UNIT NUMBER 1: WELCOME BACK Sessions: 6 Date of beginning: 18 th of September 06 Class: 5 B AIMS: - To understand some orders and requests. - To use the new vocabulary. - To elaborate a game. - To read and listen dialogues. CONTENTS: - CONCEPTS: - Grammatical contents: Questions: What does mean? How do you pronounce? May I go to the toilet, please?, Can you repeat, please? I m sorry, I don t know/remember. - Vocabulary: School bag, rubber, ruler, blackboard, desk, pencil case, pencil sharpener, cupboard. - Phonology: Aspirated <ph> like in pen / <p> like in speak. Rising tune such as polite requests: May, please? Sileny consonant <p> - Culture: Knowing what time students in England start and finish their classes in a daily day. From 9 am to 15 pm. - Cross-curricular: Education for peace: developing cooperative work with the rest of the class through the activities students carry out. - PROCEDURES: Matching pictures with names. Making posters with orders. Inventing a game in groups. Reading a story. Playing dominoes. Listening to an action song. Performing a dialogue.
Making a picture dictionary. - ATTITUDES: -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Jigsaw activity / Flashcards games: magic eye, three in a row / School crossword. / Can cards / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords / o Free practice: Inventing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Classroom things Questions: How do you? Use of CAN GRAMMAR UNIT NUMBER 1: WELCOME BACK time students in England start and finish their classes Aspirated <ph> like in pen / <p> like in speak. / Rising tune such as polite requests: May, please? Silent consonant <p> PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense RESOURCES:
Photocopiable sheets / Can cards UNIT NUMBER 2: DESCRIBING PEOPLE! Sessions: 6 Date of beginning: 2 nd of October 06 Class: 5 B AIMS: - To identify and use vocabulary related to physical descriptions. - To listen and act out a story. - To use the new vocabulary and structures together. - To write a description CONTENTS: - CONCEPTS: - Grammatical contents: Verb to have got: Affirmative and negative, 1 st and 3 rd person: I ve got / I haven t got He s / She s got He / She hasn t got Interrogative 2 nd and 3 rd person: Have you got? Yes, I have. No, I haven t / Has she / he got? Yes, he / she has. No, he / she hasn t. - Vocabulary: Big/small/blue/green/brown eyes, glasses, freckles, fair/dark skin. Long/short/straight/curly/red/fair hair. - Phonology: /v/ like in I ve got /b/ like in big. Rising tune: yes/no questions: Have you? - Culture: Physical appearance of British people. - Cross-curricular: Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences. - PROCEDURES: Singing a song: Have you got a hero? Intensive listening.
Making a description. Playing games. Inventing a monster. Finding people. - ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Flashcards games: quickly saying, reveal the word / Order the story / Battleships / Who is who? / Find the suspect / Help the sheriff / Football training / My crazy body / words beginning with the letter / air spelling / repeat the sentence / Who s next? o Free practice: Inventing a monster. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Describing adjectives Physical appearance of British people. UNIT NUMBER 2: DESCRIBING PEOPLE! Verb to have got GRAMMAR /v/ like in I ve got /b/ like in big. Rising tune: yes/no questions: Have you? PHONOLOGY ASSESSMENT CRITERIA: -To be able to recognise and reproduce the new vocabulary and structures. -To catch the global meaning of oral and written texts. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer.
Extension activity: order words to form sentence with sense RESOURCES: Photocopiable sheets / Can cards UNIT NUMBER 3: WHAT S FOR LUNCH! Sessions: 6 Date of beginning: 23 rd of October 06 Class: 5 B AIMS: - To use vocabulary of rutines. - To say what time is it. - To read and write the language of the unit. - To write your simple day life. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple: I have/go/get He/She has/goes/gets/lives/plays I have (lunch) at Does he/she (have lunch at two o clock)? Yes, he does. No, he doesn t. It s (five) o clock. Do you get up at seven o clock? - Vocabulary: Get up, have a shower, get dressed, have breakfast, go to school, have lunch, go home, have tea, have a bath, go to bed, (eight) o clock, (ten) past (three), (twenty) to (five), half past (one). - Phonology: Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half - Culture: Students learn what time British pupils finish school and have lunch. - Cross-curricular: Consumism education: time being watching TV. Multicultural education: students will be aware of the existence of another culture, customs and ways of life.
- PROCEDURES: - ATTITUDES: Intensive reading. Writing about a day in the students life. Miming and playing games. Carrying out a project of A single day in my real life : Playing dominoes Matching pictures with text. -Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen a dialogue. o Controlled practice: Telling the time. / Flashcards games: mime it, guess it / Activity dominoes. / Can you find the correct order of the dialogues? / Battleships / Information gap activity. / Find the twin. / What s different? / put in order the story / feeling repetitions / anagrams o Free practice: My simple day life. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Rutines: get up, get dressed, Time: It s 4 o clock Present simple: I get up / she gets up / Do you get up? UNIT NUMBER 3: WHAT S FOR LUNCH! Time British pupils finish school and have lunch. Long i /i:/ such as in teeth / Short i /i/ like at dinner Silent consonant <l>: half GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: -To show the ability to write simple messages about the topic. -To be able to say what time is it. -To write adequately the daily routines.
ATTENTION TO DIVERSITY: ACI only learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Hours and routines dominoes. UNIT NUMBER 4: IN THE JUNGLE. Sessions: 6 Date of beginning: 13 th of November 06 Class: 5 B AIMS: - To identify and use vocabulary related to animals. - To write and speak about what eat and where live the animals. - To describe animals. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 3 rd person, affirmative and negative: It eats/lives It doesn t eat/live - Vocabulary: Tiger, whale, shark, frog, butterfly, spider, zebra, hippo, fox, monkey, insects, leaves, meat, ocean, wood, jungle, swim, fly, walk, run. - Phonology: <j> /dz/: giraffe, jump, jungle Silent consonant <l>: walk - Culture: People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature. - Cross-curricular: Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger. - PROCEDURES:
Describing an animal. Singing a song: Living in the jungle. Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue. - ATTITUDES: -To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another culture. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Flashcards games: reveal the word, look for your pair / My crazy zoo / Jigsaw game. / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey. Anagrams / repeating mood sentences, etc. o Free practice: Can you guess my animal? SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Animals Action verbs: run GRAMMAR UNIT NUMBER 4: IN THE JUNGLE. People in Britain are interested in saving and adopting animals. WWF. Present simple 3 rd person <j> /dz/: giraffe, jump, jungle Silent consonant <l>: walk PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary in different context. - To be able to make a description of an animal using the structures of this unit.
ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets. UNIT NUMBER 5: MY FAVOURITE FOOD! Sessions: 6 Date of beginning: 27 th of November 06 Class: 5 B AIMS: - To use new vocabulary and verbs. - To express likes and dislikes. - To read and understand a text. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple,1 st and 3 rd person affirmative and negative: I like / I don t like / she,he likes / doesn t likes. Interrogative form: Do you like? - Vocabulary: Food: Bread, meat, rice, eggs, orange juice, yogurt, chicken, hamburger, banana, carrots, tomatoe, chips, apple. Verbs: mix, put, add. - Phonology: /e/ like at bread - /ae/ like in apple Rising tune in yes/no questions. - Culture: Typical food in UK. for breakfast. - Cross-curricular: Health education: students learn about food which are good and bad
for their bodies. - PROCEDURES: Talking about likes and dislikes. Inventing a recipe. Playing games. Doing controlled activities. Playing in pairs. Reading a text. Singing a song. - ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -Participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new and a dialogue. o Controlled practice: Flashcards games: quickly saying, reveal the word / Half a crossword: food and drink. / My crazy restaurant. / Can you make words. / How many words can you make? / What do you want for breakfast? / Talk about food / Find the difference/ Battleships o Free practice: Invent a recipe. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Food Cooking verbs Typical food in UK for breakfast. Present simple,1 st and 3 rd person affirmative and negative: UNIT NUMBER 5: MY FAVOURITE FOOD! /e/ like at bread - /ae/ like in apple Rising tune in yes/no questions. GRAMMAR PHONOLOGY
ASSESSMENT CRITERIA: - To participate in communicative situations to find out other people s likes. - To use the new vocabulary in a accurately way. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about typical English recipes. RESOURCES: Photocopiable sheets. UNIT NUMBER 6: WHAT S THE WEATHER LIKE TODAY? Sessions: 6 Date of beginning: 8 th of January 07 Class: 5 B AIMS: - Use weather s vocabulary. - Asking and giving information about the weather in different places. - To look for information. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 3 rd person affirmative, negative and interrogative: It s (sunny). Is it (hot)? It isn t (freezing). Questions: What s the weather like in? - Vocabulary: Weather: hot, warm, cold, freezing, sunny, windy, cloudy, foggy, stormy, raining, snowing. Seasons: summer, spring, autumn, winter. - Phonology: Ending <ng> without pronouncing the g. Rising tune in yes/no questions. - Culture:
Typical weather in United Kingdom. - Cross-curricular: Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life. - PROCEDURES: Playing with the UK map. Reading a story and acting out. Singing an action song. Carrying out a project: what s the weather along the year in a city they choose. Looking for information. - ATTITUDES: -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. -Showing interest in discovering another language and culture. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Crazy weather. / Weather crossword. / Let s go on a picnic. / Warships. / Flashcards games: mime it, what s missing / Anagrams / find the difference / jigsaw activity / repeating sentences with different mood / holiday weather. o Free practice: What s the weather along the year in a city they choose. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Weather Seasons Typical weather in United Kingdom. UNIT NUMBER 6: WHAT S THE WEATHER LIKE TODAY? Present simple, 3 rd person GRAMMAR Ending <ng> without pronouncing the g. Rising tune in yes/no questions. PHONOLOGY
ASSESSMENT CRITERIA: - To carry out a project. - To be able touse new vocabulary. - To have a good attitude towards the activities. ATTENTION TO DIVERSITY: Advance students look for more vocabulary related to the weather. RESOURCES: Cards. Website: www.worldweather.com UNIT NUMBER 7: BEING HEALTHY Sessions: 6 Date of beginning: 22 nd of January 07 Class: 5 B AIMS: - To use the new vocabulary and to classify the food in the correct group of the pyramid. - To write the food students eat in a day. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple, 1 st person negative and affirmative: I like/don t like, I eat/i don t eat - Vocabulary: Food: pasta, sweets, fish, cheese, lettuce, milk, bread, eggs, chips, yoghurt. Adverbs of frequency: always, never, sometimes. - Phonology: Long i like in sweet - Short i like in fish Rising tune in yes/no questions. - Culture:
English typical meals. - Cross-curricular: Heath education: Students learn about nutrition and good habits of eating a balanced diet. - PROCEDURES: Singing a song: Vitamin alphabet Classifying food: looking in leaflets for food and distribute in the pyramid in groups. Reading and writing an email. Playing in pairs and in groups. Making a survey. - ATTITUDES: -Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to learn new words. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a dialogue. o Controlled practice: Health Quiz. / How to keep fit / flashcards games: reveal the word, guess it / who s next? Order the story / snake words / food crossword in pairs / how many words can you make? / My crazy restaurant / lip reading / words beginning with the letter / Menu game o Free practice: Making a survey. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Food Adverbs of frequency English typical meals. Present simple UNIT NUMBER 7: BEING HEALTHY Long i like in sweet - Short i like in fish Rising tune in yes/no questions.
GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To being able to classify food in different groups. - To be able to write an email. - To participate in the games. ATTENTION TO DIVERSITY: Fast-finishers play to word search in the corner. RESOURCES: Computers, poster. UNIT NUMBER 8: ARE YOU HAPPY? Sessions: 6 Date of beginning: 19 th of February 07 Class: 5 B AIMS: - To recognise and use the vocabulary of this unit. - To write a description. - To give information about feelings. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple of the verb to in all the forms: I, you, she, is,are,am Present continous in affirmative: I am happy when When are you happy? - Vocabulary: Feelings: Happy, surprised, angry, tired, sad, worried, confused, scared. Actions: sleeping, jumping, reading a newspaper, dancing, running, etc.
- Phonology: <h> like in happy. Falling tune in Wh- questions. - Culture: Students learn that when British people get angry do not normally speak aloud and fast. - Cross-curricular: Moral and civic education: importance of respect what belong to others. And Education for Peace: respect and accept others differences. - PROCEDURES: - ATTITUDES: Playing to feelings game. Reading a story and perform it. Singing a rhythmical song. Writing a text about feelings. Miming actions and students guess them. -To show interest and curiosity to learn new words. -Active collaboration in pair work and group work. -Showing interest in discovering another language and culture. -Respect and follow games rules. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen a story o Controlled practice: Can you draw faces? / What s the different? / Find the differences / picture dictionary / Jigsaw activity / Flashcards games: magic eye, three in a row / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords o Free practice: My feelings text. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Feelings and actions. UNIT NUMBER 8: ARE YOU HAPPY? British people when get angry do not normally speak aloud and fast.
Present simple and continuous <h> like in happy. Falling tune in Whquestions. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the vocabulary. - To be able to write a text. - To play in a peaceful way. ATTENTION TO DIVERSITY: Fast finishers play to memory game. RESOURCES: Lollipop stick, cards of miming. UNIT NUMBER 9: WHAT ARE YOU DOING? Sessions: 6 Date of beginning: 5 th of March 07 Class: 5 B AIMS: - To use the vocabulary of the unit. - To ask and answer about what are you doing. - To write a text. CONTENTS: - CONCEPTS: - Grammatical contents: -Present continuous in affirmative, negative and interrogative form: I m playing / He s/she s playing/reading / Are you playing (tennis)? Yes, I am. No, I m not. / Is he (swimming)? Yes / No, he/she is. What are you doing. - Vocabulary: Running, swimming, gymnastics, hockey, tennis, football, volleyball, basketball, cycling, judo.
- Phonology: Ending <ng> without pronouncing the g. Rising tune in yes/no questions. - Culture: Students learn about British football teams. - Cross-curricular: Education for equality between sexes: through the activities presented, pupils will be aware that any person independently from his/her sex can practise any sport he/she desires. - PROCEDURES: Singing a song: Football crazy. Putting in order letters. Describing a picture. Reading a text Listening to a dialogue and perform it. - ATTITUDES: -Being interested in knowing the vocabulary and linguistic structures necessary to express in a foreign language. -participating actively in the carrying out the tasks and accepting responsibility for the tasks. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story o Controlled practice: Find my robot / Spot the sport / Crazy sports / Elimination / guess the sport / mini picture dictionary / snakewords / battleships / Anagrams / find the difference / jigsaw activity / repeating sentences with different mood o Free practice: Playing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Sports Students learn about British football teams.
Present continuous in affirmative, negative and interrogative form UNIT NUMBER 9: WHAT ARE YOU DOING. Ending <ng> without pronouncing the g. Rising tune in yes/no questions. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to use the vocabulary of this topic. - To be able to use the new structure being learnt. ATTENTION TO DIVERSITY: Fast-finishers: go to the corner they prefer. Extension activity: order words to form sentence with sense. RESOURCES: Photocopiable sheets, flashcards. UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT? Sessions: 6 Date of beginning: 21 st of March 07 Class: 5 B AIMS: -To identify and use vocabulary related with the parts of a city in general. -To say and ask where someone was and wasn t in a determinate moment or day in the past. - To give and follow directions. CONTENTS: - CONCEPTS: - Grammatical contents: - Past tense of to be in negative, affirmative and interrogative form: I was/ wasn t at the He/She was/ wasn t at the Were you at the (Cinema) on (Saturday)
Imperatives: go straight on, turn left/right. - Vocabulary: Cinema, restaurant, theatre, music shop, sports centre, museum, swimming pool, town hall, church, post office. - Phonology: Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions. - Culture: In UK people drive their cars in the left part of the road instead of the right like in Spain. - Cross-curricular: Education for equality between sexes: through all the work planned in this unit, pupils will be aware that there must be cooperation between them, independently. - PROCEDURES: - ATTITUDES: Listening a song Asking and answering questions. Writing a celebrity snap. Doing a role-play Playing board games. Reading a dialogue and acting it out. -Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. -To show interest and curiosity to know the names of the places in a town. -Respect and follow games rules. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story. o Controlled practice: Becoming a city / Drive around the neighbourhood / Flashcards games: quickly saying, reveal the word / Order the story / Battleships / Who is who? / Help the sheriff / Football training / My crazy body / join the story / words beginning with the letter / air spelling / repeat the sentence / Who s next? o Free practice: Detective game.
SCHEME OF THE UNIT: VOCABULARY Places of a town Directions CULTURAL ASPECTS In UK people drive their cars in the left part of the road instead of the right like in Spain. Past of to be GRAMMAR UNIT NUMBER 10: WHERE WERE YOU LAST NIGHT? Long u like in school, pool - Short u like in woman. Rising tune in yes/no questions. PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to say and ask questions using the past of to be. - To give directions. ATTENTION TO DIVERSITY: Extension activities for students who need more help, such as odd man out. RESOURCES: Flashcards / posters UNIT NUMBER 11: GOING SHOPPING. Sessions: 6 Date of beginning: 18 th of April 07 Class: 5 B AIMS: - To recognise and use the vocabulary of the unit. - To ask and say how many something is. - To read, listen and understand a text. CONTENTS: - CONCEPTS: - Grammatical contents: Questions: - How many/much?
Answering with present simple: - It s (five) pounds. - Vocabulary: - British coins: 1,2,5,10,20,50 pence, 2 pounds Food: Bread, meat, fish, sweets, milk, yoghurt, chicken, hamburger, banana, carrots, tomatoe, chip, cheese, lettuce. - Phonology: /j/ like at yoghurt. Falling tune how much - Culture: Knowing the British monetary system which are different from the Euro. - Cross-curricular: Consumism education: students learn what is necessary to buy. - PROCEDURES: Carrying out a role play. Making shopping lists. Doing a project: Shopping in my town. Singing a song. Reading a text. - ATTITUDES: -A positive attitude about the own ability to learn to speak in a foreign language. -Active participation in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story o Controlled practice: Going shopping / MMM! / shopping list / Jigsaw activity / Flashcards games: magic eye, three in a row / Food crossword. / Warships / humorous sentences / lip reading / back spelling / Anagrams / snakewords / can you make words? o Free practice:
Shopping in my town. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS British coins Food British monetary system. Present simple How much/many? UNIT NUMBER 11: GOING SHOPPING. /j/ like at yoghurt. Falling tune how much GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able write a text about shopping in students town. - To ask and answer questions. ATTENTION TO DIVERSITY: ACI learn the half part of the vocabulary and fast-finishers go to whatever corner to do activities they prefer to do. RESOURCES: Photocopiable sheets. UNIT NUMBER 12: BE GREEN. Sessions: 6 Date of beginning: 7 th of May 07 Class: 5 B AIMS: - To use and identify vocabulary related to this topic. - To read and understand a text. - To give orders. CONTENTS:
- CONCEPTS: ACADEMIA ADOS Oposiciones al cuerpo de Maestros - Grammatical contents: Present continuous in affirmative, negative and interrogative: What are you going to do? I m going to. Imperatives: Recycle! Put in. Don t recycle! - Vocabulary: Newspapers, bottles, can, glass, paper, throw away, rubbish, bin, plastic bags, recycle. - Phonology: /^/ like at rubbish - /ae/ like at can Falling tune commands: Don t throw away! - Culture: Moral and civic education: importance of respect what belong to others. - Cross-curricular: Enviromental education: respect to the fauna and natural environment and the knowledge of possible animals in danger. - PROCEDURES: Talking about saving the planet. Answering quizzes. Intensive reading. Listening to a song. Acting out a dialogue. Making a poster. - ATTITUDES: -Respect the guidelines and rules that the teacher explains in the classroom in each moment. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new vocabulary and a story. o Controlled practice:
Environmental Quizz / Flashcards games: reveal the word, look for your pair / Jigsaw game. / Warships / Anagrams / repeating mood sentences, etc / mini picture dictionary / air spelling / humorous sentences. o Free practice: Make a poster SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Recycling In UK people drive their cars in the left part of the road. UNIT NUMBER 12: BE GREEN. Present continuous GRAMMAR /^/ like at rubbish - /ae/ like at can Falling tune commands: Don t throw away! PHONOLOGY ASSESSMENT CRITERIA: - To show the ability to read and understand a text.. - To be able to use the new vocabulary and give orders. ATTENTION TO DIVERSITY: Fast-finishers and advance students look for information about how to preserve the planet. RESOURCES: Photocopiable sheets. UNIT NUMBER 13: AMAZING ANIMALS. Sessions: 6 Date of beginning: 21 st of May 07 Class: 5 B AIMS: - To use and recognise the vocabulary of this unit. - To describe animals.
- To read and understand a text about animals. CONTENTS: - CONCEPTS: - Grammatical contents: Superlatives: It s the fastest / lightest / smallest/ biggest / strongest / longest / heaviest - Vocabulary: Elephant, ostriches, giraffe, cheetahs, mammoth, tiger, hummingbirds. - Phonology: /dz/ like at giraffe - /ts/ like at ostrich - Culture: People in Britain are interested in saving and adopting animals. WWF: worldwide Fund of Nature. - Cross-curricular: Multicultural education: students will be aware of the existence of another culture, customs and ways of life. - PROCEDURES: Describing an animal. Singing a song Solving crosswords Carrying out a project: What animal is it? Playing animals cards. Reading a dialogue. - ATTITUDES: -Being aware of the importance to express orally in the foreign language to satisfy the needs of communication. -Respect and follow games rules. -Respect towards students opinions. ACTIVITIES AND DIDACTIC STAGES:
o Introducing of new language: listen new words and a story. o Controlled practice: Animal facts / Animal quiz / Flashcards games: reveal the word, look for your pair / My crazy zoo / Jigsaw game / Warships. / Have you got a good memory? / Pair crossword. / Find my monkey / Anagrams / repeating mood sentences / my picture dictionary. o Free practice: What animal is it? SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Animals Superlatives: It s the heaviest UNIT NUMBER 13: AMAZING ANIMALS. People in Britain are interested in saving and adopting animals. WWF /dz/ like at giraffe - /ts/ like at ostrich GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To be able to make a description of an animal using the structures of this unit. ATTENTION TO DIVERSITY: Fast-finishers go to corner and play games. ACI students only learn some of the vocabulary of the unit. RESOURCES: Photocopiable sheets and flashcards. UNIT NUMBER 14: HOLIDAY TIME Sessions: 6 Date of beginning: 4 th of June 07 Class: 5 B AIMS: - To use and identify the objects which you take for holiday.
- To ask and answer what students are going to take for holiday and to which place they want to go. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple affirmative, negative and interrogative: I want to go to/ take Do you want to go to (the beach)? Yes, I do, No, I don t. - Vocabulary: Kite, skateboard, sunglasses, camera, torch, map, surfboard, tennis racket, canoe, tent. - Phonology: /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want? - Culture: How people of Britain love travelling to the Mediterranean coast. - Cross-curricular: Education for peace: developing cooperative work with the rest of the class through the activities students carry out. - PROCEDURES: Intensive reading. Playing games. Listening to a song. Writing a tourist brochure from a British city: Come to. Finding differences. Looking for information. - ATTITUDES: -To show interest and curiosity to know new vocabulary and linguistic structures. -To be cooperative, tolerant and respectful to the colleagues when the pupils are doing an individual or collective activity.
ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: listen new words and a story. o Controlled practice: Seaside holiday / Holiday code / Holiday souvenirs / My crazy holiday / flashcards games: guess it, What is missing?... / order the story / acting out dialogues / back spelling / my mini dictionary / anagrams / humorous sentences. o Free practice: Come to! SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Things to take for holidays Present simple GRAMMAR UNIT NUMBER 14: HOLIDAY TIME How people of Britain love travelling to the Mediterranean coast. /z/ like at sunglasses /s/ like at tennis Rising tune in yes/no questions: Do you want? PHONOLOGY ASSESSMENT CRITERIA: - To use the new vocabulary. - To show the ability to write a text. - To being able to look for specific information. ATTENTION TO DIVERSITY: Advanced students do an activity in pairs about renting a holiday home. RESOURCES: Visiting the website: www.visitbritain.uk UNIT NUMBER 15: FESTIVALS Sessions: 6 Date of beginning: 26 th of November of 06 / 14 th of December of 06 / 5 th of February of 07 / 4 th of April of 07 Class: 5 B
AIMS: - To know the origin of Halloween, Christmas and Valentine and Easter. - To use vocabulary related to this three festivities. - To listen and read stories. - To write cards. CONTENTS: - CONCEPTS: - Grammatical contents: Present simple in affirmative, negative and interrogative: I eat / do / buy, I don t, Do you? - Vocabulary: Present, toys, snow globe, turkey, Christmas pudding, stocking, chimney, heart, biscuits, flower, witches, pumpkin, dark, eggs. - Phonology: Long /a/ such as in heart and dark. - Culture: Knowing the typical British festivities. - Cross-curricular: Multicultural education: students will be aware of the existence of another language, culture, customs and ways of life. - PROCEDURES: Intensive listening and reading. Solving crosswords in pairs. Singing songs related to these festivals. Playing games. - ATTITUDES: -Showing interest in discovering another language and culture.
-Participating actively in the development of the activities made in the classroom working in pairs, in groups or individually. ACTIVITIES AND DIDACTIC STAGES: o Introducing of new language: posters. o Controlled practice: Flashcards games / bingo / dominoes / board games / crossword / Warships / find the difference / humorous sentences / lip reading / back spelling / Anagrams / snakewords o Free practice:. Inventing a game. SCHEME OF THE UNIT: VOCABULARY CULTURAL ASPECTS Things of Christmas, Halloween, Valentine s Day and Easter. Present simple UNIT NUMBER 15: FESTIVALS Typical British festivities. Long /a/ such as in heart and dark. GRAMMAR PHONOLOGY ASSESSMENT CRITERIA: - To be able to use the vocabulary. - To show the ability to write cards. ATTENTION TO DIVERSITY: Fast- finishers extract information about Christmas, Valentine s day and Halloween from new technologies. RESOURCES: Posters, dominoes, bingo cards.