yazoo 1 teaching programme

7/23/2019 Yazoo 1 Teaching Programme

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Yazoo 1

Teaching Programme

Primary Education

Primary First

English

Teaching Programme – Yazoo 1



Starter UNIT.

Hello!

lha"et a#$z

Num"ers 1#1% & 'olours

I. ()*E'TI+ES

),('- 1. ,istening sea/ing and con0ersation

Participate in oral interactions:

- Identify and say the name of the characters of Yazoo!

- Introduce self and greet others.

- Say names and sounds of the alphabet (A-.

- Say "ords for each letter of the alphabet.

- #ount from $-$%.

- Say colour names.

&nderstand simple oral te'ts "ithin the classrooms conte't:

- )ecognize the characters.

- &nderstand common greetings.

- )ecognise and *no" names and sounds of the alphabet letters.

-

Identify "ords that begin "ith each letter of the alphabet.- )ecognize numbers from $-$%.

- Identify colours.

),('- . 2eading and 3riting

)ead simple "ords and phrases + Pre-reading acti,ities (ptional:

- e able to read common greetings.

- e able to read character names.

- e able to read letters of alphabet (A-.

- e able to read simple alphabet "ords.

- e able to read the numbers from $ to $%.

- e able to read names of colours.

/rite simple "ords and phrases- Pre-"riting acti,ities (ptional:- e able to "rite their names.

- e able to "rite letters of the alphabet in upper and lo"er case.

- e able to "rite numbers from $-$%.

- e able to trace names of numbers from $-$%.

),('- 4. -no3ledge o5 the language.

Identify0 apply and use the ,ocabulary of the unit:Teaching Programme – Yazoo 1



- 1reetings: Hello/Hi, I’m….What’s your name? 2y name3s40 1oodbye0 girl0

boy0 animals.

- 5etter sounds and names (A-

- Alphabet "ords: apple, ball, car, dog, egg, fish etc.

- 6umbers $-$%: 7o" many8

- #olours: red, yellow, green, blue, orange, pink, purple, black, white,

brown, grey.

&nderstand and apply grammar rules correctly.

5anguage structures:

What’s your name?, I’m ()ob.

!his is "!rumpet# He’s a "elephant#

$y name’s "%icky# &oodbye.5anguage to re,ie":

-6umbers from $ to $% 9Hello'

)ecepti,e language:

-e uiet!0 /e lo,e you!0 2r0 2iss-5et3s learn0 today

Interdisciplinary language:-numbers (one0 t"o0 three0 four0 fi,e0 si'0 se,en0 eight0 nine0 ten.

names "apple, ball, car, dog, egg, fish, gorilla, horse, insect, (elly, kite,lorry, monkey, nut, orange, pen, )ueen, rabbit, star, tree, umbrella, *iolin,

watch, fo+, yoyo, ebra#

colours "red, yellow, green, blue, orange, pink, purple, black, white,

brown, grey.

)ecognize and reproduce sounds0 rhythm0 accentuation0 and intonation:

-hant to practise letters of the alphabet.

;e,elop effecti,e language-learning practices.

-&se prior *no"ledge.

- <ollo" instructions

- )emember ne" "ords.

- 5ogical thin*ing: ordering "ords in alphabetical seuence.

- )eflect on their o"n "or* and self-e,aluate themsel,es at the end of the

&nit.

),('- 6. Socio#cultural asects and intercultural a3areness

)ecognize and learn basic forms of social interactions in a foreign language.

-

1reet and say goodbye in =nglish. Sho" a recepti,e attitude to"ards those "ho spea* a different language than

their o"n.

5earning about the language0 lifestyle and culture of =nglish-spea*ing "orld.




II. '(NTENTS


&nderstand simple oral messages to perform classroom tas*s.

5isten and understand simple oral messages.

Participate in oral interaction in real and pretend situations gi,ing ,erbal and

non-,erbal responses based on routines of communication.

Produce *no"n oral te'ts pre,iously through acti,e participation in songs0

presentations0 role-plays0 rhymes and guided interactions.

;e,elop basic strategies to understand and produce oral e'pressions.

>alue a foreign language as a tool for communication.


)ead simple "ords and phrases learned pre,iously in real and pretend situationsand oral interactions.

egin to use reading strategies: ,isual and ,erbal conte't.

/rite "ords and phrases0 pre,iously learned through oral interactions and

readings to be able to communicate and share information socially.

egin to use reading learning programmes.

Sho" interest in the care and presentation of "ritten "or*.


4.1. ,inguistic /no3ledge

egin to recognize and reproduce the sounds0 rhythm0 accentuation0 and

intonation.

- 5etter sounds of letters A-.

Identify and use the le'ical terms:

- 1irl0 boy0 animals.


- Singular regular nouns.

- What’s your name? I’m 4 .

-!his is….He’s a…he’s a…

- How many?

Associate global "riting0 pronunciation and meaning from "ritten e'amples.

1et familiar "ith the use of basic strategies of the production of "ritten te'ts

based on a model: chose the addressee0 the purpose and content.

Interest and curiosity in "idening *no"ledge related to the =nglish language in

different situations.




4.. 2e5lection on learning.


- &se prior *no"ledge.


- &se the s*ills of obser,ation.


- <le'ible thin*ing.

- Play a memory game.


&nit.



Sho" a recepti,e attitude to"ards those "ho spea* a different language than

their o"n. Interdisciplinary contents:

- 2aths: ?o count.

- Arts and music: #lap numbers0 label0 trace0 tic* and dra"0 sing a songabout alphabet letters.

- 5inguistic abilities: )ead and interpret flashcards.

III. )SI' '(7PETEN'ES

,inguistic cometenceAll sections and acti,ities of the &nit contribute to the de,elopment of the

communication aspect of the linguistic competence0 especially the acti,ities:

5isten and chant (Alphabet P pages @-$$0 5isten and and sing (7ello! P Page

0 5isten and point and say (6umbers P page $B.

Play a game (<lashcard and /ord and Picture games-2atch and trace alphabet

letters. P pages @-$$.

5isten to the story. ?hen act out (7ello! P Page C. Act out a story (7ello! P

Page .

8ata rocessing and digital cometence

• &se means of information and situations of di,erse types of communication

to combine communication and reading s*ills:

- Stic*ers0 cut-out0 etc (connect ,isual and te't information

Interpret and process information from tables and pictures.

- ?ic* charts for each lesson.




Practice and get familiar "ith a ,ariety of digital competences

and information throughout the course applying the components of the

methods:

- Acti,e ?each for Interacti,e /hiteboards -(interacti,e P and A0 audio

material0 digital flashcards0 "ord cards and story cards0 e'tra acti,ities0

interdisciplinary digital posters0 )eader0 interacti,e games0 do"nload P;<section "ith printables0 tests0 ,ideos "ith real characters related to the &nit0

Interacti,e board games0 a ,ersion a,ailable as a P;< "ith /or*sheets to

copy0 tests0 etc.

- Acti,e oo* (an Acti,e ?each ,ersion to use at home.

- #lass Audio #;s.

- #; )2s

- #ourse "eb page

'ultural and artistic cometence

- ?his competence is de,elop by "or*ing "ith the abilities and s*ills essential for

communication0 li*e:

-;ialogues and communication e'changes0 understanding "hat they transmit.

- Socialize and participate in class acti,ities0 playing0 building0 and accepting

classroom rules0 in pairs and in "hole group. (7ello! P pages C-

- 5earning to participate and cooperate "ith peers through acting out the story

of the unit. (7ello! P page .

5earning a foreign language implies the *no"ledge of cultural aspects lin*ed to

the spea*ers of that language. ?he story (7ello! P pages C- al"ays ma*es

reference to social aspects and ,alues of a democratic society.

?his competence is de,eloped through the *no"ledge of the interdisciplinary

sections related to the theme of the &nit.

- 5earn about colours (#olours P page $D.

e able to communicate the results of their o"n "or*: (Alphabet P pages @-$$.

,earning to learn cometence

?his competence is de,elop throughout the unit through the follo"ing acti,ities:

&nderstand and use learning strategies in the classroom: ;o a class sur,ey of

the colours learned in the unit (P page $D

&se their o"n abilities "or*ing in acti,ities indi,idually (P Alphabet pages @-

$$ "hile familiarizing "ith pre-reading and pre-"riting.

)eflect on "hat they ha,e learned and ho" they ha,e learned it: (#olours and

names of obEects P page $D.

&se the reference materials: reference bars in the P.

utonomy and ersonal initiati0e





e responsible "ith the "or* and acti,ities of the &nit0 by organizing their

personal "or* as a strategy for learning: /or* "ith stic*ers (Alphabet A page

@.

;e,elop social s*ills and character traits li*e respect0 cooperation and

team"or*: Sing songs0 rhymes and chants: Alphabet P pages @-$$0 7ello! P

page

;e,elop and ,alue personal ualities li*e initiati,e0 perse,erance and

o,ercoming difficulties: 7ello! Page

1et started on strategies to re,ie" and reflect on their o"n learning and self-

e,aluation.

Immerse in the language0 tradition and culture of the =nglish-spea*ing "orld

(#ommon greetings.

'ometence in interaction 3ith the hysical 3orld

Part of this competence is the a"areness of the physical spaceF its social

interactions and human acti,ities and abilities to interact in it.

- Sho" respect to others and themsel,es. : 1reetings and fare"ells. (G7ello!3

P pages C-.

- Percei,e and interact "ith the physical space throughout the *no"ledge of

cross-curricular lessons and interdisciplinary sections: ProEects "ith stic*ers0

cross-curricular "or*sheets (A page @.

- Social Studies: 5earning ho" to interact "ith others.

7athematical cometence

2athematical competence consists in the ability to use and relate numbers0 basic

number operations0 symbols0 and mathematical thin*ing. Also0 the use and*no"ledge of basic 2aths s*ills and concepts (different types of numbers0

measurements0 symbols0 geometry concepts0 among others.

?his competence is de,eloped in the &nit through:

- #ount0 Identify and use ,ocabulary about numbers.

Interersonal social and ci0il cometence

?his competence relates to building basic essential communication s*ills andlearning to interact "ith others in an appropriate manner0 regardless of theirbac*ground. Also0 understanding ho" to e'press opinions appropriately and

*no"ing ho" to beha,e in familiar situations of negotiation and transaction.


- ?a*e turns in "arm-up acti,ities (Alphabet H'-z P page $% and 6umbers $-$%

P page $B.




I+. TTENTI(N T( 8I+E2SITY

E9tra#ractice and e9tension acti0ities

Pupil and Acti,ity oo*F acti,ities and interacti,e games to practice for

language practice:

- <lashcards0 /ord cards0 #;s and #;-)om and )eader.

Acti,ity oo*:

- Pre-reading and pre-"riting acti,ities. Acti,ity oo* Alphabet stic*ers

?he )eader (in digital and print:

<lashcards and /ord cards (Alphabet flashcards A-0 numbers $-$%.

Story cards.

?eacher3s )esource 2aterials:

- /or*sheets to copy (classroom language

- #ross-curricular /or*sheets.

- 2ini <lashcards0 2ini /ord cards.

- Acti,ities for the song in 7ello!

- Interdisciplinary posters and stic*ers.

- ='tra practice and challenging acti,ities (for fast learners.

Acti,e ?each0 acti,ities and interacting games for language practice.

+. E+,UTI(N

Formati0e E0aluation

#onstant super,ision during class.

Summati0e e0aluation

Tests )e,ie" $ page BC (8iagnostic Test0 (?eacher3s Pac*.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit (Alphabet 5esson0 pages @-$$.

Pupil3s oo*:

-

E0aluation criteria:





Participate in oral interactions about familiar topics in common and predictable

situations:

- Identify and name Yazoo characters.

- 5earn to as* someone3s name and introduce themsel,es.

- &seF hello, goodbye.

-

Say numbers from $ to $%.- Say a chant (Alphabet.

- Sing a song (7ello!.

&nderstanding the main idea and most rele,ant details in oral te'ts "ith the

help of linguistic and non-linguistic elements related to the contents of the &nit:


- A chant (Alphabet letters

- A song (7ello!.

- A story "ith ,isual cues.

-


-)ead and identify "ords and simple phrases presented pre,iously in oral

form0 about familiar and interesting topics:


- e able to read phrases that e'press: number obEect.

/rite "ords0 common phrases and e'pressions "ith a purpose follo"ing a

model:

- e able to "rite their names.

- e able to trace and copy the numbers.

-


Identify0 apply and use the ,ocabulary of the unit and structures "ithin familiarconte'ts.

+oca"ulary

5earn and de,elop ,ocabulary (2e0ie3 1 Test0 page BC 8iagnostic Test-

?eacher3s oo*:

- 1reetings: Hello', &oodbye!

- #haracters: >ic*i0 )ob0 2r Jima0 2iss 2aru0 ?rumpet0 #abu0 Paco

-5etters A-

- 6umbers from $ to $%.

- (2e0ie3 1 Test0 page BC 8iagnostic Test-?eacher3s oo* colours-red0

green0 pin*0 blue

;rammar




- &nderstand and apply grammar rules correctly: 5anguage structures:

What’s your name?, I’m (>ic*i. ?his is (?rumpet 7e3s (an elephant

Phonics

)ecognize and reproduce sounds0 rhythm0 accentuation0 and intonation.

- ?he sounds of the letters of the alphabet

- ?he sounds b9p

2e5lection on learning.

&se basic strategies on learning to learn0 li*e as*ing for help0 use gestures "hile

communicating and identifying some personal aspects that might help them

learn.

=,aluate if basic teaching strategies are helping them in their learning process.(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit. (?he alphabet A- and

#olours pB-K.


?o sho" interest and curiosity for learning a foreign language and to recognize

the linguistic di,ersity as an opportunity to enrich their li,es.




UNIT 1: School things.

1a#It<s a "oo/

1"#Is it a encil=

I. ()*E'TI+ES



- As* and ans"er uestions about simple classroom items.

-

<ollo" simple commands. &nderstand simple oral te'ts "ithin the classrooms conte't:

- Identify obEects usually found in a classroom conte't.

- )e,ie" classroom language.



- e able to read the names of simple classroom obEects.

- )ecognise colour names.

/rite simple "ords and phrases- Pre-"riting acti,ities (ptional:

- e able to "rite simple colour descriptions about obEects.


Identify0 apply and use the ,ocabulary of the unit:

- School things: pencil0 boo*0 ruler0 bag0 pen0 rubber0 crayon0 pencil case.



- What is it? It’s a "book#

- Is it a pencil? es/0o.

)ecepti,e language:

- Here you are.

- !hank you.

- &uess again.

-I don’t know.

Interdisciplinary language:

- #olours0 bEects.

-


- Intonation used for )uestions and e+clamations1 What is it? 2ook, it’sa bag' It’s green. What is it?




- 3ecognise and use repetiti*e language and structure for game 4imon

ays’

- !he sounds of /b/p/ at the beginning of words.



-

<ollo" instructions- )emember ne" "ords.

- 5ogical thin*ing: #onnecting obEects "ith suitable colour adEecti,es to

describe them.


&nit.



- As* and ans"er simple uestions. What is it? It is…

Sho" a recepti,e attitude to"ards those "ho spea* a different language thantheir o"n.





II. '(NTENTS




















intonation.

- Initial letter sounds: 9b9p9


- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.


- Singular regular nouns.

- Simple colour adEecti,es.

-5uestions and answers4 .3/hat is it8 I don3t *no"3


















&nit.





- 2aths: ?o read and "rite numbers.

- Social Studies: school life.

- Arts and music: Sing a song0 dra".

- 5inguistic abilities: reading and interpretation of a story.




5isten0 point and say: 5esson $a It3s a boo* (P page $C0 5isten and sing:

5esson $b Is it a pencil8 (P page $@0

Play a game: 5esson $a Identify the obEects (P page $ and 5esson $b Is this

your (ruler8 (P page $K

5isten to the story. ?hen act out (5esson $a P page D.


&se means of information and situations of di,erse types of

communication to combine communication and reading s*ills:


-5oo* at pictures as a mean of information: (2y picture dictionary (P page LM.








methods:





copy0 tests0 etc.


- #lass Audio #;s.

- #; )2s

- #ourse "eb page


-?his competence is de,eloped by "or*ing "ith the abilities and s*ills essential forcommunication0 li*e:

- ;ialogues and communication e'changes0 understanding "hat they transmit

(Play P page $0 Play P page $K


classroom rules0 in pairs and in "hole group. (='tra ? page $0 e'tra ?

page $@

- 5earning to participate and cooperate "ith peers through acting out the storyof the unit. (P page $C.


the spea*ers of that language. ?he story al"ays ma*es reference to social

aspects and ,alues of a democratic society. ?his competence is de,eloped through the *no"ledge of the interdisciplinary


- 5earn about school obEects and describe them.

e able to communicate the results of their o"n "or*: (Acti,ity oo* page $$.



&nderstand and use learning strategies in the classroom: #ollect information

about the items in their school bag.

&se their o"n abilities "or*ing in acti,ities indi,idually (Acti,ity boo* pages M-

$% "hile familiarizing "ith pre-reading and pre-"riting.

)eflect on "hat they ha,e learned and ho" they ha,e learned it: (G/hat about

you8 A page $$ and P page $K.

&se the reference materials: 5abelled pictures in the P and Picture dictionary

P page LM.




egin to manage effecti,ely a set of strategies0 resources of intellectual "or*:

(Picture ;ictionary.

;e,elop critical thin*ing: (ProEects "ith stic*ers &nit $a0 )eference cross-

curricular lin*s G2y school P page $%D0 /or*sheet GI can do it!30 A acti,ities

pages M-$$




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit $a P page

$.


team"or*: Sing songs0 rhymes and chants: N/ho is it8 P page $@0 #hant

GSimon says3 ='tra in ? page $@.

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: ;ra"

round-up ? page $02ime round-up ? page $K0 ;ra" (A page $$.


o,ercoming difficulties: Acting out the story of the &nit P page D


e,aluation.


(school life.


Part of this competence is the a"areness of the physical spaceF its socialinteractions and human acti,ities and abilities to interact in it.

- Sho" respect to others and themsel,es: (Play0 P page



cross-curricular "or*sheets (#ross-curricular G2y school P page $%D0 P

stic*er acti,ity page $0 GI can do it3 "or*sheet on Acti,e ?each.

- Social Studies: learning about the places "here things belong to (School

obEects in the classroom.



number operations0 symbols0 and mathematical thin*ing. Also0 the use and

*no"ledge of basic 2aths s*ills and concepts (different types of numbers0measurements0 symbols0 geometry concepts0 among others.





- )ead and "rite numbers (A page $$


?his competence relates to building basic essential communication s*ills and

learning to interact "ith others in an appropriate manner0 regardless of theirbac*ground. Also0 understanding ho" to e'press opinions appropriately and*no"ing ho" to beha,e in familiar situations of negotiation and transaction.


- Play game in pairs0 listening and spea*ing to one another and ta*ing turns

appropriately (P page $.

- Play game in a small group0 listening and spea*ing to one another and ta*ing

turns appropriately (P page $K.



Pupils oo* (&nit $a and $b Pages $C-$K:

- Play the game (for 5esson of &nit $a and $b.

Acti,ity oo* (Pages M-$$:

- Pre-reading and pre-"riting acti,ities.

- Picture ;ictionary "ith *ey ,ocabulary stic*ers. (P page LM.


<lashcards and /ord cards (school obEects.

Story cards.

?eacher3s )esource 2aterials:- /or*sheets to copy.



- oard game.

- Acti,ities for the song in




)eference section acti,ities (&nit $ Ouiz:

+. E+,UTI(N



#omplete the numbered e'ercises. (&nit $a and unit $b.





Tests &nit $ Ouiz (8iagnostic Test0 (Acti,e ?each resources Section.

Sel5#e0aluation

Acti,ity oo*:

-Self-e,aluation acti,ity at the end of each &nit (G/hat about you830 page $$.

Pupil3s oo*:

- ?he game GIs it yours83 (page $K




situations:

-

Identify and name Yazoo characters.- 5earn to as* someone3s name and introduce themsel,es.

- &seF hello, goodbye.

- 6ame simple classroom obEects

- ;escribe the obEects using colour names (GIt3s green3

- Say a chant (GSimon says3.

- Sing a song (G/ho is it83.



- )ecognise the characters.

- )ecognise classroom obEects.

-A chant (GSimon says3

- A song (G"ho is it83.



)ead and identify "ords and simple phrases presented pre,iously in oral form0

about familiar and interesting topics. (Unit 1 >uiz ;iagnostic Test-Acti,e ?each

resources:

- e able to read names of classroom obEects.

- e able to read phrases that e'press: colour obEect.

/rite "ords0 common phrases and e'pressions "ith a purpose follo"ing amodel:


- e able to trace and copy "ords (ruler0 pencil0 crayon0 pencil case0 bag

-





Identify0 apply and use the ,ocabulary of the unit and structures "ithin familiar

conte'ts.

+oca"ulary

5earn and de,elop ,ocabulary (2e0ie3 1 Test0 pages BC-B 8iagnostic Test-

?eacher3s oo*:

- School obEects: pencil case0 ruler0 pencil0 rubber0 pen0 crayon0 bag

- #haracters: >ic*i0 )ob0 2r Jima0 2iss 2aru0 ?rumpet0 #abu0 Paco

;rammar

- &nderstand and apply grammar rules correctly: 5anguage structures:

/hat is it8 Is it a pencil? es it is.

Phonics


- ?he sound: 9b9p9 at the beginning of "ords.


&se basic strategies on learning to learn0 li*e as*ing for help0 use gestures "hilecommunicatingF use a picture dictionary and identifying some personal aspects

that might help them learn.

=,aluate if basic teaching strategies are helping them in their learning process.

(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit. (Acti,ity oo* G/hat about

you8 Page $$.

- Picture ;ictionary.

-),('- 6. Socio#cultural asects and intercultural a3areness






UNIT : Family.

a#This is my mum

"#Here<s Trumet.

Social Science#7y school

2e0ie3 1.

I. ()*E'TI+ES



- ?o as* and ans"er uestions about families.

- ?o gi,e simple instructions.

- ?o as* and ans"er uestions about different people "ho "or* in a school.



- &nderstand simple descriptions.

- )ecognise family ,ocabulary.

- )ecognise school ,ocabulary.

- )ecognise and use greetings.



- e able to read the names of the characters

- e able to read simple descriptions about the characters.

- e able to read family ,ocabulary.

- e able to read school ,ocabulary.

- e able to read simple greetings.



- e able to "rite family ,ocabulary.

- e able to "rite school ,ocabulary.



- <amily: mum0 dad0 sister0 brother0 friend0 elephant0 lion0 parrot.

- Pupil0 school0 teacher0 secretary0 coo*



- !his is my "mum/dad# he’s my…Who’s he/she? Teaching Programme – Yazoo 1



- Here’s …He’s/she’s a/n…

- Hello "6en#.

- How are you?

- I’m fine, thank you.

)ecepti,e language:

- orry'

- 0ice to meet you.

- 2et’s go and play.

- !his is my school.

- $rs.Interdisciplinary language:

- #haracter names: )ob0 >ic*y0 ?rumpet0 Paco and #abu.

-


- Intonation used for e+clamations1 orry'

- Intonation used for )uestions1 Who’s he? Is it dad?

- 2etter sounds r,p in chant 4Is spy’ "warmup acti*ity in !6 page 78#

-Initial letters1 m, d. s, b, p.





- 5ogical thin*ing: /or* out )ob and >ic*y3s path (P page B$.


&nit.



- 1reet and say goodbye in =nglish.

- As* and ans"er uestions about self and others.


their o"n.

5earning about the language0 lifestyle and culture of =nglish-spea*ing "orld

-In a family conte't

-In a school conte't.




II. '(NTENTS




















intonation.

- Initial letter sounds: 9m9d9s9b9p9


- <amily: mum, dad, brother, sister, friend.

- chool1 teacher, pupil, secretary, cook.

- 9+pressions1 !hank you. orry' 0ice to meet you.


-Proper nouns.

- Who’s she?

- !his is my "mum#.

- Here’s…"!rumpet#

- He’s an "elephant#
















- Play a game.

- #reate a proEect.


&nit.




their o"n.

Interdisciplinary contents:

- 2aths: ?o count.

- Social Studies: family life

- Social Sciences: school life.

- Arts and music: 2ime0 act out0 sing a song0 dra".

-5inguistic abilities: reading and interpretation of a story.




5isten and point and say (P page $M0 P page B%0 5isten and sing (P page

B%

Play a game (P page B$.

Presentation of a proEect (GYour proEect3 in Social Science section P pages BB-

BD

5isten to the story. ?hen act out (P page $M








5oo* at pictures and photographs as a mean of information: 2y

-picture dictionary (P page LM

-#ross-curricular lin*s (P page $%D. Interpret and process information from tables and pictures.




methods:



interdisciplinary digital posters0 )eader0 interacti,e games0 do"nload P;<

section "ith printables0 tests0 ,ideos "ith real characters related to the &nit0

Interacti,e board games0 a ,ersion a,ailable as a P;< "ith /or*sheets tocopy0 tests0 etc.

-Acti,e oo* (an Acti,e ?each ,ersion to use at home.

- #lass Audio #;s.

- #; )2s

- #ourse "eb page


- ?his competence is de,eloped by "or*ing "ith the abilities and s*ills essential for


- ;ialogues and communication e'changes0 understanding "hat they transmit.


classroom rules0 in pairs and in "hole group. (Play the game P page B$

-5earning to participate and cooperate "ith peers through acting out the storyof the unit. (Act out story P page $M.


the spea*ers of that language. ?he story al"ays ma*es reference to socialaspects and ,alues of a democratic society.



- 5earn about family and friends and their relationships to us.

- 5earn about people "ho "or* in a school and their relationships to us.

e able to communicate the results of their o"n "or*: ()ound-up Acti,ity oo*

page $ and G)e,ie" $3 self assessment A page $K.



&nderstand and use learning strategies in the classroom: ;ra" pictures of

family members and school staff "ith the ,ocabulary learned in the &nit.




&se their o"n abilities "or*ing in acti,ities indi,idually (P pages $M-B$ "hile

familiarizing "ith pre-reading and pre-"riting.


you83 A page $ and )e,ie" $ A page $K.

&se the reference materials: #ross-curricular lin*s0 Picture dictionary0 ?ic*

charts and picture diagrams in the P. egin to manage effecti,ely a set of strategies0 resources of intellectual "or*:

Picture dictionary (P page LM0 #ross-curricular lin*s P page $%D.

;e,elop critical thin*ing: (;ra" )ob and >ic*y3s path P page B$




personal "or* as a strategy for learning: ;ra"0 as* and ans"er (&nit Ba P

page $L0 GYour ProEect3 ;ra" and say (Social sciences lesson P page BD.


team"or*: Sing songs0 rhymes and chants: GI spy3 5esson Ba0 ? page $M and

sing G37ere3s43 (5esson Bb0 P page B%


(P page $L and GYour ProEect3 (P page BD.


o,ercoming difficulties: Acting out the story of the &nit P page $M.


e,aluation.


(<amilies and School life.




- Sho" respect to others and themsel,es:(/or* in teams to play the game0lesson Bb page B$


cross-curricular lessons and interdisciplinary sections: ProEects "ith"or*sheets (GI can do it3.

-Social Studies: ;escribe family and school relationships.




*no"ledge of basic 2aths s*ills and concepts (different types of numbers0

measurements0 symbols0 geometry concepts0 among others.?his competence is de,elop in the &nit through:




- )ead numbers.



learning to interact "ith others in an appropriate manner0 regardless of theirbac*ground. Also0 understanding ho" to e'press opinions appropriately and*no"ing ho" to beha,e in familiar situations of negotiation and transaction.



turns appropriately (P page B$.

- Presentation of proEect. Spea* and listen to classmates as they present proEect

"or* (P page BD.

-Play game "ith "hole class0 listening and spea*ing to one another and ta*ingturns appropriately ()ound-up G7angman3 ? page BD.



Pupils oo* (&nit Ba and Social Sciences section.:

-Students present their dra"ings of family members.

-Students present their dra"ings of school staff.

Acti,ity oo* (Pages $B-$@:- Pre-reading and pre-"riting acti,ities.

- Picture ;ictionary (P page LM.


<lashcards and /ord cards (family members.

Story cards.


- /or*sheets to copy.



- oard game.

-

/or*sheets.- Interdisciplinary posters and stic*ers.



+. E+,UTI(N






#omplete the numbered e'ercises. (P and A &nit Ba0 &nit Bb and Social sciences

section.


Tests &nit B uiz (8iagnostic Test. (Acti,e ?each resources section.

- Self-e,aluation acti,ity at the end of the &nit (GI can do it!3 "or*sheet

Sel5#e0aluation

Acti,ity oo*:

-

)e,ie" $ (A page $K- )e,ie" $ (P pages BC-B




situations:


-5earn to as* someone3s name and introduce themsel,es and othermembers of their family and friends.

- &seF hello, goodbye0 How are you?

- &seF than* you.

- Say a chant (GI spy3.

- Sing a song (G7ere3s43.

- Present a proEect (GYour proEect3 in social sciences section.




-

)ecognise family ,ocabulary.- )ecognise school ,ocabulary.

- A chant (GI spy3

- A song (G7ere3s43.







about familiar and interesting topics. (Unit >uiz 8iagnostic Test-Acti,e

?each resources section:

- e able to read family ,ocabulary.

- e able to read school ,ocabulary.

-

e able to read phrases that e'press: Introduction of obEect (G7e3s anelephant3


model (Acti,ity oo* pages $B-$:


- e able to trace0 number and copy family ,ocabulary.

- e able to trace0 number and copy school ,ocabulary.



conte'ts.

+oca"ulary

5earn and de,elop ,ocabulary:

- 1reetings: Hello', &oodbye!

- #haracters: ?rumpet0 Paco and #abu.

- Animals: elephant0 lion0 parrot

- <amily: mum0 dad0 sister0 brother0 friend.

- School: pupil0 school0 teacher0 secretary0 coo*.

;rammar

&nderstand and apply grammar rules correctly: Unit >uiz 8iagnostic Test-

(Acti,e ?each resources section )e,ie" $:

- 5anguage structures: !his is my mum/dad/brother/sister/teacher etc…

Here’s my bag/book/pencil case. 7o" are you8 -I3m fine.

Phonics

)ecognize and reproduce sounds0 rhythm0 accentuation0 and intonation.- ?he initial letters m0d0s0b0p.





UNIT 4: Pets.

4a#I<0e got a et

4"#Ha0e you got a et=

I. ()*E'TI+ES



- Identify and use ,ocabulary about animals.

- Identify and use ,ocabulary about colours.

- ?al* about pets.

- As* and ans"er uestions about animals.

- ?o use Gha,e got3.

- Sing a song (7a,e you got8

- Interacti,e acti,ities: cutouts0 stic*ers0 games etc.


- )ecognise ,ocabulary about animals.

- )ecognise the colours.

- &nderstand asic classroom instructions.

- A song (7a,e you got8

A story "ith ,isual clues G5oo* at my pet3 (P pages DM-DL

- &nderstanding uestions and ans"ers.



- e able to read ,ocabulary about animals.

- e able to read simple phrases.


- e able to trace0 copy and complete ,ocabulary about animals.



- Animals: pets0 hamster0 guinea pig0 rabbit0 cat0 dog0 sna*e0 bird0 parrot.

-#olours: orange0 grey0

- Phrases: ?han* you0 please.

- Ouestions and ans"ers: 7a,e you got a (pet8 -Yes0 I ha,e. +6o0 I

ha,en3t.



- I’*e got a "rabbit#

- I ha*en’t got a "hamster#




- 7a,e you got a (pet8

- Yes0 I ha,e a (pet96o0 I ha,en3t got a (pet.

)ecepti,e language:

- -an I see it please?

- es, of course.

- 5uick'

- nap.

- Here it is.

- $iaow, woof, hiss, sweet.


- #olours1 orange, grey.

- <nimals1 hamster0 guinea pig0 rabbit0 cat0 dog0 sna*e0 bird0

parrot.

- AdEecti,es: small0 big0 scary.


- Intonation of )uestions and answers1 -an I see it please? es, of

course

;e,elop effecti,e language-learning practices.- &se prior *no"ledge.



- Play a game.


&nit.



- As* and ans"er simple uestions about pets.


their o"n.





II. '(NTENTS




















intonation.

- )hythm and intonation.


- Animals: hamster0 guinea pig0 rabbit0 cat0 dog0 sna*e0 bird0 parrot.

- #olours: range0 grey


- Positi,e and negati,e statements (I3,e got a4I ha,en3t got a4

?his is my4- Positi,e uestions (7a,e you got a48

- Positi,e and negati,e ans"ers (Yes0 I ha,e got 46o0 I ha,en3t

got..
















- Play a game.


&nit.




their o"n.


- 2aths: ?o "rite numbers $-C.

- Arts and music: Sing a song about pets0 colour and dra".





5isten and point and say (P pages B@ and BM0 5isten and stic* (P page BK

5isten and sing (P page BM

Play a game (Snap! &nit Da P page BK and &nit Db P page BL.

5isten to the story. ?hen act out (P page B@.

5isten0 read and follo" the story G5oo* at my pet3 (P pages DM-DL.











and information throughout the course applying the components of themethods:


material0 digital flashcards0 "ord cards and story cards0 e'tra acti,ities0interdisciplinary digital posters0 )eader0 interacti,e games0 do"nload P;<




- #lass Audio #;s.

- #; )2s

- #ourse "eb page

'ultural and artistic cometence- ?his competence is de,elop by "or*ing "ith the abilities and s*ills essential for




classroom rules0 in pairs and in "hole group. (Snap! P page BK &nit Db

1ame P page BL


of the unit. (P page B@.


the spea*ers of that language. ?he story G5oo* at my pet3 (P pages DM-DL

Al"ays ma*es reference to social aspects and ,alues of a democratic society. ?his competence is de,eloped through the *no"ledge of the interdisciplinary


- 5earn about animals0 pets (P pages B@-BL.

e able to communicate the results of their o"n "or*: (A page B$ G7a,e you

got a pet83 and class sur,ey acti,ity (G)oundup3 ? page BL.



&nderstand and use learning strategies in the classroom: 2a*e a class pets

sur,ey using ,ocabulary learned in the unit.

&se their o"n abilities "or*ing in acti,ities indi,idually (A pages $M-B$ "hile


)eflect on "hat they ha,e learned and ho" they ha,e learned it: (G"hat about

you83 P page BL.




&se the reference materials: 2y picture ;ictionary (P page LM


(stic*ers0 cut-outs and picture dictionary.

;e,elop critical thin*ing: (#lass pets sur,ey-ma*e comparisons ? page BL


?his competence is de,eloped throughout the unit through the follo"ing acti,ities:


personal "or* as a strategy for learning: /or* "ith stic*ers (&nit Da P page

BK and cut-outs (P games pages BK and BL

;e,elop social s*ills and character traits li*e respect0 cooperation and team

"or*: play games (P pages BK and BL

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: #ut-out:

cards for GSnap!3 game P pages BK and BL


o,ercoming difficulties: Acting out the story of the &nit P page B@


e,aluation.


(Pets.




-Sho" respect to others and themsel,es:(As* and ans"er uestions politelyusing Gplease3 and Gthan* you3



cross-curricular "or*sheets.

- 5earn and reflect on care of pets0 animals etc. (P pages B@-BL.




*no"ledge of basic 2aths s*ills and concepts (different types of numbers0measurements0 symbols0 geometry concepts0 among others.?his competence is de,elop in the &nit through:

- #ount0 identify and "rite numbers.






learning to interact "ith others in an appropriate manner0 regardless of theirbac*ground. Also0 understanding ho" to e'press opinions appropriately and




turns appropriately (P page BK.

- Play game in pairs0 listening and spea*ing to one another and ta*ing turns

appropriately (P page BL.



Pupils oo* (&nit Da:-#utouts. (<or 5esson C &nit Da.-Story time $-G5oo* at my pet3 (P pages DM-DL

Acti,e oo*F acti,ities and interacti,e games to practice for language

practice:

- <lashcards0 /ord cards0 posters0 ,ideos and )eader.

Acti,ity oo* (Pages $M-B%:



<lashcards and /ord cards (Pets and animal names.

Story cards.




- #ard games.

- Acti,ities for the song.




+. E+,UTI(N



#omplete the numbered e'ercises (&nits Da0 Db.




- e able to trace0 copy and complete "ords about animals.



conte'ts.

+oca"ulary


- Animals: pet0 hamster0 guinea pig0 rabbit0 cat0 dog0 sna*e0 bird.

- #olours: pin*0 grey.

;rammar

&nderstand and apply grammar rules correctly:

-5anguage structures: Ha*e you? I’*e/ I ha*en’t

Phonics


- Intonation of e'pression and e'clamation (5oo*! Ouic*! Snap!



communicating0 use a picture dictionary and identifying some personal aspects



(Sel5#e0aluation:Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit. (G/hat about you83 A pageB$.







UNIT 6: Parts o5 the "ody.

6a#She<s got 5our legs

6"#Her eyes are "lue.

Social science: Peole are di55erent!

2e0ie3 .

Story Time 1#,oo/ at my et.

I. ()*E'TI+ES



- Identify and use ,ocabulary about animals using ha,e9ha,en3t got

- Identify and use ,ocabulary about parts of the body.

- )e,ise use of ,ocabulary about colours.

- As* and ans"er uestions about animals and parts of the body.

- ;escribe people and tal* about different features.

- Sing a song (G?his is my friend3


- )ecognize ,ocabulary about animals.

-)ecognise ,ocabulary about parts of the body.

- )ecognise ,ocabulary that describe facial features.

- )ecognise ,ocabulary about colours.

- &nderstand and follo" classroom instructions.

- A song (?his is my friend.

- A story "ith ,isual clues (5oo* at my pet.

- &nderstand uestions and ans"ers.



- e able to read and recognize ,ocabulary about animals.

-e able to read and recognize ,ocabulary about body parts.

- e able to read simple phrases.

- e able to read and follo" a story "ith ,isual clues about pets.


- e able to trace and copy ,ocabulary about body parts.

- ?race and copy simple phrases.






- ody parts: body0 arms0 legs0 "ings0 tail0 hair0 nose0 mouth0 eyes0 ears.

- AdEecti,es: long0 short0 straight0 curly0 small0 big0 scary.


5anguage structures:- /ho3s48

- She3s my friend. It3s (#abu

- He’s got "four legs#

- he hasn’t got "wings#.

- His/her "eyes are blue#

- I’*e got…"fair/long/short/curly# hair.

)ecepti,e language:

- 2ong= oh dear' It’s ok. >air, too= 2ook at…We’re all different,

people, school, true/false, try again' 2ose 7 point, well done.Interdisciplinary language:

- #olours: green0 bro"n0 red0 blue.

-


- Initial letter sounds 9*9g9

- 3hythm and intonation.





- 5ogical thin*ing: label tic* chart correctly0 ma*e connections bet"eenpictures and diagrams.

-)eflect on their o"n "or* and self-e,aluate themsel,es at the end of the&nit.


)ecognise and learn basic forms of social interactions in a foreign language.

- Introduce and describe other people.

- )ecognise that e,ery person is different.


their o"n.





II. '(NTENTS











)ead simple "ords and phrases learned pre,iously in real and pretend situations

and oral interactions.









intonation.

- )hythm and intonation.

- Initial letter sounds 9*9g9



- <d(ecti*es1 2ong, short, straight, curly, small, big, scary.

&nderstand and apply grammar rules correctly.- 7e3s got9 hasn3t got

- I3,e got9ha,en3t got.

- 7is97er (eyes are4










5oo* at photographs as a mean of information: (#ross-

curricular0 GPeople are different3 (P page $%D.

Interpret and process information from tables and pictures.- ?ic* charts for each lesson.







copy0 tests0 etc.


-#lass Audio #;s.

- #; )2s

- #ourse "eb page






classroom rules0 in pairs and in "hole group. (Play a game: &nit Cb and GPeople are different3


of the unit. (P page D%.



aspects and ,alues of a democratic society.



- ?al* about the fact that e,ery person is different (P pages DC and D.

e able to communicate the results of their o"n "or*: (GYour proEect3 P page

D.






&nderstand and use learning strategies in the classroom: ma*e a model

acti,ities "ith the ,ocabulary learned in the &nit.

&se their o"n abilities "or*ing in acti,ities indi,idually (A pagesBB-B "hile



you83 A page B. And )e,ie" B (A page BK and P pagesD@-DK &se the reference materials: #ross curricular lin*s P (page $%D egin to

manage effecti,ely a set of strategies0 resources of intellectual "or*: (2yPicture ;ictionary P (page LM.

;e,elop critical thin*ing: (Play the game G?rue or false3 )e,ie" B (P page DK




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit Cb A page

BC.


team"or*: Sing songs0 rhymes and chants: Gthis is my friend (P pageDB.


your friend (A page B ;ra" and say GYour proEect!3 (Social sciences section

P page D


o,ercoming difficulties: Social sciences G='tra3-;escribe themsel,es (? pageDC )eading story aloud G5oo* at my pet3 P page DM-DL


e,aluation.


(school life and society ,alues-G=,eryone is different3.




- Sho" respect to others and themsel,es:(?a*e turns in &nit Ca G5oo* and say

P page D$ Play game (&nit Cb P page DD


cross-curricular lessons and interdisciplinary sections: Poster proEects "ith

stic*ers0 cross-curricular "or*sheets (Social sciences section GPeople are

different.- Social Sciences: 5earning that e,eryone is different.









- #ount0 Identify and use numbers.

- Interpret simple tic* charts and flo" diagrams.



learning to interact "ith others in an appropriate manner0 regardless of their

bac*ground. Also0 understanding ho" to e'press opinions appropriately and*no"ing ho" to beha,e in familiar situations of negotiation and transaction.


- Play game in a pair0 listening and spea*ing to one another and ta*ing turns

appropriately (P page DD.


turns appropriately (P page D.


"or* (P page D.

- Play game "ith "hole class0 listening and spea*ing to one another and ta*ing

turns appropriately ()ound-up ? page D.



Pupils oo*:

- Social sciences acti,ity "ith cross-curricular lin* (P pages DC0 D and $%D

- 2y Picture ;ictionary (P pages LM-$%D and #;B ?rac* %@


practice:

-<lashcards0 /ord cards0 posters0 ,ideos and )eader.

Acti,ity oo*:


- Pages BB-BK

- Stic*ers (for 5esson of &nit Cb.


<lashcards and /ord cards (family members.

Story cards.Teaching Programme – Yazoo 1







- oard game.

-

Acti,ities for the song- /or*sheets for the Portfolio.




+. E+,UTI(N


-#onstant super,ision during class.

-#omplete the numbered e'ercises. (P pages D%-D.

-)e,ie" target ,ocabulary using Picture ;ictionary and #ross-curricular pages in P

pages LM-LL and $%D and also #;B ?rac*s % and %@.


Tests:

#Progress )e,ie" D C (8iagnostic Test0 (Acti,e ?each )esources section.

-&nit C uiz (Acti,e ?each )esources section.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit ()e,ie" B A page BK.

Acti,e ?each )esources section:

- NI can do it!3 "or*sheet.

Pupil3s oo*:

- Self-e,aluation acti,ity at the end of each &nit ()e,ie" B P pages D@-DK.







situations:

-Identify and use ,ocabulary about animals using ha,e9ha,en3t got-Identify and use ,ocabulary about parts of the body.

-)e,ise use of ,ocabulary about colours.

-As* and ans"er uestions about animals and parts of the body.

-;escribe people and tal* about different features.-Sing a song (G?his is my friend3



-)ecognize ,ocabulary about animals.-)ecognise ,ocabulary about parts of the body.

-)ecognise ,ocabulary that describe facial features.

-)ecognise ,ocabulary about colours.

-&nderstand and follo" classroom instructions.-A song (?his is my friend.

-A story "ith ,isual clues (5oo* at my pet.

-&nderstand uestions and ans"ers.


- )ead and identify "ords and simple phrases presented pre,iously in oral

form0 about familiar and interesting topics:

- e able to read the names of different body parts.

-

e able to read the names of different animals.- e able to read phrases that e'press: person and article.


model:


- e able to trace and copy animal names0 colours and body parts.

-



conte'ts:

+oca"ulary



- AdEecti,es: long0 short0 straight0 curly0 small0 big0 scary.

;rammar





- 5anguage structures: I’*e got/ha*en’t got, He/she’s

got/ha*en’t got…

Phonics


- ?he sound: 9*9g9.





=,aluate if basic teaching strategies are helping them in their learning process.(Sel5#e0aluation:

Acti,ity oo*:

-Self-e,aluation acti,ity at the end of each &nit. ()e,ie" B A page BK.

-Picture ;ictionary #ross curricular lin*s acti,ity "ith #;B ?rac*s% %@

Pupil3s oo*:

-Self-e,aluation acti,ity at the end of each &nit ()e,ie" B P pages D@-DK.

-







UNIT ?: Toys

?a#They<re cars

?"#re they your dolls=

I. ()*E'TI+ES



- Identify and use ,ocabulary about toys.


- As* and ans"er simple uestions about toys.

- Sing a song (GAre they your (dolls3

- Play a "ord chain game "ith toy ,ocabulary.


- )ecognise ,ocabulary about toys.

- )ecognise ,ocabulary about colours.

- )ecognise and understand simple uestions about toys.

- A song (GAre they your (dolls3

- A "ord chain game "ith toy ,ocabulary.



-e able to read ,ocabulary about toys.

- e able to read ,ocabulary about colours.

- e able to read understand simple uestions about toys.

- e able to read and follo" a story "ith ,isual clues.



- e able to trace0 copy and complete ,ocabulary about toys.



- ?oys: doll0 robot0 car0 teddy0 plane0 train0 ball0 puzzle.

&nderstand and apply grammar rules correctly.5anguage structures:

- What are they? !hey’re… What’s your fa*ourite toy? Is it a

"n#?

)ecepti,e language:

- Help', on’t worry, &uess again. es, they are, 0o, it isn’t..Interdisciplinary language:

- #olours: red0 green0 orange0 blue0 blac*0 pin*0 green0 yello".





- Intonation re)uired for )uestions and e+clamations.

- @ronounce the sounds /t/d/ at beginning of words.


-

&se prior *no"ledge.- <ollo" instructions


- 5ogical thin*ing: ?o match cards and play guessing game.


&nit.



- As* and ans"er simple uestions "hen playing games.


their o"n.





&se the reference materials: 2y Picture ;ictionary.

egin to manage effecti,ely a set of strategies0 resources of intellectual "or*.

;e,elop critical thin*ing: (2atch pictures and labels in unit b.




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit a P pageC$.


team"or*: Sing songs0 rhymes and chants: GAre they your (dolls8 &nit b0 NI3,e

got a (doll "ord chain unit b


&nit a A page BM and unit b A page D$


o,ercoming difficulties: Acting out the story of unit a.


e,aluation.


(?oys.




-Sho" respect to others and themsel,es:(?a*e turns "hen playing games.


cross-curricular lessons and interdisciplinary sections: ProEects "ith stic*ers.





?his competence is de,elop in the &nit through:

- #ount0 Identify and use ,ocabulary about toys and numbers.







bac*ground. Also0 understanding ho" to e'press opinions appropriately and




appropriately (P page C$.


turns appropriately (P page CD.



Pupils oo*:

- #utouts. (<or 5esson @ of &nit b.

Acti,e oo*F acti,ities and interacti,e games to practice for languagepractice:


Acti,ity oo* (pages BM-D$:


- Picture ;ictionary "ith stic*ers.


<lashcards and /ord cards (toys.

Story cards.



-#ross-curricular /or*sheets.


- oard game.





+. E+,UTI(N



#omplete the numbered e'ercises. (a b in P and A.






- GI can do it3 "or*sheet.

- &nit uiz.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of b- "hat about you8 /hat3s your fa,ouritetoy8 (A page D$



Participate in oral interactions about familiar topics in common and predictablesituations:


- Identify and use ,ocabulary about toys.


- As* and ans"er simple uestions about toys.

- Sing a song (GAre they your (dolls3

- Play a "ord chain game "ith toy ,ocabulary.




- )ecognise ,ocabulary about toys.

-)ecognise ,ocabulary about colours.

- )ecognise and understand simple uestions about toys.

- A song (GAre they your (dolls3

- A "ord chain game "ith toy ,ocabulary.




about familiar and interesting topics:

-e able to read ,ocabulary about toys.

-e able to read ,ocabulary about colours.-e able to read understand simple uestions about toys.-e able to read and follo" a story "ith ,isual clues.


model:


- e able to trace0 copy and complete ,ocabulary about toys.

-




UNIT @: Ha0ing 5un

@a#I can dra3

@"#'an you Aum=

Science: 7aterials

2e0ie3 4

I. ()*E'TI+ES



- Identify and use language for tal*ing about actions.

-As* and ans"er uestions about "hat people can do.

- Sing a song (G#an you483

- Sing a chant in the round (?he alphabet

- Identify and use language about materials.

- Identify and use language about toys.


- )ecognise language for tal*ing about actions.

- )ecognise language about materials.

- )ecognise language about toys.

- )ecognise animal names.

-&nderstand simple uestions about actions.

- A song (G#an you483

- A chant in the round (?he alphabet




- e able to read the numbers from $ to @.

- e able to read action ,ocabulary.

- e able to read animal ,ocabulary.

- e able to read ,ocabulary about materials.


- e able to "rite the numbers $ to @.

- e able to trace0 copy and complete action ,ocabulary.

- e able to trace0 copy and complete simple phrases.

- e able to trace0 copy and complete ,ocabulary about materials.






- Actions: dra"0 s*ip0 dance0 ride a bi*e0 sing0 Eump0 climb0 s"im0 fly

- 2aterials: metal0 plastic0 rubber0 "ood.


5anguage structures: can0 can3t0 Yes0 I can0 6o0 I can3t0 5oo* at4It3s4

?hey3re4

)ecepti,e language:- %ery good' !hat’s all right, up and down, round and round, but,

I’m not a…


- Animals: parrot0 insect0 cat0 sna*e0 fish0 bird.

- ?oys: puzzle0 train0 robot0 doll0 ball.


- 3hythm, accentuation and intonation of alphabet chant.

- ounds of /t/d/ at the beginning of words.



-<ollo" instructions


- 5ogical thin*ing: patterns (in order to sing chant in the round.


&nit.



- 1reet0 as* simple uestions and praise others in =nglish.

Sho" a recepti,e attitude to"ards those "ho spea* a different language thantheir o"n.





II. '(NTENTS




















intonation.

-3hythm, accentuation and intonation of alphabet chant.ounds of /t/d/ at the beginning of words.


- Actions: dra"0 s*ip0 dance0 ride a bi*e0 sing0 Eump0 climb0 s"im0 fly

- 2aterials: metal0 plastic0 rubber0 "ood.

-Animals: parrot0 insect0 cat0 sna*e0 fish0 bird.

-?oys: puzzle0 train0 robot0 doll0 ball.


- Present tense ,erbs.

- Singular nouns.

- AdEecti,es-It3s (plastic

- can0 can3t.

- Yes0 I can0 6o0 I can3t.




- 5oo* at4

- It3s4?hey3re4



based on a model: chose the addressee0 the purpose and content. Interest and curiosity in "idening *no"ledge related to the =nglish language in







-)emember ne" "ords.


- Play a game.

- )eflect on their o"n "or* and self-e,aluate themsel,es at the end of the&nit.




their o"n.

Interdisciplinary contents:- 2aths: ?o count.

- Sciences: materials.

- Arts and music: ma*e a poster about materials0 chant0 sing a song about

actions0 dra".





5isten and chant (Alphabet "arm up in @a P page CC0 5isten and sing (G#an

you483 in @b P page C@0 ;ra" and say (Your proEect in Sciences section P

page CL

Play a game (&nit @a P page C and unit @b P page CK.

5isten to the story. ?hen act out ( &nit @a P page CC.








?his competence relates to building basic essential communication s*ills andlearning to interact "ith others in an appropriate manner0 regardless of their





appropriately (P page CK.


turns appropriately (P page C.


"or* (P page CL.


appropriately ()ound-up ? page CL.



Pupils oo*:

- #utouts. (<or 5esson @ of &nit @a P page C.


practice:


Acti,ity oo* (pages DB-D@:


- Acti,ity "ith stic*ers. (Page DC.


<lashcards and /ord cards (Actions.

Story cards.








- oard game.





+. E+,UTI(N



#omplete the numbered e'ercises. (&nits @a0 @b Science: materials.


)e,ie" D -;iagnostic ?est. (P pages%-$

&nit @ uiz (Acti,e ?each )esources section.

Progress )e,ie" @ (Acti,e ?each )esources section.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit @b ()e,ie" D Page DK.

- G/hat about you8 (Page D

Pupil3s oo*:

- Picture dictionary (P pages LL-$%D and #;B (?rac*s BL and D% to self-re,ie"

target ,ocabulary.




situations:

-Identify and use language for tal*ing about actions.

-As* and ans"er uestions about "hat people can do.-Sing a song (G#an you483

-Sing a chant in the round (?he alphabet

-Identify and use language about materials.




-Identify and use language about toys.



- )ecognise language for tal*ing about actions.

- )ecognise language about materials.

-

)ecognise language about toys.- )ecognise animal names.

- &nderstand simple uestions about actions.

- A song (G#an you483

- A chant in the round (?he alphabet



• )ead and identify "ords and simple phrases presented pre,iously in oral

form0 about familiar and interesting topics ()e,ie" D ;iagnostic tests in P

and A:

-e able to read the numbers from $ to @.-e able to read action ,ocabulary.-e able to read ,ocabulary about toys.

• /rite "ords0 common phrases and e'pressions "ith a purpose follo"ing a

model ()e,ie" D ;iagnostic tests in P and A:

- e able to "rite the numbers $ to @.

- e able to trace0 copy and complete action ,ocabulary.

- e able to trace0 copy and complete toy ,ocabulary.

- e able to trace0 copy and complete simple phrases.



conte'ts:

+oca"ulary


-Actions: dra"0 s*ip0 dance0 ride a bi*e0 sing0 Eump0 climb0 s"im0 fly-?oys: puzzle0 train0 robot0 doll0 ball.

;rammar

• &nderstand and apply grammar rules correctly:

#5anguage structures: can0 can3t0 Yes0 I can0 6o0 I can3t0 5oo* at4It3s4

?hey3re4




Phonics


3hythm, accentuation and intonation of alphabet chant.ounds of /t/d/ at the beginning of words.



communicatingF use a picture dictionary and identifying some personal aspects



(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit @b ()e,ie" D Page DK.

- G/hat about you8 (Page D

Pupil3s oo*:

- Picture dictionary (P pages LL-$%D and #;B (?rac*s BL and D% to self-re,ie"target ,ocabulary.


?o sho" interest and curiosity for learning a foreign language and to recognizethe linguistic di,ersity as an opportunity to enrich their li,es.




UNIT B: Home

Ba#She<s in the "athroom.

B"#Is he in the garden=

I. ()*E'TI+ES



- ?al* about "here people are in the house.

- As* and ans"er uestions about "here people are.

- Identify and use ,ocabulary about home and garden.

- Identify and use animal names.

- Identify and use numbers $-$%.

- Identify and use character names.

- Sing a song ()e,ie" &nit @b and sing in unit Kb GIs he in the garden83



- )ecognise ,ocabulary about home and garden.

- )ecognise people names.

- )ecognise simple uestions and ans"ers.


- )ecognise numbers $-$%.

- A song ()e,ie" &nit @b and sing in unit Kb GIs he in the garden83



- e able to read ,ocabulary about house and home.

- e able to read simple uestions (G/here3s4(mum8 And ans"ers (She3s

in 4

- e able to read animal names.


- e able to read and follo" a story "ith ,isual clues.


-e able to "rite their names.

- e able to trace0 copy and complete ,ocabulary about people.

- e able to trace0 copy and complete ,ocabulary about home and garden.


- e able to "rite numbers $-$%.






- 7ome: bedroom0 bathroom0 *itchen0 li,ing room0 house.

- 1arden: garden0 tree.



- Where is…? Where are…?

-

He’s/she’s/I’m in the "li*ing room#. He/she isn’t in "thebathroom#.

- Is4in the48

- Yes0 it9he9she is. 6o0 it9he9she isn3t.

)ecepti,e language:

- -an’t I can’t find…

- 6ubbles.

- 2o*ely. 3eady.

- I’m here.

- ee.


- Animals: rabbit0 cat0 sna*e0 dog.

)ecognise and reproduce sounds0 rhythm0 stress and intonation:

- 3hythm, stress and intonation used for )uestions and answers 42isten

and $atch’ acti*ity "<6 page ;A#.

- tress and intonation re)uired for mimicking *oices when acting out

the story in unit Ba.

- ?he sounds: /Q9R9




-)emember ne" "ords.

- 5ogical thin*ing: ?o locate animal in the game in unit Kb.


&nit.



- As* and ans"er uestions about "here things are in =nglish.


their o"n. 5earning about the language0 lifestyle and culture of =nglish-spea*ing "orld.















- Play a game.


&nit.




their o"n.


- 2aths: ?o count.

- Social Studies: home life.

- Arts and music: sing a song0 dra".

-5inguistic abilities: reading and interpretation of a story.


,inguistic cometence

All sections and acti,ities of the &nit contribute to the de,elopment of the


5isten point and say (P pages B C 5isten and sing (P page C

Play a game (P pages D .

5isten to the story. ?hen act out (P page B.





Interpret and process information from tables and pictures.Teaching Programme – Yazoo 1



- ?ic* charts for lesson D &nit Kb.








- #lass Audio #;s.

- #; )2s

- #ourse "eb page

'ultural and artistic cometence- ?his competence is de,elop by "or*ing "ith the abilities and s*ills essential for




classroom rules0 in pairs and in "hole group. (Play the games in units Ka

Kb


of the unit. (&nit Ka.



aspects and ,alues of a democratic society. ?his competence is de,eloped through the *no"ledge of the interdisciplinary


- 5earn about places (in the house and garden.

e able to communicate the results of their o"n "or*: (G;ra" yourself and a

friend and "rite3 A page C$.



&nderstand and use learning strategies in the classroom.

&se their o"n abilities "or*ing in acti,ities indi,idually (A pages DM-C$ "hile


)eflect on "hat they ha,e learned and ho" they ha,e learned it: (G;ra" yourself

and a friend and "rite3 A page C$.

&se the reference materials: (>ocabulary 5ists.


(Picture dictionary in the P..





learning to interact "ith others in an appropriate manner0 regardless of theirbac*ground. Also0 understanding ho" to e'press opinions appropriately and




appropriately (P page D.


turns appropriately (P page .



Pupils oo* (pages B-:

-Picture ;ictionary (page $%%.

-#utouts. (<or 5esson @ &nit Ka page D.-Stic*ers (for lesson C &nit Ka page D.


practice:


Acti,ity oo* (pages DM-C$:



<lashcards and /ord cards (7ome and garden.

Story cards.





- oard game.





+. E+,UTI(N



#omplete the numbered e'ercises. (&nits Ka Kb.





Tests &nit K uiz (8iagnostic Test0 (Acti,e ?each resources section.

Sel5#e0aluation


- Self-e,aluation acti,ity at the end of each &nit (GI can do it!3 "or*sheet




situations:-?al* about "here people are in the house.

-As* and ans"er uestions about "here people are.

-Identify and use ,ocabulary about home and garden.-Identify and use animal names.

-Identify and use numbers $-$%.

-Identify and use character names.


help of linguistic and non-linguistic elements related to the contents of the &nit:- )ecognise the characters.

- )ecognise ,ocabulary about home and garden.

- )ecognise people names.

- )ecognise simple uestions and ans"ers.


- )ecognise numbers $-$%.



about familiar and interesting topics:-e able to read ,ocabulary about house and home.-e able to read simple uestions (G/here3s4(mum8 And ans"ers (She3s in 4

-e able to read animal names.

-e able to read the numbers from $ to $%.

-e able to read and follo" a story "ith ,isual clues.


model:





- e able to trace0 copy and complete ,ocabulary about people.

- e able to trace0 copy and complete ,ocabulary about home and garden.


- e able to "rite numbers $-$%.



conte'ts.

+oca"ulary


-7ome: bedroom0 bathroom0 *itchen0 li,ing room0 house.

- 1arden: garden0 tree.

- 6umbers from $ to $%.

-Animals: rabbit0 cat0 sna*e0 dog.

;rammar


- 5anguage structures: Where is…? Where are…?

- He’s/she’s/I’m in the "li*ing room#. He/she isn’t in "the

bathroom#.

- Is4in the48

-Yes0 it9he9she is. 6o0 it9he9she isn3t.

Phonics


-?he sounds: /Q9R9



communicatingF use a picture dictionary and identifying some personal aspectsthat might help them learn.


(Sel5#e0aluation:





-&nit K uiz

-GI can do it3 "or*sheet.







II. '(NTENTS



















egin to recognize and reproduce the sounds0 rhythm stress and intonation.

!he sounds1 /Q9R9


-7ome obEects: house0 table0 bed0 chair0 cupboard0 floor0 door0 bo'0 shelf.-6umbers: one0 t"o0 three0 four0 fi,e0 si'0 se,en0 eight0 nine0 ten0 ele,en0

t"el,e0 thirteen0 fourteen0 fifteen0 si'teen0 se,enteen0 eighteen0 nineteen0

t"enty.

-School obEects: boo*0 pencil0 crayon0 bag0 robot.

-People: girl0 boy.-?oys: car0 teddy0 doll.

-Animals: cat0 dog0 rabbit0 hamster.


3egular singular and plural nouns.

@repositions1 on/in/under.

Where are "my ob(ects#? !hey’re "not# in/on/under.









curricular0 (P page $%D.





methods:





copy0 tests0 etc.- Acti,e oo* (an Acti,e ?each ,ersion to use at home.

- #lass Audio #;s.

- #; )2s

- #ourse "eb page


- ?his competence is de,eloped by "or*ing "ith the abilities and s*ills essential forcommunication0 li*e:


- Socialize and participate in class acti,ities0 playing0 building0 and acceptingclassroom rules0 in pairs and in "hole group. G='tra3 (? pages @0 K0 M

Play game (P pagesL0 @$


of the unit. (G/here3s 2olly8 P pages @C-@.


the spea*ers of that language. ?he story (G/here3s 2olly83 al"ays ma*es

reference to social aspects and ,alues of a democratic society.



-

5earn about obEects and "here they are *ept at home and in school. e able to communicate the results of their o"n "or*: GYour proEect3 (P page

@$.






&nderstand and use learning strategies in the classroom: ma*e a portfolio "ith

the ,ocabulary learned in the &nit.

&se their o"n abilities "or*ing in acti,ities indi,idually (A pages CB-C@ "hile


)eflect on "hat they ha,e learned and ho" they ha,e learned it: )e,ie" C (A

page CK. &se the reference materials: #ross-curricular (P page $%D


(Picture ;ictionary P page $%%.

;e,elop critical thin*ing: (G<ind the difference3 )e,ie" C P page @D.


?his competence is de,eloped throughout the unit through the follo"ing acti,ities:


personal "or* as a strategy for learning: /or* "ith stic*ers cut-outs (&nit MbA page CC P page L.


"or*: Sing songs0 rhymes and chants: G5et3s ?idy up!3 (P page M0 It3s a (redhouse4It3s number (thirteen (P page @%.

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: 2ime

G='tra3 ? page @0 GPresent: GYour proEect3 (P page @$.


o,ercoming difficulties: Acting out the story of the &nit P pages @C-@.


e,aluation.


(school and home life.




- Sho" respect to others and themsel,es: 5isten and respond appropriately to

classmates (Presentations of GYour proEect3

Percei,e and interact "ith the physical space throughout the *no"ledge of


cross-curricular "or*sheets (&nit Mb A page CC P page L.- Social Studies: learning about the places "here things belong to (G?idy up the

toys (P pages M-L.


2athematical competence consists in the ability to use and relate numbers0 basicnumber operations0 symbols0 and mathematical thin*ing. Also0 the use and







- oard game.

- Acti,ities for the song




+. E+,UTI(N



#omplete the numbered e'ercises. (P pages@-@.


Tests )e,ie" C (8iagnostic Test0 (P pages @B-@D.

Acti,e ?each resources section:

Progress )e,ie" K M.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit. ()e,ie" C Page CK.

Pupil3s oo*:

Picture ;ictionary (P page $%%-$%D and #;B ?rac* D C.


- GI can do!3 "or*sheet.

-&nit M uiz.







situations:


- Identify and say the name of obEects.

- Identify and say the name of animals.

-

Identify and say names of places in the home.- As* and ans"er uestions about "here things are.

- As* and ans"er uestions about things and "hose they are.

- Identify0 say and count numbers $$-B%.

- Sing a song G5et3s tidy up3 (P Page M.

- Say a chant GIt3s a (red house. It3s number43 (P page @%.



- )ecognise the names of obEects.

- )ecognise the names of animals.

- )ecognise the names of places in the home.

- &nderstand uestions and ans"ers about "here things are.

-&nderstand uestions and ans"ers about things and "hose they are.

- 6umbers $$-B%.

- Song G5et3s tidy up3 (P page M.

- #hant GIt3s a (red house. It3s number43 (P page @%.




- e able to read the numbers from $-B%.

- e able to read ,ocabulary about obEects.

-e able to read ,ocabulary about places in the home.

- e able to read simple uestions and ans"ers.

- e able to read a story "ith ,isual clues.

e able to trace0 copy and complete ,ocabulary about places in the home. /rite

"ords0 common phrases and e'pressions "ith a purpose follo"ing a model:


- e able to "rite the numbers $-B%.

- e able to trace0 copy and complete ,ocabulary about obEects.



conte'ts.

+oca"ulary





-7ome obEects: house0 table0 bed0 chair0 cupboard0 floor0 door0 bo'0 shelf.

-6umbers: one0 t"o0 three0 four0 fi,e0 si'0 se,en0 eight0 nine0 ten0 ele,en0t"el,e0 thirteen0 fourteen0 fifteen0 si'teen0 se,enteen0 eighteen0 nineteen0

t"enty.

-School obEects: boo*0 pencil0 crayon0 bag0 robot.

-People: girl0 boy.-?oys: car0 teddy0 doll.

-Animals: cat0 dog0 rabbit0 hamster.

;rammar


- 5anguage structures: Where are "my ob(ects#? !hey’re "not#in/on/under.

- Is this your…? <re they your…?

- @ut your "ob(ect# in/on/under the "place#.

-

Phonics

)ecognize and reproduce sounds0 rhythm0 stress and intonation.

!he sounds1 /Q9R9



communicatingF use a picture dictionary and identifying some personal aspects



(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit. ()e,ie" C Page CK.

Pupil3s oo*:

Picture ;ictionary (P page $%%-$%D and #;B ?rac* D C.


- GI can do!3 "or*sheet.

- &nit M uiz.





UNIT : Food and drin/

a#I li/e salad

"#8o you li/e sand3iches=

I. ()*E'TI+ES



-Identify and say the name of food and drin*.-Identify and say the name of characters.

-As* and ans"er uestions about li*es and disli*es.

-As* for (food9drin*.

-Sing a song G;o you li*e483 (P Page @M.



- )ecognise and use the ,ocabulary for names of food and drin*.

- )ecognise and understand uestions and ans"ers.

- A song G;o you li*e483 (P Page @M.



- e able to read the unit ,ocabulary.

-e able to read a story "ith ,isual clues.

- e able to read uestions and ans"ers.



- e able to trace0 copy and complete the unit ,ocabulary.

- e able to "rite letters-?9<.



- <ood and drin*: hungry0 "ater0 chic*en0 cheese0 salad0 biscuits0 sand"ich0

crisps0 apples0 tomatoes.


- I like/don’t like "salad#.

- o you like "sandwiches#?

- es, I do. /0o, I don’t.

- -an I ha*e some "water# please?

)ecepti,e language:

- >ood




II. '(NTENTS




















intonation.

Initial letter sounds "of names of food in unit#.!he sound1 /t ʃ 9


-<ood and drin*: hungry0 "ater0 chic*en0 cheese0 salad0 biscuits0 sand"ich0



-Plural regular nouns.

- I like/don’t like "salad#.





















&nit.




their o"n.


- 2aths: ?o count0 ma*e a class sur,ey.


- Arts and music: Sing a song0 dra"0 act0 mime.






5isten0 point and say (P pages @@0 @M0 5isten and sing (P page @M.

Play a game (P page @K and @L.

5isten to the story. ?hen act out (P page @@. Act out being in a restaurant (P

page @K. $ime " ? G='tra3 Page @@ #






curricular0 (P page $%C.Teaching Programme – Yazoo 1




you83 A page $.

&se the reference materials: #ross curricular (P page $%C.


(Picture ;ictionary (P page $%$.

;e,elop critical thin*ing: (2atch names to food




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit La P page

@K. /or* "ith cut-outs (P pages @K0 @L.


team"or*: Sing songs0 rhymes and chants: Sing song (P page @M.

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: Act out

being in a restaurant G='tra3 (? page @K. ;ra" (A page CM0 $.


o,ercoming difficulties: Acting out the story of the &nit P page @@.


e,aluation.


(school life9 food and restaurants.



- Sho" respect to others and themsel,es: 5isten and share as others read0

spea*0 mime etc.




- Social Studies: learning about foods and personal preferences.


2athematical competence consists in the ability to use and relate numbers0 basicnumber operations0 symbols0 and mathematical thin*ing. Also0 the use and*no"ledge of basic 2aths s*ills and concepts (different types of numbers0



- #ount0 Identify and use ,ocabulary about numbers (,ote and ma*e a class

sur,ey.










appropriately (P pages @K0 @L.

- Act out being in a restaurant in a small group0 listening and spea*ing to one

another and ta*ing turns appropriately (? page @K.

- Act out the story "ith "hole class0 listening and spea*ing to one another and

ta*ing turns appropriately (P page @@.



Pupils oo* (&nits La Lb:

- #utouts. (<or 5essons @ of &nit La and unit Lb page @L.

- Picture ;ictionary (P page $%$.


practice:


Acti,ity oo* (pages CM-$:



<lashcards and /ord cards (food and drin*.

Story cards.


-

/or*sheets to copy.- #ross-curricular /or*sheets.


- oard game.








+. E+,UTI(N



#omplete the numbered e'ercises. (P pages @@-@L.


- Tests &nit L Ouiz.

(Acti,e ?each )esources section.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit. (/hat about you8 Page

$.

- Acti,e ?each )esources section:

- GI can do it! /or*sheet.




situations:

-Identify and name Yazoo characters.

-Identify and say the name of food and drin*.

-Identify and say the name of characters.-As* and ans"er uestions about li*es and disli*es.

-As* for (food9drin*.

-Sing a song G;o you li*e483 (P Page @M.




- )ecognise and use the ,ocabulary for names of food and drin*.

- )ecognise and understand uestions and ans"ers.

- A song G;o you li*e483 (P Page @M.







- e able to read the unit ,ocabulary.


- e able to read uestions and ans"ers.


model:


- e able to trace0 copy and complete the unit ,ocabulary.

- e able to "rite letters-?9<.



conte'ts.

+oca"ulary


- <ood and drin*: hungry0 "ater0 chic*en0 cheese0 salad0 biscuits0 sand"ich0


;rammar


- 5anguage structures: I like/don’t like "salad#.




Phonics

)ecognize and reproduce sounds0 rhythm0 stress0 and intonation.

Initial letter sounds "of names of food in unit#.!he sound1 /t ʃ 9







- 7obbies: dancing0 sport0 football0 *arate0 gymnastics.

- Instructions: turn0 sha*e0 left0 right.

- <ood: rice0 bread0 mil*0 plant0 sausages.


- o you like "dancing#?


- tand up. it down.

- It’s from animals/plants.

)ecepti,e language:

- 1ood at0 I3m stuc*.

- I lo*e…

- -hips.

)ecycled language:

- Instructions1 put, high, low.

-<ood: eggs0 orange0 apple0 salad0 crisps0 fish0 chic*en0tomatoes0 cheese0 fa,ourite0 animal.

- <a,ourite0 animal

)ecognize and reproduce sounds0 rhythm0 stress and intonation:

!he sound1 /t ʃ 9





- 5ogical thin*ing: 2a*e connections0 match "ords and pictures.

-)eflect on their o"n "or* and self-e,aluate themsel,es at the end of the&nit.



- As* and ans"er uestions in =nglish.


their o"n.





II. '(NTENTS




















intonation.

!he sound1 /t ʃ 9


-7obbies: dancing0 sport0 football0 *arate0 gymnastics.

-Instructions: turn0 sha*e0 left0 right.

-<ood: rice0 bread0 mil*0 plant0 sausages.

-&nderstand and apply grammar rules correctly.

-

o you like "dancing#? - es, I do. /0o, I don’t.

- tand up. it down.

- It’s from animals/plants.
















- Play a "ord chain game.


&nit.




their o"n.


- 2aths: ?o count0 *eep a tally chart.

- Social Studies: Sports9hobbies.

- Arts and music: Sing a song0 dra"0 act out0 mime.

- 5inguistic abilities: )eading and interpretation of a story. Presentation of aproEect.

-Science: <ood and "here it comes from (animal9plant.




5isten and sing (P page KB0 5isten0 point and say (P pages K%0 KB.

Play a game (P page K and P page KK.

5isten to the story. ?hen act out (P page K%. 2ime actions (P page K% KB.

Present a proEect (P page K.




- Stic*ers0 cut-out0 etc (connect ,isual and te't informationTeaching Programme – Yazoo 1




(Picture ;ictionary P page $%$.

;e,elop critical thin*ing: (?rue9<alse )e,ie" P page KK




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit $%b A pageC.


team"or*: Sing songs0 rhymes and chants: Sing song: 3Stand up!3. /ord chain:

game: GI li*e rice3.

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: GYour

proEect3.


o,ercoming difficulties: Acting out the story of the &nit P page K%.


e,aluation.


(7obbies9interests9sports9acti,ities.




-Sho" respect to others and themsel,es: )ecognise different people ha,edifferent interests.


cross-curricular lessons and interdisciplinary sections: Poster proEects "ithstic*ers0 cross-curricular "or*sheets.

- Science: learning about different food and "here it comes from.







- #ount and create a class tally chart.

- #omplete simple tic* charts.










appropriately (P page K.


turns appropriately (P page KK.


"or* (P page K.

-Play game "ith "hole class0 listening and spea*ing to one another and ta*ingturns appropriately ()ound-up ? page K.



Pupils oo* (&nits $%a $%b science section:

-

#utouts. (<or 5esson of each &nit.- Picture ;ictionary.


practice:


Acti,ity oo* (Pages B-@:


- Stic*ers (unit $%b.


<lashcards and /ord cards (sports9hobbies actions.

Story cards.




- oard game.








+. E+,UTI(N



#omplete the numbered e'ercises. (P pages K%-K.


Tests: )e,ie" (P pages K@-KK.


&nit $% uiz.

Progress )e,ie" L $%.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit. (G/hat about you8 Page .

- )e,ie" (page K.

Pupil3s oo*:

- Picture ;ictionary (P page $%$-$%C #;D ?rac* $C.

- )e,ie" (pages K@-KK.


GI can do it!3 "or*sheet.




situations:





- Identify and say ,ocabulary to do "ith sports9hobbies.

- As* and ans"er uestions about sports9hobbies.

- ?o use terms right9left "hen gi,ing instructions.

- ?o identify and use ,ocabulary to tal* about fa,ourite things.

- ?o identify and use ,ocabulary about food and "here it comes from.

- ?o sing a song GStand up!3



-)ecognise ,ocabulary about sports9hobbies.

-)ecognise and follo" simple uestions and ans"ers.

-)ecognise and follo" simple instructions.-)ecognise ,ocabulary about fa,ourite things.

-)ecognise ,ocabulary about food and "here it comes from.

-A song GStand up!3


)ead and identify "ords and simple phrases presented pre,iously in oral form0about familiar and interesting topics:


- e able to read and ans"er simple uestions.

- e able to read and follo" simple instructions.


-


model:


-e able to copy0 trace and complete the ,ocabulary of the unit.

- e able to "rite simple sentence ans"ers to uestions.

- e able to "rite simple descriptions about fa,ourite food.



conte'ts.

+oca"ulary


- 7obbies: dancing0 sport0 football0 *arate0 gymnastics.

- Instructions: turn0 sha*e0 left0 right.

- <ood: rice0 bread0 mil*0 plant0 sausages.




;rammar


5anguage structures: o you like "dancing#?


-

tand up. it down.- It’s from animals/plants.

Phonics


!he sound1 /t ʃ 9



communicatingF use a picture dictionary and identifying some personal aspectsthat might help them learn.


(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of &nit. (G/hat about you8 Page .

- )e,ie" (page K.

Pupil3s oo*:

- Picture ;ictionary (P page $%$-$%C #;D ?rac* $C.

- )e,ie" (pages K@-KK.


GI can do it!3 "or*sheet.







- colours1 pink, red, blue, yellow, green, black, white, brown.

- @lease/thank you.


!he 9 ʃ 9 sound.





- 5ogical thin*ing: problem sol,ing.


&nit.


)ecognize and learn basic forms of social interactions in a foreign language.- 1reet0 as* and ans"er simple uestions in =nglish.


their o"n.





II. '(NTENTS




















intonation.

!he 9 ʃ 9 sound.


-#lothes: ?-shirt0 s*irt0 trousers0 s"eater0 shorts0 coat0 hat0 soc*s0 shoes.


-

)egular nouns and adEecti,es.- I’m wearing/not wearing "a pink skirt#.

- <re you wearing "a coat#?

- es, I am/ 0o, I’m not.


















&nit.




their o"n.


- 2aths: ?o count.

- Social Studies: School life.

- Arts and music: Sing a song0 dra".

- 5inguistic abilities: )eading and interpretation of a story.





5isten point and say (P pages KM M%0 5isten and sing (P page M%

Play a game (P page M$.

5isten to the story. ?hen act out (P page KM. 2ime (? G='tra3 page KM.






curricular0 (P page $%C.

Interpret and process information from tables and pictures.Teaching Programme – Yazoo 1











- #lass Audio #;s.

- #; )2s

- #ourse "eb page



communication0 li*e:- ;ialogues and communication e'changes0 understanding "hat they transmit.


classroom rules0 in pairs and in "hole group. (P pages KL M$


of the unit. (P page KM.






-5earn about different clothes.

e able to communicate the results of their o"n "or*: (G/hat about you8 A

page @$.





&se their o"n abilities "or*ing in acti,ities indi,idually (P pages KM-M$ "hile



you8 A page @$.

&se the reference materials: #ross-curricular pages in the P.


(Picture dictionary0 Pupil #;.




;e,elop critical thin*ing: (As* and ans"er logical uestions0 match "ords and

pictures.




personal "or* as a strategy for learning: /or* "ith stic*ers (&nit $$a P page

KL.


"or*: Sing songs0 rhymes and chants: GAre you "earing your (hat8 (P page

M%

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: Play the

game (P page M$. 2ime and Act out (P page KM


o,ercoming difficulties: Acting out the story of the &nit P page D


e,aluation.


(school life.




- Sho" respect to others and themsel,es: ?a*e turns "hile playing games. (Ppage KL0 M$


cross-curricular lessons and interdisciplinary sections: Poster proEects "ithstic*ers0 cross-curricular "or*sheets (P page KL.

- Social Studies: learning about the different clothes "e "ear.

















appropriately (P page KL M$.

- Sur,ey "ith "hole class0 listening and spea*ing to one another and ta*ing turns

appropriately ("arm-up ? page M$.



Pupils oo* (&nits $$a $$b:

-Picture ;ictionary (page $%B

-


practice:


Acti,ity oo* (pages M-@$:



<lashcards and /ord cards (clothes.

Story cards. ?eacher3s )esource 2aterials:




- oard game.





+. E+,UTI(N



#omplete the numbered e'ercises. (P pages K@-KL.




- 4I can do it'’ worksheet.

Pupils oo*:

- Picture ;ictionary.







UNIT 1: ;oing a3ay

1a#It<s time to go.

1"#,et<s ha0e a arty!

Social Science: 'lothes and 3eather.

2e0ie3 @.

Story Time 4: nimals at the zoo!

I. ()*E'TI+ES



- Identify and say the ,ocabulary co,ered in oo* $.

- Identify and say the names of animals0 obEects0 food0 clothes0 toys0 house

and garden ,ocabulary0 actions0 colours0 and numbers.

- Identify0 as* and ans"er uestions.

- 1i,e simple instructions.

- )espond to simple instructions.

- Present a proEect (#lothes and "eather.

- Sing a song (G5et3s ha,e a party!3.

&nderstand simple oral te'ts "ithin the classrooms conte't:- )ecognise the characters.

- )ecognise ,ocabulary co,ered in oo* $.

- &nderstand and ans"er simple uestions.

- &nderstand and follo" simple instructions.

- )espond to ideas and suggestions of others in an appropriate "ay.

- 7o" to do a presentation.

- A song (G5et3s ha,e a party!3.



- e able to read the numbers from $ to B%.

- e able to read ,ocabulary from oo* $.


- e able to read uestions0 ans"ers and instructions.






- e able to trace0 copy and complete the ,ocabulary in oo* $.

- e able to complete simple sentences.



- 1oing a"ay: photo0 zoo0 surprise0 party0 shout0 home.

- #lothes and "eather: hot0 cold0 rainy0 sunglasses0 boots0 umbrella.

- Animals at the zoo: gorilla0 zebra.

- <ood: ice cream0 carrot.



- It’s hot.

- What are you wearing? I’m wearing…

- Ha*e you got? I’*e/ he’/s she’s got.

- o you like?

- I like…

-I’m a …

- I can…

- -an I ha*e…?

- Here you are…

)ecepti,e language:

- Ha*e fun, run about, we’re off to…

)ecycled language:

- ;ance0 sing0 Eump0 fly0 s*ip0 name0 shout0 fa,ourite0 toy0 doll0

plane0 train0 boo*0 school0 pet0 friend0 hamster0 cat0 dog0 red0

?-shirt0 hat0 coat0 s"eater0 trousers0 dress0 shorts0 "hite0 apple0

doll0 li,ing room0 shiny0 animal0 mum0 girl0 boy.- 5oo* at me! 7ere3s a 4for you.

- 6umbers $-B%.


!he 9 ʃ 9 sound.





-

5ogical thin*ing: 2a*e connections0 problem sol,ing.- )eflect on their o"n "or* and self-e,aluate themsel,es at the end of the

&nit.






- 1reet and say goodbye in =nglish.

- As* and ans"er uestions about clothes and the "eather in =nglish.


their o"n.





II. '(NTENTS




















intonation.

!he 9 ʃ 9 sound.


-1oing a"ay: photo0 zoo0 surprise0 party0 shout0 home.-#lothes and "eather: hot0 cold0 rainy0 sunglasses0 boots0 umbrella.

-Animals at the zoo: gorilla0 zebra.

-<ood: ice cream0 carrot.


- Prepositions (in9on9under

- It’s hot.



- o you like?

- I like…




- I’m a …

- I can…

- -an I ha*e…?

- Here you are…


1et familiar "ith the use of basic strategies of the production of "ritten te'tsbased on a model: chose the addressee0 the purpose and content.







-&se the s*ills of obser,ation.



- Play a game.


&nit.





- 2aths: ?o count.

- Social Studies: school life0 clothes and the "eather.

- Arts and music: sing a song0 dra".






5isten and sing (P page MC0 5isten0 point and say (P pages MB0 MC0 L%.

Play a game (P page MK.

5isten to the story. ?hen act out (P page MB.




&se their o"n abilities "or*ing in acti,ities indi,idually (A pages @B-@ "hile


)eflect on "hat they ha,e learned and ho" they ha,e learned it: ()e,ie" @.

&se the reference materials: (#ross-curricular P page $%C.


(Picture ;ictionary #;D. ;e,elop critical thin*ing: (2a*e choices0 match "ords and pictures




personal "or* as a strategy for learning: /or* "ith dra"ings (Social Science P

page MK.


"or*: Sing songs0 rhymes and chants: N5et3s ha,e a party!3 (P page MC. 1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: ;ra"

and trace (A page @0 GYour ProEect3 (P page MK.


o,ercoming difficulties: Acting out the story of the &nit P page MB.


e,aluation.


(school life0 describe the "eather.




- Sho" respect to others and themsel,es:(?a*e turns to as* and ans"er

uestions


cross-curricular lessons and interdisciplinary sections: Poster proEects "ith


- Social Studies: learning about the "eather.



number operations0 symbols0 and mathematical thin*ing. Also0 the use and*no"ledge of basic 2aths s*ills and concepts (different types of numbers0













appropriately (P page MK.


"or* (P page MK.


turns appropriately (='tra! ? page MD.



Pupils oo* (&nits $Ba0 $Bb0 Social Sciences. Pages MB-MK L%-L$:

- Picture ;ictionary (pages $%B.

- #ross curricular (page $%C.


practice:


Acti,ity oo* (pages @B-@@:



<lashcards and /ord cards (party.

Story cards.



-

#ross-curricular /or*sheets.- 2ini <lashcards0 2ini /ord cards.

- oard game.





+. E+,UTI(N






#omplete the numbered e'ercises. (P pages MB-MK.


Tests:

- Progress )e,ie" $$ $B (8iagnostic Test

- &nit $B Ouiz.

( <cti*e !each 3esources section.

Sel5#e0aluation

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit. ()e,ie" @.

Pupil3s oo*:

- Picture ;ictionary (Pages $%B-$%C #;D ?rac* D@ DK

- )e,ie" @ (Pages MM-ML.

<cti*e !each 3esources section1

- GI can do it!3 "or*sheet.




situations:







and garden ,ocabulary0 actions0 colours0 numbers.




- Present a proEect (#lothes and "eather.

- Sing a song (G5et3s ha,e a party!3.









- A song (G5et3s ha,e a party!3.









model:

-e able to "rite their names.





conte'ts.

+oca"ulary


- 1oing a"ay: photo0 zoo0 surprise0 party0 shout0 home.

- #lothes and "eather: hot0 cold0 rainy0 sunglasses0 boots0 umbrella.

- Animals at the zoo: gorilla0 zebra.

- <ood: ice cream0 carrot.




;rammar


5anguage structures: It’s hot.



- o you like?

- I like…

- I’m a …

- I can…

- -an I ha*e…?

- Here you are…

Prepositions: in9on9under.

Phonics

)ecognize and reproduce sounds0 rhythm0 accentuation0 and intonation.!he 9 ʃ 9 sound.






(Sel5#e0aluation:

Acti,ity oo*:

- Self-e,aluation acti,ity at the end of each &nit. ()e,ie" @.

Pupil3s oo*:

- Picture ;ictionary (Pages $%B-$%C #;D ?rac* D@ DK

<cti*e !each 3esources section1

- GI can do it!3 "or*sheet.







The Yazoo 7usic Sho3.

Hay Ne3 Year!

)oo/ 8ay.

I. ()*E'TI+ES





and garden ,ocabulary0 actions0 colours0 numbers.




- Present a picture0 boo* (7appy 6e" Year! oo* ;ay.

- Sing a song (G7appy 6e" Year3 and (GI lo,e boo*s3.

- Perform a musical (?he Yazoo 2usic Sho".





-&nderstand and follo" simple instructions.



- A song (G7appy 6e" Year3 and (GI lo,e boo*s3.

- A musical (?he Yazoo 2usic Sho".





-e able to read a musical script.











- 6e" Year: dragon0 lantern0 present0 money0 head0 fire"or*s0 7appy 6e"Year!

- oo* ;ay: story0 bra,e0 pirate0 day0 mouse.



- I’*e/ he’/s she’s got.

)ecepti,e language:

- -hina, cotland, 0ew ear’s ay, make.

- &reat.

)ecycled language:

- )ed0 money0 loo*0 dance0 sing0 play0 friend0 doll0 boo*0 school0

fa,ourite0 ueen0 animal0 toy0 girl0 boy0 plane0 cat0 train0 dog.

- 6umbers $-$%.

)ecognize and reproduce sounds0 rhythm0 stress and intonation:

!he rhythm, intonation and stress of a musical score.





- 5ogical thin*ing: 2atch sentences and pictures.


&nit.


)ecognise and learn basic forms of social interactions in a foreign language.

- Performance s*ills in =nglish.


their o"n.





II. '(NTENTS




















intonation.

- !he rhythm, intonation and stress of a musical score.


-6e" Year: dragon0 lantern0 present0 money0 head0 fire"or*s0 7appy 6e" Year!

-oo* ;ay: story0 bra,e0 pirate0 day0 mouse.


I’*e/ he’/s she’s got.

Associate global "riting0 pronunciation and meaning from "ritten e'amples. 1et familiar "ith the use of basic strategies of the production of "ritten te'ts












-

)emember ne" "ords.- <le'ible thin*ing.

- Present a proEect.

- 2a*e a sur,ey and ,ote.


&nit.




their o"n.


- 2aths: ?o count0 ma*e a sur,ey.


- Arts and music: ma*e a lantern0 ma*e a boo*0 sing a song0 participate in amusical production0 dra".

- 5inguistic abilities: reading and interpretation of a script and stories.


,inguistic cometenceAll sections and acti,ities of the &nit contribute to the de,elopment of thecommunication aspect of the linguistic competence0 especially the acti,ities:

5isten and sing (P pages LB-LD0 L0 LK0 5isten0 point and say (P page L@.

Perform (P pages LB-LD.

5isten to the story. ?hen act out (? page L@






curricular0 (P page $%C.








methods:





copy0 tests0 etc.


- #lass Audio #;s.

- #; )2s

- #ourse "eb page






classroom rules0 in pairs and in "hole group. (Perform ?he Yazoo 2usic Sho"

P pages LB-LD

- 5earning to participate and cooperate "ith peers through acting out the storyof the unit. (oo* ;ay P page L@.






-5earn about festi,als and special e,ents (oo* ;ay.

e able to communicate the results of their o"n "or*: (2a*e a boo*.





&se their o"n abilities "or*ing in acti,ities indi,idually (2a*e a boo*0 ma*e a

lantern "hile familiarizing "ith pre-reading and pre-"riting.

)eflect on "hat they ha,e learned and ho" they ha,e learned it. &se the reference materials: #ross curricular (P page $%C.


(2y Picture ;ictionary #;D.

;e,elop critical thin*ing: (>ote follo"ing class sur,ey.







personal "or* as a strategy for learning: /or* "ith materials (2a*e a lantern0 a

boo* P pages L0 LK.


team"or*: Sing songs0 rhymes and chants: ?he Yazoo 2usic Sho"0 I lo,e

boo*s3.

1et used to "or* in acti,ities to create ideas0 to plan and act out0 etc.: ?he

Yazoo 2usic Sho"0 2a*e a boo*0 Act out story from Goo* ;ay3.


o,ercoming difficulties: Perform in front of an audience (the Yazoo 2usic Sho"0


e,aluation.


(<esti,als and oo* ;ay.



- Sho" respect to others and themsel,es:(5isten0 respond0 ta*e turns to

present and perform


cross-curricular lessons and interdisciplinary sections: ProEects "ith cross-

curricular "or*sheets (<esti,als P page $%C.

- Social Studies: learning about festi,als and traditions in other countries

(#hinese 6e" Year.






- #ount0 Identify and use ,ocabulary numbers.

- #reate a simple chart to reflect class sur,ey.









- Perform in a small group0 listening and spea*ing to one another and ta*ing turns

appropriately (G='tra3 ? page L@.

-

Presentation of proEect. Spea* and listen to classmates as they present proEect"or* (N='tra3 ? page L0 G2a*e a boo*3 P page LK.

- Perform "ith "hole class0 listening and spea*ing to one another and ta*ing turns

appropriately (P pages LB-LD.


E9tra#ractice and e9tension acti0ities Pupils oo* (Pages LC-LK:

-Picture ;ictionary "ith #;D


practice:



<lashcards and /ord cards (festi,als.

Story cards.



-#ross-curricular /or*sheets.


- oard game.





+. E+,UTI(N



#omplete the numbered e'ercises. (P pages LC-LK.





=,aluate oo*s made by students for Goo* ;ay3.

Sel5#e0aluation

Pupil3s oo*:

-Picture ;ictionary (2y Picture ;ictionary (Page $%C #;D ?rac* DK.




situations:



-

Identify and say the names of animals0 obEects0 food0 clothes0 toys0 houseand garden ,ocabulary0 actions0 colours0 numbers.




- Present a picture0 boo* (7appy 6e" Year! oo* ;ay.

- Sing a song (G7appy 6e" Year3 and (GI lo,e boo*s3.

- Perform a musical (?he Yazoo 2usic Sho".





-&nderstand and ans"er simple uestions.




- A song (G7appy 6e" Year3 and (GI lo,e boo*s3.

- A musical (?he Yazoo 2usic Sho".




-e able to read the numbers from $ to B%.-e able to read ,ocabulary from oo* $.

-e able to read a musical script.

-e able to read uestions0 ans"ers and instructions.


model:




yazoo 1 teaching programme

Documents