a group and then in pairs

- AB, p. 59, Act 1. CD3, 18: Pupils listen and write the missing sentences. Act out the dialogues with a

OC/OE/RC/WE

CL/CO

EO/CO/CL

OC/OE/RC/WE

LG/P

GG/Ind

GG/Ind/P

LG/P

LC

LC

LC

LC

SB

WB

CD3


- Practise and consolidate the sounds /ɜ:/ and /ɔː/ connected with different written letters.

classmate.

- AB, p59, Act 2: pupils classify the words by pronunciation.

- AB, p. 59, Act 3. CD3, 19: The pupils listen and check their answers in WB Act 2. Pupils repeat the words

RC/WE/OE

OC/OE

Ind

GG/Ind

LC

LC

End of the Lesson

- Revise words with /3:/ and /ɔ:/.


Write first and call. Pupils say another word which rhymes with each one. Dictate person, world, purple, circle, call awful, board, horse at random. In pairs, pupils put them in the right column.

- Extension (optional): Ask where the main characters of the story were using was and were.

OC

OE

GG/Ind/P

P/LG

LC

LC/SCC


Unit 6: Our school Lesson 7, SB and WB p. 60 (Skills)

Objectives: - Practice oral comprehension and expression. - Develop the ability to reason: logical thought.



Interaction

Competences



- Revise free time activities.

- Mime various activities and the pupils guess which they are.

OC/OE LG LC

Worksheet 4: Where were you yesterday? (TRB, p. 39)

Lesson order

- Develop logical thinking.



- PB, p. 60, Act 1. Think!: Pupils read and choose the correct answer in each dialogue.

- PB, p. 60, Act 2: In pairs, pupils act out a dialogue pretending to be a new pupil at school.

- AB, p. 60, Act 1 CD3, 20: Pupils look at, listen to and link the name of each character.

- AB, p. 60, Act 2: Pupils write about where they were the day before.

OC

OE

LC

WE

Ind/P/LG

P

Ind

Ind

LC/LL

LC/SCC

LC

LC

SB

WB

End of the Lesson


- In pairs, pupils act out new mini-dialogues like the ones in PB activity 2 with other words.

- Extension (optional): In pairs, pupils act out new mini-dialogues as in PB activity 2 with a classmate.

OC/OE

OC/OE

P

P

LC

LC


Unit 6: Our school Lesson 8, SB and WB p. 61 (Create that!)Objectives:

- Stimulate imagination using oral comprehension and play acting.- Following a chain of instructions. - Develop the ability to reason: imagining.



Interaction



- Revise the musical instruments.

- Play a game in small groups. Divide the pupils into three groups, each one named after a type of instrument. Instructions on TB p. 129.

OC SG LC

.Lesson order







- AB, p. 61 Act 1, CD3, 22: Pupils listen and act out the actions with the teacher.

- AB, p61, Act 2: Pupils read and number the sentences as fits.

OC

CE/EE

OE

OC

OC

Ind

Ind

Ind

Ind

SG

CL/CEC/LL

LC

LC

LC

LC

SB

WB

CD3



- AB, p. 61, Act 3: In pairs, the pupils give each other instructions and act them out.

OC/OE P LC

End of the Lesson




- Extension (optional): - Write the AB Act2 sentences. Pupils draw a story with them.

OE

OE

PG/GG

Ind

LC

LC/CCE


Unit 6: Our school SB and WB pp. 54 to 61Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7Skills

Lesson 8Creativity

ORAL COMPREHENSION

SB, p54, Act 1. CD3, 09

SB, p. 55, Act 1 CD3, 10

PB, p. 56, Act 1.CD3, 12

PB, p. 57, Act 1.CD3, 14

SB, p58-59, Act 1. CD3, 16

AB, p. 59, Act 1. CD3, 18

- AB, p. 60, Act 1, CD3, 20:

AB, p. 61 Act 1, CD3, 22

ORAL EXPRESSION

PB, p. 54, Act 2 PB, p. 55, Act 3 PB, p. 57, Act 3

Worksheet 3: Were you with your dog? (TRB, p. 38)

PB, p. 60, Act 2.

PB, p. 61, Act 3


AB, p. 54, Act 2

Worksheet 1: At our school (TRB, p. 36)

AB, p. 55, Act 1

Worksheet 2: I was in the library

(TRB, p. 37)

AB, p. 57, Act 1AB, p. 58, Act 2


AB, p. 61, Act 2

WRITING EXPRESSION

AB, p. 54, Act 1 AB, p. 55, Act 2 AB, p. 56, Act 2 PB, p. 57, Act 2AB, p. 58, Act 3

AB, p. 60, Act 2



Unit 7: I’d like to be a... Session 1, SB and WB page 62 (Vocabulary presentation)

Objectives:- Present vocabulary connected with jobs and professions.- Play a game with the class to practise oral expression. - Develop the ability to reason: analysing and deducing meanings.



Interaction



- Teach vocabulary about jobs.

- Write Jobs on the board. Pupils name the jobs they remember.

OE/OC LG LC/SCC


Worksheet 1: Jobs (TRB, p. 41)

Lesson order

- Teach jobs vocabulary.



- Write the vocabulary.

- Use the vocabulary in a context.

- Presentation: Show the flashcards and name the jobs. The pupils repeat them in unison. Show them again. The pupils say the words. Stick them on the board for the pupils to name them.

- SB, p62, Act 1. CD3, 23: Pupils look at the pictures and listen to the CD. Pupils point at the professions when they hear them. They listen again and repeat. In pairs, pupils take it in turns to point at the professions and say them.

- SB, p62, Act 2: Pupils play in groups at asking what they would like to do when they are older.

- AB, p. 62, Act 1. Think!: Pupils write the names of the jobs under each illustration..- AB, p. 62, Act 2: Pupils read the sentences and

OC/OE

OC/RC/OE

OC/RC/OE

RC/WE

RC/WE

LG

Ind/P

LG

Ind

Ind

LC

LC

LC

LC/LL

LC/SCC

SB

WB

CD3

Flashcards: Jobs


write the words from the previous activity

End of the

Lesson


- Practise oral interaction.

- In groups of 4 or 5, pupils arrange the jobs using different criteria: dangerous, interesting… and explain it to the others. - Extension (optional): Write descriptions of jobs as in AB activity 2. Pupils read aloud and the rest guess which jobs they are.

OE

WE/OE

SG

LG

LC/SIE

LC


Unit 7: I’d like to be a... Session 2, SB and WB page 63 (Grammar 1)

Objectives:- Present and practise have to to state obligations or rules.



Interaction




- Play bingo using jobs or professions vocabulary. OC/OE LG LC/SCC


Worksheet 2: Have to, don’t have to (TRB, p. 42)

Lesson order

- Teach have to

- Practise have to.


- Practise have to.


- Presentation: Using the flashcards, state the obligations in each profession. Repeat in unison.

- SB, p. 63, Act 1 CD3, 24: Read the sentences with the class. Pupils predict the answers. Pupils listen and compare in pairs. Pupils listen and correct.

- SB, p63, Act 2. CD3, 25. Grammar focus: Pupils listen to the CD and repeat together. Pupils practice in pairs.

- SB, p63, Act 3: In pairs, pupils play at writing down a profession and guessing what it is, following the model. - AB, p. 63, Act 1: Pupils read the sentences and mark the correct verb forms as in the pictures.

- AB, p. 63, Act 2: Pupils complete the sentences

OC

LC

OC/OE

OC/OE

LC

RC/WE

LG

Ind/GG

LG/P

P

Ind

Ind

LC

LC

LC

LC/SCC

LC

LC

SB

WB

CD3

Flashcards: Jobs


with information personal about their obligations.

End of the

Lesson

- Revise the lesson language.


- Pupils read the sentences in AB activity 2 and compare their obligations in groups. They find shared obligations.

- Extension (optional): Show a flashcard for a profession and say an obligation. The pupils say if it is true or false.

RC/OE

OC

LG/P

LG

LC

LC

Flashcards: Jobs


Unit 7: I’d like to be a... Session 3, SB and WB page 64 (Song)

Objectives: - Consolidate vocabulary and grammar with a song: jobs, professions and rules.- Sing a song with the class.



Interaction

Competences



- Revise professions.

- Play Hangman with professions vocabulary. WW/RC LG/P LC/SCC


Lesson order


- Practice oral and reading expression.

- Put in sequence.

- SB, p64, Act 1. CD3, 26: Talk about the illustration. The pupils listen to the song and read it. Pupils listen and repeat verse by verse. The pupils sing as a group. Pupils practice with the karaoke version in three groups.

- SB, p64, Act 2: Pupils read the sentences and say if they are true or false according to the song. Pupils compare in pairs. Correct.

- AB, p. 64, Act 1: Pupils read the song and number the drawings as fits.

- AB, p. 64, Act 2: Pupils complete the sentences with the words shown in the drawings.

RC/OC/OE

OC

LC

WE

LG

LG/P

Ind

Ind

LC/CCE

LC

LC

LC

SB

WB

CD3

End of the Lesson


- Identify the

- Read a paragraph of the song slowly. The pupils say the profession in question aloud.

- Extension (optional): Write the words which

OE

WE/OE

LG

SG

LC

LC


rhyme. rhyme in the song.

Unit 7: I’d like to be a... Session 4, SB and WB page 65 (Grammar 2)

Objectives: - Present and practise short questions and answers with the verb to have to to express obligation



Interaction

Competences




- In groups, pupils make a list of daily tasks. The team which remembers the most wins.

OE SG LC


Worksheet 3: Do teachers have to work at the weekends? (TRB, p. 43)

Lesson order

- Teach have to.

- Practise have to.


- Practise have to.

- Consolidate have to.


- SB, p65, Act 1: Pupils read the questions and answers and link them correctly.

- SB, p. 65, Act 2. CD3, 28. Grammar focus: Pupils listen to the sentences and repeat them in unison. Pupils take turns to practise in pairs.

- SB, p65, Act 3: In pairs, pupils ask and answer about the obligations of the monsters in the table.

- AB, p. 65, Act 1 CD3, 29: Listen to the CD and number the drawings.

- AB, p. 65, Act 2: Pupils write the questions and, in pairs, ask and answer them.

LC

RC/OE

OE/OC

OC

WE/OE

GG/Ind

LG/P

P

Ind

P

LC

LC

LC/SCC

LC

LC

SB

WB

CD3

End of the

- Practice lesson vocabulary and

- Pupils write questions as in AB activity 2 about programmers, musicians, bus drivers, chefs and

CO/EE/EO Ind/P LC


Lesson structures. doctors. Pupils exchange the questions with a classmate and reply.

- Extension (optional): In groups of 4, pupils draw up a table like in PB activity 3 with their names. They interview their classmates and write a tick or a cross.

OE SG LC/SCC


Unit 7: I’d like to be a... Session 5, SB and WB page 66 (Picture story)

Objectives: - Present an illustrated story (picture story).- Revise the unit vocabulary and structures. - Develop the ability to reason: put in sequence and link.



Interaction

Competences



- Revise the story.


OC/OE LG LC


Lesson order

- Tell a story.


- Put in order.

- Interpret values in a story.

- SB, pp. 66-67, Act 1. CD3, 31: Pupils talk about drawing 1. Explain poem, let us out and trouble. Pupils listen to and pay attention to what Lucy decides, what Horax and Zelda see, where they think the treasure is, what the trick is and who gets them out. Pupils compare in pairs. Pupils listen and repeat.


- AB, p66, Act 1. Think!: Pupils remember the story and put it in order.

- AB, p. 66, Act 2. Think!: Pupils read the story and link each sentence with one of the cartoons in the story.

OC/RC/OE

OC/OE

LC

LC

GG/Ind/P

LG

Ind

Ind

LC

LC

LC/LL

LC/LL

SB

WB

CD3

End of - Practice the - Act it out. Form groups of five and assign them OC/RC/OE PG/GG LC


the Lesson

story.

- Talk about the value of asking for help when it is needed.

characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Ask in what situation the characters ask for help when they need it. Pupils talk about why it is important to ask for help when it is needed. The pupils can use L1.

OC/OE LG LC


Unit 7: I’d like to be a... Session 6, SB and WB page 67 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Identify the sound /ə/ in two syllable words.- Revise the unit vocabulary and structures.- Encourage education about values: asking for help when it is needed.





- Revise the story.

- Ask questions about the story. Where are Ben and Lucy? What do Zelda and Horax find? What do they do next? Who does Grandpa bring with him? What are Ben and Lucy going to do at the end of the story?

OC/OE LG LC


Lesson order


- Present the sound /ə/ in two syllable words.


- Practise and

- SB, p67, Act 2: Pupils listen to and read the story. Pupils answer the questions. They compare their answers.

- AB, p. 67, Act 3: Read the sentence. Repeat for pupils to differentiate the sound /ə/. Pupils look for the steps in the story.

- SB, p. 67, Act 4. CD3, 31 Phonics: Pupils talk about the drawing. Explain surfer and snake charmer. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify the words with /ə/. Pupils repeat the sentence as a group and then in pairs.

- AB, p. 67, Act 1. CD3, 32: Pupils listen and write

CL/CO

CL/CO

EO/CO/CL

OC/OE/RC/WE

LG/P

GG/Ind

GG/Ind/P

LG/P

LC

LC

LC

LC

SB

WB

CD3


consolidate the sound /ə/ en two syllable words.

the missing sentences. Act out the dialogues with a classmate.

- AB, p. 67, Act 2: Pupils write the professions under the drawings.

- AB, p. 67, Act 3. CD3, 33: Pupils listen to and check WB Act 2.

WE

OC/OE/RC

Ind

GG/Ind

LC

LC

End of the Lesson

- Recognise the emphasised syllables.

- Talk about the story.

- Write a word with the sound /ə/ connected with –er. In pairs, pupils write more. Check that they emphasise the right syllable.

- Extension (optional): Talk about the trick used by the main characters in the story to hide themselves.

WE

OE

LG/P

P/LG

LC

LC/SCC


Unit 7: I’d like to be a... Lesson 7, SB and WB p. 68 (Learn and )

Objectives: - Integrate other syllabus areas using English: social sciences.- Present and practice ordinal numbers 1 to 20.- Find out about the planets and satellites in the solar system.



Interaction

Competences



- Present the subject: the solar system.

- Write Planets. The pupils write the ones they know and give more information. Explain solar system and say that they are going to study it.

OE/RC LG CL/CSC/MSCT

Worksheet 4: Our solar system (TRB, p. 44)

Lesson order

- Present ordinal numbers 1 to 20.

- Learn more about the solar system.

- Consolidate knowledge.


- Understand a text.

- Show you have understood.

- SB, p68, Act 1. CD3, 34: Pupils listen to the CD and say ordinal numbers 1 to 20 aloud.

- SB, p. 68, Act 2 CD3, 35: Listen to and read the CD. Pupils number the planets and compare them in pairs. Pupils read them again. Correct.

- SB, p. 68, Act 3 CD3, 36: Pupils listen, read the text and answer the question.

- AB, p. 68, Act 1: Pupils identify the planets and write them down.

- AB, p. 68, Act 2: Pupils write the position of the planets with their ordinal numbers.

- AB, p. 68, Act 3: Pupils read SB Act 1 complete the information.

OC

OC/OE/RC

RC/OE

WE

RC/WE

LC

LG

LG

Ind/GG

Ind

Ind

Ind

LC/MSCT

CL/CSC/MSCT

C

LC

LC

LC

SB

WB

CD3


- AB, p. 68, Act 4: Make correct sentences as in SB Act 1.

WE Ind LC

End of the Lesson



- Write: Today I’ve learnt about… Pupils remember what they have learned(the planets…). Write it on the board. The pupils copy it.

- Extension (optional): Pupils draw the solar system in their notebooks and name them.

CL/EO/EE

WE

Ind/GG

Ind

LC

LC


Unit 7: I’d like to be a... Session 8, SB and WB page 69 (Project)

Objectives: - Learn more about social sciences using English.- Carry out a project. - Develop the ability to reason: interpreting a table.



Interaction



- Revise knowledge about the solar system.

- The pupils say what they remember about the solar system. Write 60,000, -123, 12, 104, 350ºC. Pupils read the numbers.

OE LG LC/MSCT/SCS

Lesson order

- Interpret a table.

- Learn more about the solar system.

- Follow instructions and find out information.

- Read and understand.

- SB, p. 69, Act 4. Think!: Talk about the information with the class. Read the sentences. Pupils decide whether they are true or not an compare in pairs. Correct.

- SB, p. 69, Act 5. Project: In groups of 4, pupils look for the answers. Pupils write a individual report following the model. Supervise the draft and prevent the use of contractions. They write the final version.

- AB, p. 69, Act 5: Pupils read the text and complete the sentences,

- AB, p. 69, Act 6: Pupils read the text and make a drawing.

CL/CO/EO/EE

CL/EO/CO/EE

RC/WE

RC/WE

GG/Ind/P

PG/Ind

Ind

Ind

LC/LL

LC/CCE/SIE

LC/SCC

LC

SB

WB

Internet or reference materials

End of the

- Revise what has been learned

- Write: Today I’ve… Pupils remember what they have done. Write it on the board for pupils to copy

EO/RC/WE GG/Ind LC


Lesson during the lesson.


it (learnt more about the solar system…).

- Extension (optional): Pupils draw their own planet and write a description of it.

WE Ind LC/CCE


Unit 7: I’d like to be a... SB and WB pages 62 to 69Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7CLIL

Lesson 8Project

ORAL COMPREHENSION

SB, p62, Act 1. CD3, 23

SB, p. 63, Act 1 CD3, 24

SB, p64, Act 1. CD3, 26

- AB, p. 65, Act 1, CD3, 29:

PB, p. 66, Act 1.CD3, 31

AB, p. 67, Act 1. CD3, 32

SB, p. 68, Act 3 CD3, 36

ORAL EXPRESSIONPB, p. 62, Act 2 PB, p. 63, Act 3 PB, p. 65, Act 3 SB, p69, Act 5.

Project


AB, p. 62, Act 2: AB, 63, Act 1 PB, p. 64, Act 1AB, p. 66, Act 2 SB, p. 67, Act 2 AB, p. 68, Act

3Worksheet 4: Our solar system (TRB, p. 44)

AB, p. 69, Act 5

WRITING EXPRESSION

Worksheet 1: Jobs (TRB, p. 41)

AB, 63, Act 2Worksheet 2: Have to, don’t have to (TRB, p. 42)

Worksheet 3: Do teachers have to work at the weekends? (TRB, p. 48)

AB, p. 68, Act 4



Unit 8: At the seaside. Session 1, SB and WB page 70 (Vocabulary presentation)

Objectives:- Present vocabulary connected with activities for the weekend.- Play a game with the class to practise oral expression.



Interaction



- Revise free time activities.

- Mime swimming. Mention what you usually do during your holidays. Write Weekend. Pupils say activities for the weekend.

RC/OE LG LC/SCC


Worksheet 1: Weekend fun (TRB, p. 46)

Lesson order

- Present free time vocabulary.

- Practise holiday vocabulary.



- Presentation: Show flashcards and stick them next to the words from the start of the lesson. Show the new flashcards. Pupils repeat them in unison various times. Add them to the word map.

- SB, p. 70, Act 1. CD4, 02: Pupils look at the pictures and listen to the CD. They point at the activities when they hear them. They listen again and repeat. In pairs, pupils take it in turns to point at and name the activities.

- SB, p. 70, Act 2: Pupils play in pairs at saying their plans for the weekend, following the model.

- AB, p. 70, Act 1: Pupils link the words in the new places.

- AB, p. 70, Act 2: Pupils describe the activities from the scenes.

OC/OE/RC

RC/OC/OE

RC/OC/OE

CE

RC/WE

LG

LG

P

Ind

P

LC

LC

LC/SCC

LC

LC/SCC

SB

WB

CD4

Flashcards: Weekend activities


End of the

Lesson

- Revise the lesson vocabulary

- Place the flashcards around the classroom. Play at standing in front of the right card when the teacher says go for or go to.

- Extension (optional): Mime an activity. Pupils ask: Are you (learning to swim)? The pupil who guesses come out to act out another activity.

OE/OC

OE/OC

LG

P/LG

LC

LC



Unit 8: At the seaside. Session 2, SB and WB page 71 (Grammar 1)

Objectives:- Present and practise questions with Why? and matching answers with because.



Interaction



- Revise vocabulary connected with weekend activities.

- Draw the following objects on the board: swimming goggles, sunglasses, a bus, a computer. The pupils write the word in their notebooks.

WE LG LC


Worksheet 2: Why are you happy? (TRB, p. 47)

Lesson order

- Present questions with Why? and matching answers.

- Practise the new structure.


- Practise new structures and vocabulary.

- Practise new structures and

- Presentation: Take a pencil from a pupil and say: Can I use it, please? Encourage them to reply Yes, you can/ Fine/ OK. Repeat with more pupils. In pairs, pupils practise before the class.

- SB, p. 71, Act 1: Pupils read the questions and say the right answer as per the pictures.

- SB, p71, Act 2. CD4, 03. Grammar focus: Pupils listen to the questions and repeat them. The pupils reply.

- SB, p71, Act 3: In pairs, pupils practise as in the model. Supervise them. Ask a classmate aloud.

- AB, p. 71, Act 1 CD4, 04: Pupils listen to the CD, read the questions and mark the correct illustrations.

OC/OE

CO/EE/CL

RC/OE/OC

RC/OC/OE

RC/WE

LG/P

LG/P

LG

P/LG

Ind

LC

LC

LC

LC

LC

SB

WB

CD4



vocabulary.- AB, p. 71, Act 2: Pupils complete the questions as per the answers given.

RC/WE Ind LC

End of the

Lesson

- Revise the lesson vocabulary and structures.


- In pairs, pupils ask and answer the questions in AB activity 1.

- Extension (optional): In pairs, pupils write four questions with Why? About the story and their characters. Pupils exchange their questions with a classmate and answer them.

OC/OE

WE/OE

P

P

LC

LC


Unit 8: At the seaside. Session 3, SB and WB page 72 (Song)Objectives:

- Consolidate the vocabulary and grammar using a song: activities for the weekend and why/because.- Sing a song with the class.



Interaction

Competences



- Revise vocabulary about the weekend.

- Show a flashcard and in pairs pupils ask questions and give answers with Why? and Because…

OE P LCFlashcards: Weekend activities


Lesson order


- Practice oral and reading expression.

. Practice reading expression and comprehension.

- SB, p. 72, Act 1. CD4, 05: Pupils describe the illustration. The pupils listen to the song and read it. Pupils listen and repeat verse by verse. The pupils sing as a group. Pupils practice with the karaoke version and sing it in four groups.

- SB, p72, Act 2: Pupils complete the sentences to write more lines for the song.

- AB, p. 72, Act 1: Pupils write the questions for each picture.

- AB, p. 72, Act 2: Pupils link the answers with the questions they wrote in the previous activity.

RC/OE/OC

OC/RW

RC/WE

RC/OE

LG

LG/P

Ind

Ind

LC/CCE

LC

LC/CCE

LC

SB

WB

CD4

End of the Lesson

- Sing a song.


- The pupils sing the karaoke version.

- Extension (optional): Form a chain. Why are you learning English?… the following pupils answers and adds a further question with Why?

RC/OC/OE

OC/OE

SG

LG

LC

LC


Unit 8: At the seaside. Session 4, SB and WB page 73 (Grammar 2)

Objectives: - - Revise the grammatical structures learned during the year. - Develop the ability to reason: connecting.



Interaction

Competences



- Revise vocabulary about the academic year.

- Spell straight, biscuits, wallet, tidy, kitten,classroom, nurse, puzzle. The pupils write them in their notebooks. Correct as a group.

WE Ind LC


Worksheet 3: All about you (TRB, p. 48)

Lesson order

- Link.

- Practice questions and answers.

- Practise the question and answer forms.

- Consolidate the use of questions and answers.

- SB, p. 73, Act 1. Think!: Pupils read the questions and answers and link them. Pupils compare in pairs. Pupils listen to the CD and practise asking questions aloud. Pupils make gestures to show they have understood.

- SB, p. 73, Act 2: In pairs, pupils ask and answer questions, following the model.

- AB, p. 73, Act 1. CD4, 07: Pupils read the questionnaire and choose the answer. The pupils listen to the CD and check their answers.

- AB, p. 73, Act 2: Pupils replace the words in activity 1 with those on the list. In pairs, they ask each other and reply.

RC/OE/OC

OC/OE/RC

LC

RC/OE

LG/P

LG/P

Ind

Ind/P

LC/LL

LC

LC

LC/SCC

SB

WB

CD4

End of - Practise the - Pupils identify the unit in which they have studied LC LG LC


the Lesson

lesson structures. the question structures in PB activity 1.

- Extension (optional): Pupils ask and answer the questions from activity 2 with a different partner.

RC/OE/OC P LC


Unit 8: At the seaside. Session 5, SB and WB page 74 (Picture story)

Objectives: - Present an illustrated story (picture story).- Revise the unit language.



Interaction

Competences




- Write The Explorers on the board. Pupils talk about the last episode.

OC/OE LG LC


Lesson order



- Revise the story.


- SB, pp. 74-75, Act 1. CD4, 08: Explain put in order, sun sets, west and fit. Pupils listen to and pay attention to where each line is and what it says, where the lighthouse is, what they find there and what they do with the treasure. Pupils compare in pairs. Pupils listen and repeat.


- AB, p. 74, Act 1: Pupils read the sentences and say how they end.

- AB, p. 74, Act 2: Pupils read the summary of the story and complete it using words from the box.

- AB, p74, Act 3: Pupils read the lines and put the rhyme in order.

OC/RC/OE

OC/OE

RC/WE

RC/WE

WW/RC

GG/Ind/P

LG

Ind

Ind

Ind

LC

LC

LC

LC

LC

SB

WB

CD4


End of the Lesson


- Revise the whole story of the Explorers in Quick Minds 4.

- Act it out. Form groups of five and assign them characters. The pupils listen to the CD and repeat their role. The pupils practice in groups and act it out.

- Extension (optional): Divide the class into 9 groups. Each group revises a chapter from the Explorers' story. Ask each group what happens it its chapter.

OC/RC/OE

OC/OE

PG/GG

LG

LC

LC


Unit 8: At the seaside. Session 6, SB and WB page 75 (Picture story, values and phonics)

Objectives: - Talk about the meaning of the illustrated story (picture story).- Practise the sounds /ə/ and /əv/ in fixed expressions such as (cup) of (tea).- Revise the unit vocabulary and structures.- Encourage values in education: the importance of being altruistic.



Interaction

Competences



- Revise this episode of the story.

- The pupils remember the lines from the rhyme without looking in the book. They write them on the board.

OC/OE/RC LG LC


Lesson order


- Present the sounds /ə/ and /əv/ which appear in fix expression such as a (cup) of (tea).


- SB, p75. Act 2: Pupils listen to and read the story. Pupils answer the questions. Compare in pairs and correct as a group.

- AB, p. 75, Act 3: Read the sentence. Make sure the pupils differentiate between schwa /ǝ/. Pupils look for the cup in the story.

- SB, p. 75, Act 4. CD4, 09 Phonics: Pupils talk about the drawing. Pupils listen to and read the sentence in silence. Then pupils listen and repeat. Pupils identify the weak words and compare their pronunciation with that of emphasised words. Pupils repeat the sentence as a group and then in pairs.

- AB, p. 75, Act 1. CD4, 10: Pupils listen and write

CL/CO/EO/EE

CL/CO

EO/CO/CL

CO/EE/CL

LG/P

LG

GG/Ind/P

Ind

LC

LC

LC

LC

SB

WB

CD4


- Practise and consolidate the sounds /ə/ and /əv/ .

the missing sentences. Act out the dialogues with a classmate.

- AB, p. 75, Act 2: Pupils complete expressions of quantity.

- AB, p. 75, Act 3. CD4, 11: The pupils listen and check their answers in WB Act 2. Pupils repeat the sentences emphasising schwas, /ə/.

RC/WE

OC/OE

Ind

GG/Ind

LC

LC

End of the Lesson

- Revise non-accented words.

- Talk about the value of being altruistic.

- Practise WB Act 2 in pairs. Pupils think of more examples of simple phrases with non-accented words: the, and, of.

- Extension (optional): Ask in which situation the characters are altruistic. The pupils say why it is important to be altruistic and give examples from daily life. The pupils can use L1.

OE/OC

OE

P/LG

P/LG

LC

LC/SCC


Unit 8: At the seaside. Session 7, SB and WB page 76 (Skills)

Objectives: - Practice oral comprehension, reading comprehension and oral expression. - Develop the ability to reason: interpret pictures.



Interaction

Competences



- Learn about the geography of the United Kingdom.

- Write Wales on the board. Draw a triangle to represent Great Britain. Show the different regions.

OC LG LC

Worksheet 4: Questions game (TRB, p49)

Lesson order



- Find specific information in a text.

- PB, p76, Act 1 CD4, 12: Pupils listen to and answer the question.

- PB, p. 76, Act 2. Think!: Pupils look at the drawings and in pairs tell the story they show.

- AB, p. 76, Act 1: Pupils read the conversation and complete the sentences about it.

OC/OE

OE

WE

Ind/P/LG

P

Ind

LC

LC/LL

LC

SB

WB

CD4

End of the Lesson

- Develop written and oral expression.

- Pupils describe the stories in PB activity 2 in their notebooks.

- Extension (optional): Pupils read the dialogue in AB activity 1 in pairs. Pupils changes some words to make up new dialogues.

WE

OC

Ind

P

LC

LC


Unit 8: At the seaside. Session 8, SB and WB page 77 (Create that!)

Objectives: - Stimulate imagination using oral comprehension and play acting.- Following a chain of instructions. - Develop the ability to reason: imagining.



Interaction



- Revise activities for the weekend.

- In groups, de 4, each pair in the group writes a sentence in present continuous on a piece of paper and folds it. Pupils mime it and guess what it is.

OC/OE SG LC

Lesson order







- AB, p. 77, Act 1. CD4, 14: Listen to the instructions and demonstrate the actions.

- AB, p. 77, Act 2: Pupils read and number the sentences as fits.- AB, p. 77, Act 3: Demonstrate actions dictated by

OC

CE/EE

OE

OC

OC

OC/OE

Ind

Ind

Ind

Ind

SG

P

CL/CEC/LL

LC

LC

LC

LC

LC/SCC

SB

WB

CD4


a classmate in pairs.

End of the Lesson




- Extension (optional): - Write the AB Act2 sentences. The pupils make up a similar story by changing some words.

OE

OE

PG/GG

Ind

LC

LC/CCE


Unit 8: At the seaside. Session 9, SB and WB page 78 and 79 (Revise)Objectives:

- Revise vocabulary and structures from the last three units.- Reflecting about what you have learned.



Interaction

Competences




- Show theflashcards. Pupils name them aloud. In groups, they make up a sentence with each one of them.

OE Ind/P/LG LC Flashcards about the last

three units.

Lesson order

- Revise the vocabulary from the previous three units with a quizand a board game.

- Revise the vocabulary from the last three units.


- PB, p. 78, Act 1: Answer the quiz in pairs. They compare with other pairs. They look for the answers which they do not know. Correct.

- PB, p. 79, Act 1: In pairs, play the game Who? What? Where? Instructions on TB p. 163


- AB, p. 78, Act 2: Pupils read the sentences and mark the right word.

- AB, p78 Act 3 About me: Pupils write about their holidays, completing the text given.

- AB, p. 79, Act 1 CD4, 16: Pupils listen to and sing the song.

- AB, p. 79, Act 2. Get it right: Pupils read the

RC/OC/OE

OE/OC

RC/WE

OC

WE

OC/OE

LC

P/LG

P

Ind

Ind

Ind

Ind/GG

Ind

LC

LC/SCC

LC

LC

LC

LC/CCE

CL/SIEE/LL

SB

WB

CD4

Flashcards: School places,

Jobs and Weekend activities


sentences and mark the right word (was o were).

End of the Lesson

- Expressing preferences.

- Pupils reflect on what they have learned.

- Repeat thechant, the song or the game they have most enjoyed.

- Extension (optional): Pupils add two more questions and possible answers to the quiz.

OE

OE/OC

LG

SG

LC/CCE

LC


Unit 8: At the seaside. SB and WB pages 70 to 79Evaluation activities


Lesson 2Grammar 1

Lesson 3Song

Lesson 4Grammar 2

Lesson 5Story


Lesson 7Skills

Lesson 8 Creativity

Lesson 9Revision

ORAL COMPREHENSION

SB, p70, Act 1. CD4, 02

- AB, p. 71, Act 1, CD4, 04:

PB, p. 72, Act 1.CD4, 05

AB, p. 73, Act 1. CD4, 07

SB, p74-75, Act 1. CD4, 08

AB, p. 75, Act 1. CD4, 10

PB, p76, Act 1 CD4, 12

AB, p. 77, Act 1. CD4, 14

AB, p. 78, Act 1, CD4, 15

ORAL EXPRESSION

PB, p. 70, Act 2 PB, p. 71, Act 3

Worksheet 2: Why are you happy? (TRB, p. 47)

SB, p. 73, Act 2 PB, p. 76, Act 1

Worksheet 4: Questions game (TRB, p49)

PB, p. 77, Act 3PB, p. 79, Act 1


Worksheet 1: Weekend fun (TRB, p. 46)

AB, p. 72, Act 2

AB, p. 74, Act 2

PB, p. 75, Act 2

AB, p. 76, Act 1 AB, p. 77, Act

2AB, p. 78, Act 2

WRITING EXPRESSION

AB, p. 70, Act 2

AB, 71, Act 2 AB, p. 72, Act 1 Worksheet 3:

All about you (TRB, p. 48)

AB, p. 74, Act 1

AB, p. 76, Act 1

PB, p. 77, Act 2AB, p. 79, Act 3



Extra unit: Valentine’s Day. SB p. 82 (Festivals 3)

Objectives: - Teach Valentine's Day.- Develop oral comprehension, reading comprehension and written expression.



Interaction

Competences



- Teach Valentine's Day.

- Ask the pupils if they know how to celebrate Valentine's Day.

OE LG LC/CCE

Pupils copy the Valentine's Day vocabulary.

Lesson order


- Recite a poem as a group.

- SB, p. 82, Act 2, CD4, 21. Listen to, read and link the texts with the pictures.

- SB, p. 82, Act 2, CD4, 22. Listen to the poem and recite as a group.

OC

CL/CO

LG

GG/PG

LC

LC/CCE

SB

CD4

End of the Lesson


- Pupils draw one of the Valentine's cards from the text.

- Extension (optional): Pupils write their own love poems for Valentine's Day.

WE

WE

Ind

Ind

LC/CCE

LC/CCE

Card Colour pencils.


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