Programme ______ Area of Foreign Languages

Backpack 4

Programme

______

Area of Foreign Languages

English

1 Teaching Programme - Backpack 4 UNIT 1: “FRIENDS OLD AND NEW”

I. Objectives

 Revise notions from previous years.  Describe physical appearance of people.  Learn to compare people, animals or things.  Ask and answer questions, make requests.  Encourage them to make decisions about what to read.

II. Contents

1. Listening, speaking and conversation Show photos of people who express strong feelings, classify them and comment on them. Match our mood each morning to the photos. Talk in groups about people who are special for them. Suggest words related to friends in order to make a word map. Listen to and repeat the sentences from the recording pointing on the drawings to the physical features they hear. Answer the questions we ask about them. Using the descriptions they hear in the recording, match the name of each pupil to their corresponding drawing. Practise the pronunciation of specific sounds based on the vocabulary heard in the recording. Guess which photo their classmate describes. Practise dialogues with a classmate about the photos of the activity, following a given model. Fill in the table with information about themselves and about a classmate they interview. Share the results with the class. In pairs, tell each other the main ideas in one of the articles. Comment on questions in groups and share them afterwards with the rest of the class. Match each conversation they hear to the corresponding drawing. Make a conversation cube with photos or drawings of people who are important for them. Practise the conversations following the model. Hold dialogues with children from other classes and their conversation cube. Compare oneself with another classmate following the model for the activity. Take two photos of pets out of a bag and compare them.

2. Reading and writing Show on a mural photos of the children with members of their family or friends, write a presentation of themselves and a description of the photo. Show it to classmates in front of the class. Read the text deducing the meaning of unknown words from the context. Answer the questions we ask them about the text. Find in the text comparatives with –er and build sentences with them comparing oneself to a friend or relative.

2 Teaching Programme - Backpack 4 Write questions or answers using the clues in the drawing and the models in the grammatical table. Compare sentences in pairs. Write in groups about the different situations in which they feel identified with a specific feeling. Share it with the rest of the class. Read the texts extracting the meaning of unknown words from the context, the images and classmates. Answer in groups the questions we ask them about their text. Write own letter and share it with the class. Write letters about the problems they have at school and exchange them in order to write answers giving advice. Create in pairs another verse for the chant. Write an essay about the pets they have or would like to have. Write descriptions of the photos using the words in the table. Complete the sentences with comparatives using the drawings. Use the words from the table in order to complete sentences. Write sentences about a friend including a description of them.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · Friends old and new; who are you old/new friend?; what is special about them?; is that you?; why does (Pam) get (angry)?; older; taller; shorter; faster; younger; smaller; longer; bigger; heavier; I’m (older) than (my brother); upset; sad; angry; impatient; excited; when do you get (upset)?; I get (upset) when (students don’t do their homework); (Lucía) gets (impatient) when (…); friends forever; are you a good friend?; who is new to the class this year?; who’s your best friend?; content I enjoyed learning; language I used successfully; language I need to practise more; strategies I used to understand and learn. Receptive language. - Workbook. - More comparisons. - Student’s Book. - Use prior knowledge. - Vocabulary work. - Guess meaning from context. - Enrichment. - Retell main ideas. - Ask and answer. - Group discussions. - Get ready. - Advice letters. - Adjective work. - Comparisons spelling bee. - Write questions or answer in - Add a verse. your notebook. - Conversation cube. - Copy and complete the chart. - School/pet connection Ask a friend.

3.2. Reflection on learning Enjoy the rhythm of English through the chants and songs. Show interest in participating in activities in class. Participate in class dialogues with initiative. Show interest in having and looking after friends.

4. Socio-cultural aspects and intercultural awareness

3 Teaching Programme - Backpack 4 We teach the children to participate in class with initiative and interest, respecting their classmates and teacher, in order to favour a good atmosphere in class. We try to instil in the children the value of friendship.

III. Basic competences  Linguistic competence: descriptive words, adjectives (revision) .  Social and civic competence: looking after friends.  Learning-to-learn competence: tongue-twisters, reading strategies.  Autonomy and personal initiative: encouraging capacity of decision making about what to read.

IV. Assessment  We use the oral assessment table whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have gained in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test from unit 1, page 27.

4 Teaching Programme - Backpack 4 UNIT 2: “IT’S ABOUT TIME”

I. Objectives

 Revise previous notions.  Identify tasks and free time activities.  Compare and contrast information.  Encourage their capacity for making a decision about what to read.  Express their opinion.  Practise the pronunciation of specific sounds and the stress, rhythm and intonation of sentences.

II. Contents

1. Listening, speaking and conversation Sing and mime the song. Explain what the characters are planning to do, using the drawings. Practise the pronunciation of specific sounds based on the vocabulary heard in the recording. Hold a dialogue with a classmate following the example given. Comment in groups about a series of questions we ask them. Interview four classmates in order to complete the table and share it with the class. Interview relatives about the tasks and record the information in a table in order to share it with the class. Guess the theme of the magazine from the title and the drawings. Decide which section they will read first. Count in pairs the main ideas of one of the articles including their opinions. Complete the transcript of the recording of the previous activity and correct it using the recording. Hold a conversation with a classmate about the programme following the model of the example. Play with the card game in order to ask and answer questions of frequency.

2. Reading and writing Make an exhibition of class and homework tasks with titles, complete it throughout the unit. Fill in a big, empty class timetable with the subjects and drawings that represent them. Make a list of activities that a relative does during the week and at weekends and share them with the class. Find out the meaning of unknown words from the context. Answer the questions we ask them in order to check understanding. Write sentences to express what they will do at the weekend and comment on them in pairs. Make a list of class work and give it out to the pupils. Get the main ideas from the text and deduce the meaning of unknown words from the context, the images and classmates. In groups, answer the questions we give them about their text.

5 Teaching Programme - Backpack 4 Answer a letter that presents a problem. Afterwards, debate about the different ways of solving it. Match each conversation to the corresponding drawing and compare the answers in pairs. Write a paragraph or use a time line in order to express all the activities they would do in what would be for them a perfect day. Make a weekly programme showing the activities they do. Create a weekly programme of activities for a person such as a spy, a singer, a sportsperson...

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · It’s about time; classroom/home chores; what chores do you do (in the morning)?; (Tommy)’s week; good deeds; are (Sara and Jack) doing chores (in the morning)?; what is (Jack) doing to help (his dad) (in the afternoon)?; full schedule; I don’t know what (full schedule) means but (the children) are (busy); the sentence says (‘What’s a busy schedule’); maybe a (full schedule) means a (busy schedule); what (sports) does (Paul) play in (his) free time?; things I like; things I don’t like; how often; paper/board/floor/work/materials/time monitor; attendance taker; kid’s corner; why is there a (cow) in a children’s magazine?; who is the man interviewing?; sometimes I forget (to feed the dog); forgetful; I don’t like (washing up after dinner) because I (have so much homework); what activities do you do?; how often do you do them? Receptive language. - Workbook. - Listening activity. - Student’s Book. - Enrichment. - Ask and answer. - Get ready. - Grammar work. - Write questions or answers in your notebook. - Read the chart. - Group discussion. - Ask four friends. - Tell the class. - Family chore chart. - What are you doing this weekend? - Compare your list with a partner’s. - Make predictions. - Use prior knowledge. - Focus on the main idea. - Guess meaning from context. - Listen and match. - Write the numbers and letters in your notebook.

6 Teaching Programme - Backpack 4 - The perfect day. - Complete the sentences. - The verb game.

3.2. Reflection on learning Enjoy the rhythm of English through the chants and songs. Show interest and responsibility in carrying out tasks. Show interest in participating in class activities. Participate in class dialogues with initiative. Show interest in enjoying free time activities.

4. Socio-cultural aspects and intercultural awareness We show the children the need to collaborate in class work and house work in order to contribute towards a better social atmosphere.

III. Basic competences  Linguistic competence: free time tasks and activities, questions and frequency expressions, personal pronouns and possessive adjectives.  Knowledge and interaction with the physical world: free time tasks and activities.  Social and civic competence: tasks to share in class.  Cultural and artistic competence: writing about what they would do on a perfect day.  Learning-to-learn competence: reading strategies.  Autonomy and personal initiative: carrying out daily tasks in class.

IV. Assessment  We use the oral assessment table whilst observing their use of key structures and vocabulary throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have gained in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test from unit 2, page 28.

7 Teaching Programme - Backpack 4 UNIT 3: “AT THE WORLD’S TABLE”

I. Objectives

 Revise previous notions.  Identify foods from our country and from other countries.  Encourage their capacity for making a decision about what to read.  Differentiate between questions for asking for general information and questions asking for specific information.  Practise the ascending intonation in questions.

II. Contents

1. Listening, speaking and conversation Listen to the song and match the lyrics to the drawings. Sing the song all together or in groups. Listen to and read the text, finding out for themselves the meaning of unknown words. Answer the questions we ask them about the text. Find out what each character asks for based on the recording and match it to the appropriate drawing. Practise the pronunciation of specific sounds by repeating what they hear in the recording. Hold dialogues with their classmate using the model given and the photos of the activity or their own experience. Illustrate the ascending intonation of the questions from the previous activity. Listen to and repeat the sentences in the recording. Name the food in the images and ask each other in pairs if they would like to try it. Act out the roles of waiter and client in order to practise dialogues following the model in the example. Predict the theme of the magazine, identify the food in the image and answer the questions we ask them. Decide which section of the magazine they will read first. Express their opinion about the use of food to create art. Compare their eating habits to the recommendations in the pyramid. Match each conversation in the recording to the appropriate drawing. Guess the theme of the chant, listen to it, read and recite it. Practise the expressions of the chant by inviting classmates to taste new food which we bring to class. Play with the cards in order to ask and answer questions about the food they will and will not eat. Act out in pairs the roles of the client and waiter, following the dialogue in the example.

2. Reading and writing Make an exhibition divided into the three meals of the day and stick photos or drawings of them in the appropriate place. Comment on the ingredients that are used.

8 Teaching Programme - Backpack 4 Write and illustrate simple recipes they like or would like to try in order to make another exhibition. Read the texts and answer our questions. In groups, add more meals to each category of the menu. Make a big poster for each category, including prices in order to practise the dialogues. Read the text and deduce the meaning of unknown words from the context, the images and classmates. Answer in groups the questions we give them about their text. Summarise the texts in groups. Classify the articles from the funniest to the least funny. Find out the meaning of words from the context, their classmates and the drawings. Look for expressions used to invite someone to try a new type of food.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · At the world’s table; foods we eat; you’ll see; you’ll agree; who are (Ann and Pat) talking to?; what is (Ann) ordering?; are they having anything to drink?; stew; I don’t know (stew) means, but the words favourite dish, fish and onions are in the sentence; maybe stew is a dish with fish and onions; what do/would you like for (breakfast)?; would you try some (tabbouleh)?; yes, I would; no, I wouldn’t; we can ask someone for (five carrots), but we cannot ask them for (five water); can (apples) be counted?; quantifiers; food facts and fun; do you like any of these food?; which ones do you eat?; which article did you like best/least? Why?; would you try any of these foods?; try it; taste it; have a taste; have a bite; what a new food would/wouldn’t you try?; bake; cook. Receptive language. - Workbook. - Home-school link. - Student’s Book. - Listen and match. - Enrichment. - Ask and answer. - Intonation in yes/no questions with would. - Get ready. - Grammar work. - Complete the sentences. - Pair share. - Look at the menu and write in your notebook. - Work with a partner. - You are a costumer or a waiter in a café. - Countable and uncountable nouns. - Make predictions. - Use prior knowledge. - Work out meaning from context. - Express opinions.

9 Teaching Programme - Backpack 4 - Write the numbers and letters in your notebook. - Family place mats.

3.2. Reflection on learning Show interest in learning from classmates and helping them with their difficulties. Enjoy the activities carried out in class. Show interest in the culture and gastronomy of other countries. Participate in class dialogues with initiative.

4. Socio-cultural aspects and intercultural awareness We teach the children to be respectful towards the culture, customs and gastronomy of other countries and we encourage them to be interested in getting to know them.

III. Basic competences  Linguistic competence: different types of food and meals from the world, the making of questions with would and its contracted form; countable/ uncountable.  Knowledge and interaction with the physical world: culture and gastronomy of other countries.  Social and civic competence: gastronomic tastes.  Cultural and artistic competence: interpreting the roles of a waiter and a client.  Learning-to-learn competence: ascending intonation in questions.  Autonomy and personal initiative: participating in class dialogues with initiative, encouraging the capacity for making a decision about what to read.

IV. Assessment  We use the oral assessment table whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have acquired in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test of unit 3 on page 29 and the revision test of units1-3 on pages 36 and 37.

10 Teaching Programme - Backpack 4 UNIT 4: “TAKE CARE”

I. Objectives  Revise previous notions.  Identify health and safety rules.  Learn the reflexive pronouns.  Encourage their capacity for making a decision about what to read.  Practise creative writing.

II. Contents

1. Listening, speaking and conversation Suggest ideas for making a word map about health. Comment on the title of the song and the drawings. Listen to the song and match fragments of the lyrics to the drawings. Sing the song. Point to the drawing corresponding to the conversation they hear. Practise the pronunciation of words in the unit using others which they already know and ones from the recording. Hold conversations in pairs following a given model and using the photos of the activity. Practise the pronunciation of specific sounds using words from the unit. Act out a dramatic situation in order to learn the reflexive pronouns. Interview three classmates, note the information in the table and give them advice. Share the completed table with the rest of the class. Talk to a classmate about what they do to look after themselves and what they don’t do. Predict the theme of the magazine from the title and the images. Identify elements of the drawings and say when they use them. Decide which section they will read first. Summarise an article from the magazine to a classmate. Listen to the recording in order to match each drawing to the corresponding conversation. Check answers by listening to the recording again. Talk about the rules of the different places they go to. Practise making sentences to express problems and give advice playing the board game. Make an advertisement for an imaginary health product and present it to the class.

2. Reading and writing Write and draw in the advice column of an exhibition the advice they think is convenient for the health or safety problem we tell them about. Complete a short questionnaire about health and safety. Comment on the answers with the class. Read the text deducing the meaning of unknown words from the context. Answer the questions we ask them and act out the conversation. Decide whether sentences are true or false based on the grammatical table. Make a poster about rules of behaviour in the classroom. Find in the text the words which give information about each one of the interrogative particles. 11 Teaching Programme - Backpack 4 Find out the elements of first aid they have at home and build sentences about what is missing or broken. Make a mural that shows some of the safety rules they have learnt. Make a list of familiar rules written in first person. Present it to the class. Write sentences which express what they do to keep fit and safe.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. - Take care!; myself; yourself; himself; herself; itself; ourselves; yourselves; themselves; we take care of ourselves; take our advice; health; do you use a helmet?; what do you do when you have a problem?; feel right; feel well; ouch!; what should/shouldn’t you do if you have a (bad cold)?; when your (ear) hurts, what do you call it?; what’s the matter?; stomach-ache; earache; I’ve got a (stomach-ache); I don’t know what muscles means, but the words in the body and exercises are in the sentence; maybe muscles are something in our bodies that we can exercise; what should you wear when you (go for a walk)?; why is yoga good for you?; sunscreen; comfortable; (I) cut (myself); what reflexive pronoun should we use to refer to you (myself, herself or yourself); how do you take care of yourself?; you should listen to the teacher; you shouldn’t talk when the teacher is talking; you shouldn’t run in the class; you should do your homework; safe and sound; being sorry; what’s the matter with them?; who do you think is sorry?; if you (eat sweets at night), you’ll be sorry; safety rules mural. Receptive language. Workbook. Student’s Book. Enrichment. Organising ideas. Ask and answer. Get ready. Grammar work. Look and write in your notebook. Answer true or false. Ask three friends. Copy the chart into your notebook. Give advice. Make a chart. Talk with a partner. Classroom rules. Make predictions. Use prior knowledge. Guess meaning from context. Summarise. Home-school link. Listen and match.

12 Teaching Programme - Backpack 4 Write the numbers and letters in your notebook. Family/behaviour rules.

3.2. Reflection on learning Show interest in learning from classmates and helping them with their difficulties. Show interest in learning how to look after oneself. Enjoy and participate with initiative in the activities carried out in class. Show interest in correcting own mistakes.

4. Socio-cultural aspects and intercultural awareness We teach them to collaborate with their classmates in the group and pair work activities in order to reach more efficiently the pursued goals in a good classroom atmosphere. We show our pupils the importance of preventing accidents and being prepared to give and receive basic first aid. We help them to value learning how to look after oneself in order to have greater independence and personal autonomy.

III. Basic competences  Linguistic competence: making sentences with should and shouldn’t and with reflexive pronouns.  Knowledge and interaction with the physical world: actions which help us to be healthy, illnesses and cures.  Social and civic competence: good social atmosphere in the classroom.  Cultural and artistic competence: creative writing.  Learning-to-learn competence: self-assessment.  Autonomy and personal initiative: learning to look after oneself.

IV. Assessment  We use the oral assessment table whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have acquired in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test of unit 4 on page 30.

13 UNIT 5: “ANIMALS PAST AND PRESENT”

I. Objectives

 Revise previous notions.  Identify extinct and endangered animals.  Talk about the characteristics of animals and their habitats.  Make comparisons between animals.

II. Contents

1. Listening, speaking and conversation Listen to the recording pointing to the corresponding drawing. Make comparisons between animals in pairs. Practise the pronunciation of specific sounds based on the key vocabulary of the unit. Hold dialogues with a classmate about extinct animals, following the model, asking questions with wh- and using the past simple. Hold dialogues with a classmate about endangered animals, following the model, asking questions with wh- and using the present continuous and past simple. Play noughts and crosses in teams putting in each square the question corresponding to the information we give them. Ask four classmates the questions from the table and note in it if they have replied correctly. Share the information with the class. Complete the table asking and answering questions in pairs. Have a debate in groups and make own table with reasons why some animals are extinct and others are endangered. Predict the theme of the magazine from the title and the images. Deduce the meaning of unknown words from the context. Decide which sections they will read first. Match each conversation they hear to the corresponding drawing. Play the board game in order to ask and answer questions in pairs using the interrogative particles. Make a sculpture of an imaginary animal and talk to the class about it.

2. Reading and writing Make an exhibition about extinct animals with drawings or photos the children bring. Write a caption for each drawing. Read the text and deduce the meaning of unknown words from the context. Answer the questions we ask them. In pairs, make a list of words they would use to describe the photos. Read the text and deduce the meaning of new words from the context. Say, in groups, whether the statements about each of the texts are true or false. Think about a list of ways to “get into trouble” after we show them the expression. Write four questions about an animal.

14 Read the text and deduce the meaning of new words. Compare their deductions with a classmate and confirm or correct them with us. Answer in groups the questions we ask them. Write questions for answering, referring to a specific animal. Look for information in the text to answer each of the interrogative particles. Write letters asking for information to organizations which work to save animals and their habitats. Write in pairs a dialogue about the drawing they choose. Write in groups a story about the animal they sculptured. Write sentences about why animals become extinct.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · Animals past and present; animals of/in the past/present; dinosaur; Komodo dragon; blue whale; giant panda; koalas; millions of years; century; if (10) years is (a centimetre), how long is (100) years?; are these animals from the past or the present? (both); extinct; endangered; I don’t know what (extinct) means, but the word (dinosaur) is in that section; (dinosaurs) aren’t living today; maybe (extinct) means that they aren’t living now; an endangered animal is in danger of becoming extinct; the (Komodo dragon) and (Pyrenean bees) are extinct; the (giant panda) is an endangered animal; get in trouble; where do (turtles) lay their eggs?; how big is the (giant armadillo)?; tracks; for kids who are wild about animals; to like something a lot; what are you wild about?; which feature did they like the most/the least?; did they like the drawing in the contest?; which drawing did they like better?; questions from our readers; exhibit; why are the animals holding sings?; they’re protesting; animal sculpture; what do animals need to survive?; forests; why do animals die out?; dinosaurs died out because Earth became too cold/because an asteroid hit Earth. Receptive language. - Workbook. - Talk about why some animals - Student’s Book. are extinct or endangered. - Enrichment. - Make predictions. - Depicting time. - Guess meaning from context. - Get ready. - Express opinions. - Questions words. - Get involved. - Write questions/answers in your - Write the numbers and letters in notebook. your notebook. - Scrambled sentences. - Choose an animal. - Write four questions in your notebook. - Make a chart like this in your notebook. - Ask four friends your questions. - Check their correct answers. - Ask and answer about animals. - Work in groups.

15 - Picture dialogues. - Rhyming words. - Write a story. - Book marks.

3.2. Reflection on learning - Show interest in research about extinct animals. - Show interest in knowing, respecting and looking after animals in danger of extinction. - Enjoy and participate with initiative in the activities carried out in class. - Show interest in correcting own mistakes. - Show interest in being as creative as possible when doing activities.

4. Socio-cultural aspects and intercultural awareness - We encourage the children to collaborate as far as possible in order to create a good social atmosphere in class. - We show the children the need to respect animals and their natural habitats in order to avoid the extinction of species, because, later, they cannot be recovered, as happened to the animals which are now extinct.

III. Basic competences  Linguistic competence: making sentences with the present continuous and past simple and with interrogative particles, large figures.  Mathematical competence: large figures.  Knowledge and interaction with the physical world: characteristics of animals and their habitats.  Social and civic competence: endangered animals.  Cultural and artistic competence: creative writing.  Learning-to-learn competence: self assessment.  Autonomy and personal initiative: showing interest in being as creative as possible.

IV. Assessment  We use the oral assessment table whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have acquired in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test of unit 5 on page 31.

16 UNIT 6: “IN THE OLD DAYS”

I. Objectives

 Revise previous notions.  Identify inventions which make people’s lives easy.  Compare the way of life nowadays with that of past times.  Encourage their capacity for making a decision about what to read.  Practise the pronunciation of specific sounds and the stress, rhythm and intonation of sentences.

II. Contents

1. Listening, speaking and conversation Describe images of past times and comment on whether they would like to live in them. Make a word map about life in the past. Comment on the title of the song and predict the words they will hear in it. Listen to the song and match the lyrics to the images. Sing the song. Point to the appropriate drawing while they listen to the recording Practise the pronunciation of specific sounds based on the key vocabulary in the recording. Hold dialogues with a classmate based on the model and drawings of the activity. Answer questions about things they used to do in the past and complete the activity with questions and answers using the grammatical table. Hold dialogues with classmates about the drawings following the model given. Have a group discussion about how their lives used to be and how they are now. Hold a conversation in pairs about how their family life has changed in recent years. Predict the theme of the magazine from the title and images. Comment on the title and images and choose the section they will read. Describe the drawings in pairs and predict words they will hear in the recording. Match each conversation to the corresponding drawing. Correct the activity listening again to the recording. Play the board game in order to ask and answer question in pairs in the past, using the words and drawings from the board. Use different images in order to show and explain to the class the things they used to do in the past. Use used to or use to in order to answer or ask questions. Make a list of the inventions they use and explain what people used to do before they existed.

2. Reading and writing Make an exhibition with images of common inventions classified in categories.

17 Read the text deducting from the context the meaning of new words. Answer the questions we ask them about the text. Guess what people used to do before having certain inventions. Read the text deducing the meaning of new words from the context, compare it with a classmate and confirm it with us. Answer in groups the questions we ask them. Make tables of times in order to illustrate the information from each section. Write the key vocabulary in another table. Show tables to classmates. Read the text and deduce the meaning of new words. Compare deductions with a classmate and confirm or correct them with us. In groups, answer the questions we ask them. Write questions to get them out of a bag and answer them. Write sentences to describe what they looked like in the past.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · In the old days; inventions; transport; communication; babies on parade; when I was young I used to (…), but now I (…); when we were very young; way back then; what was life like back then?; running water; cooker; paper money; CD player; plasters; umbrellas; open fire; tube; candle; talked face-to-face; did they have (running water)?; in person; I don’t know what invented means, but the words paper, printing and money are in the sentences; maybe invented means making something like paper money; who invented (paper money)?; what did people use for (money) in the past?; who recorded human speech for the first time?; what did you use to do (before you started school)?; I used to (play at home); inventive ideas; then and now poster; (forty years ago) my (grandpa’s mum) used to (cook food on a cooker); now, (grandpa) sometimes uses a (microwave oven). Receptive language. - Workbook. - How is your life different now? - Student’s Book. - Changes in the family. - Enrichment. - Make predictions. - Invention sequence chart. - Use prior knowledge. - Ask and answer. - Guess meaning from context. - Get ready. - Express opinions. - Grammar work. - Memory strategies. - Complete the sentences in your - Animal/farm talk. notebook. - Write the numbers and letters in - Write questions or answers. your notebook. - Work with a partner. - Future grandparent stories. - Talk about school in the past - Home-school link. and school now. - Find the mistake. - Work in groups. - Interviews. - Describe how you used to look and what you used to do.

3.2. Reflection on learning Show interest in doing research about past times. Enjoy the rhythm of English through the chants and songs.

18 Show respect and desire to learn in the group discussions. Enjoy and participate with initiative in the activities carried out in class. Show interest in being as creative as possible when carrying out the activities.

4. Socio-cultural aspects and intercultural awareness We help the pupils to realise the importance of life in society during any period of time and the need to collaborate with everyone for a pleasant social life.

III. Basic competences  Linguistic competence: making of sentences in the present and past simple, yes/no questions; expressing past customs using used to.  Knowledge and interaction with the physical world: present and past inventions.  Social and civic competence: the importance of life in society in different periods of time.  Learning-to-learn competence: pronunciation, stress, rhythm and intonation of sentences.  Autonomy and personal initiative: individual interest in learning from debates.

IV. Assessment  We use the oral assessment table, whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have acquired in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test of unit 6, page 32. Besides, they will also complete the revision test for units 3-6 on pages 38 and 39.

19 UNIT 7: “IT’S A DATE” I. Objectives

 Revise previous notions.  Identify feast days and celebrations and place them on the calendar.  Say dates.  Sequence the steps to take for carrying out a project.

II. Contents

1. Listening, speaking and conversation Show on a mural the months of the year in order to put on them celebrations from their country. Add celebrations of other countries as they learn them. Comment on the title of the song and predict the words they will hear in it. Listen to the song and match the lyrics to the drawings. Sing and mime the song. Point to the appropriate drawing while they listen to the recording. Answer questions from the recording and point to the date on the calendar, using the events they read about in the previous activity. Practise the pronunciation of ordinal numbers based on the recording. Identify the objects in the photos and predict what they will read about. Hold dialogues with a classmate following a given model and using the objects in the drawings. Practise the pronunciation of the days of the week and the months of the year. Ask and answer questions about the illustration based on the sentences in the grammatical table. Compare work in pairs. Introduce in a table their plans for next week. Ask and answer questions about them and compare them in pairs. Inform in pairs about each pupil’s plans, expressed in the table of the previous activity. County them in order to find out who has most plans. Predict the favourite feast days and activities of three classmates and write them in the table. Interview them and say on the table if they are right. Present the information obtained to the class. Ask each other about the dates of their birthdays in small groups and get into order according to the date they were born on. Predict the theme of the magazine from the title and illustrations. Say different ways of celebrating a birthday. Choose the section of the magazine they will read first. Explain one of the articles and sequence the steps for making a voucher book. Describe the drawings in pairs and predict what they will hear in the listening. Listen to the recording and match each drawing to the corresponding conversation. Answer in pairs the questions of the questionnaire based on the unit. Begin the classes by explaining to a classmate the things they are going to do this week. Answer the questions using what they know about each feast day and the words from the box.

20 Write on cards the names of the feast days they know. Collect the cards in order to name the feast day and say what they know about it.

2. Reading and writing

Read the text deducing the meaning of new words from the context. Answer the questions we ask them about the text. Reflect on a pie graph the preferences of the class for activities and feast days, using the information they got from Activity 10. Read the text and deduce the meaning of new words from the context and classmates. Comment on what they read with a classmate. Answer in groups the questions we ask them. In groups, think about a new feast day. Illustrate it, write a paragraph about it and exhibit it on the mural. Write each activity and the day it will be carried out by the character. Find out what it is by asking and answering questions in pairs, following the model in the dialogue. Make a calendar with their special days, share it with the class and exhibit it in the classroom.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. - It’s a date!; special days; global celebrations; (my sister) likes (Carnival) because (she) likes (the music and the costumes); was the (seventh a Friday); the (first); I don’t know what festival means, but the word holyday is in that section; maybe festival means some kind of holiday or celebration; on (Loi Krathong), people make special boats to float in the water; in (China), people have bright lanterns and watch fireworks on the fifteenth day of their New Year; what are you going to do (after school)?; I’m going to (play tennis); (my birthday) is going to be on the (fifth March); day by day; birthday traditions around the world; ask holly day; Earth Day; plant a tree day lantern; I’m going to go a (football practice) on (Thursday the twelfth); calendar; what are you going to do on your favourite holiday? Receptive language. - Workbook. - Write your plans for next week. - Student’s Book. - Busy bee. - Enrichment. - Write the name of three friends - Ordinal numbers with emphasis in your notebook. on (/T/) as in (fourth). - Now ask your friends. - Words maps. - Birthday line-up. - Ask and answer. - Pie chart. - Days of the week and months of - Make predictions. the year. - Use your prior knowledge. - Get ready. - Retell and sequence. - Grammar work. - New holiday. - Write questions or answer in - Listen and match. your notebook. - Write the numbers and letters in - Copy the chart in your your notebook. notebook. - Find out the date.

21 - Rhyming words. - Bookmarks.

22 - Partner share. - Write the dates in words. - Holiday cards.

3.2. Reflection on learning Show interest in knowing and enjoying the feast days and celebrations of their country and other countries. Enjoy the rhythm of English through the chants and songs. Show interest in learning to express oneself correctly in English Show interest in learning from classmates and helping them with their difficulties. Enjoy activities carried out in class.

4. Socio-cultural aspects and intercultural awareness We show the children the importance and need of celebrations and feast days, in order to favour a better social situation between members of the society. We encourage them to help and collaborate, as much as they can, with the festivities around them.

III. Basic competences  Linguistic competence: dates, feast days and celebrations, ordinal numbers, present continuous versus “be+going to+verb”.  Social and civic competence: social importance of feast days for socialising.  Cultural and artistic competence: inventing a feast day.  Learning-to-learn competence: self assessment.  Autonomy and personal initiative: class consensus about the activities and feast days they prefer.

IV. Assessment

 We use the oral assessment table, whilst observing their use of key structures and vocabulary, throughout the activities carried out in the unit.  We will do other types of activities which inform us directly about the knowledge the pupils have acquired in the unit.  We will help and guide pupils in self assessment.  The pupils have to complete the test of unit 7, page 33.

23 UNIT 8: “HOBBIES ARE FUN!”

I. Objectives

 Revise previous notions.  Identify hobbies and talk about them.  Express opinion and justify it.  Compare hobbies and things.  Practise the pronunciation, rhythm and intonation of sentences.

II. Contents

1. Listening, speaking and conversation Make a word map about their hobbies. Comment on the title of the song and predict the words they will hear in it. Listen to the song and match the lyrics to the drawings. Sing and mime the song. Describe the drawing and listen to the recording following it in the book and trying to find out the meaning of new words. Answer the questions. Name the hobby and give their opinion about it in pairs. Practise the pronunciation of specific sounds from the recording of words of the vocabulary in the unit. Hold conversations in pairs based on a series of photos and the model of the dialogue in the activity. Have a group debate about their hobbies following the model sentence in the activity. Cut out the cards and put them in a bag. Take out two or three in order to compare them, justifying their opinions. Compare two classroom objects using the adjectives we give them. Repeat the activity with the superlative forms. Predict the theme of the magazine from the title and illustrations. Say what they know about dominos. Choose the section of the magazine they will read first. Describe the drawings in pairs and predict words they will hear. Listen to the recording in order to match each conversation with its corresponding drawing. Correct their work listening again to the recording. Ask the questions we give them in pairs. Change pair in order to explain what their previous classmates said. Ask and give opinions about different hobbies playing the board game. Comment on the hobby of the character in the activity and bring examples of one of their hobbies, in order to talk about it in class.

2. Reading and writing Make an exhibition with real objects or illustrations, in relation to the children’s’ hobbies. Complete it by writing information about their hobby. Each day, place on a notice board a clue about a hobby, until the children guess which one it is. Work in pairs to categorise the words related to a hobby. Compare and share their list.

24 Make a list with the names of classmates which shows the superlatives we propose. Make comparative sentences. Classify the hobbies on the list from best to worst. Comment on each hobby with a classmate. Read the text and deduce the meaning of new words from the context and classmates. Answer in groups the questions we give them. Share and contrast the hobbies they have read about. Write other solutions for the problem in the article and compare them. Make a list in groups, with the worst hobbies they can think of. Write sentences giving their opinion about the best hobby and explaining why. Make a questionnaire in order to find out which hobbies are the most popular in the school. Present the results.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. · Hobbies are fun!; swapping sport cards; antique cars; collecting coins; gardening; rubber band collecting; card collecting; building models; comics books; marbles and stuffed animals; rubber stamping; balloon sculptures; entertainment; hobby fair; better than; the best; worse than; the worst; the easiest; the hardest; the cheapest; the most fun; messy; messier; the messiest; I don’t know what (valuable) means, but I know words like (good, great and better); I think (valuable) means (‘good’), maybe (‘expensive’); how does the person feel about his or her (hobby)?; what number did you give it?; I gave it a (6); I think (building models) is (better) than (card collecting) because you can play with the (models); domino topples; badge fan; call the collector; which collections show in the room are talked about in the chant?; what hobby do you think is (the best)? Receptive language. - Workbook. - Write the numbers and letters in - Student’s Book. your notebook. - Enrichment. - Pair shares. - Vocabulary work. - Ask and answer. - Point and describe. - Get ready. - Grammar work. - Complete the sentences. - Group work. - Work with a partner. - Compare your opinions. - Talk about your hobbies in a group. - Hobby/make comparisons. - Spelling rules. - Make predictions. - Use prior knowledge. - Guess meaning from context.

25 - Choose good, better, best or worst. - Hobby survey.

3.2. Reflection on learning Show interest in knowing and enjoying different hobbies. Enjoy the rhythm of English through the chants and songs. Show interest in knowing and respecting classmates’ hobbies. Participate with initiative in the activities carried out in class.

4. Socio-cultural aspects and intercultural awareness We help the children to respect the tastes and hobbies of others and to show curiosity towards knowing them.

III. Basic competences  Linguistic competence: identify and name hobbies, making of comparatives and superlatives and yes/no questions.  Social and civic competence: hobbies.  Learning-to-learn competence: self assessment.  Autonomy and personal initiative: initiative in class activities.

IV. Assessment

26 UNIT 9: “LET’S DANCE”

I. Objectives

 Revise previous notions.  Identify different types of dances from other countries.  Learn to make two words into one when pronouncing them.  Encourage their capacity for making a decision about what to read.  Invent and stage dances.

II. Contents

1. Listening, speaking and conversation Do the movements we indicate, to the sound of the music. Make a word map about dance. Comment on the title of the song and predict the words they will hear in it. Listen to the song and match the letter to the drawings. Sing and mime the song. Listen to the recording and match each conversation to the corresponding drawing in pairs. Practise the conversations. Practise the pronunciation of would you as if it were a single word, using written sentences and sentences from the recording. Hold conversations in pairs using a series of photos and the model of the dialogue in the activity. Practise the pronunciation of think of as a single word, using the recording. Practise making sentences with would asking each other in pairs about the dances they would like to learn and getting together with other pairs in order to introduce a third person. Ask each other in pairs if they can carry out the actions represented in the drawings. Do the sequence of movements indicated by their classmate. Invent and stage a dance in small groups. Remember the steps in order after each performance. Complete the table by interviewing three classmates about the dances they would like to learn. Share the information with the rest of the class. Comment on the dances in the photos of the magazine and choose which section they will read first. Tell each other in pairs what they have learnt in each article. Describe the drawings in pairs and predict words they will hear. Listen to the recording to match each conversation to its corresponding drawing. Correct work by listening to the recording again. Organise an “end of book” party and invent the dance steps for acting out “shake a leg”. Make an advertisement about a dance festival and show it to the class. Talk about their favourite dance style. In groups make a set of cards with the key words from each type of dance. Insert in each one words which do not correspond to it. Find out the name of the dance in the set of cards and the ones which do not fit in it. Say which dance movements correspond to each drawing.

27 2. Reading and writing Learn dances from different countries and describe and illustrate them on the mural. Match each dance to the corresponding country Work in pairs to write words that describe the images. Read the text and deduce the meaning of new words from the context. Answer questions in order to check understanding. Record on a table what they have learnt about dances. Make a list of new words with their synonyms and definitions. Classify adjectives into positive or negative. Build sentences to ask and answer about their opinion of the different dances. Read the text and deduce the meaning of new words from the context and classmates. Answer in groups the questions we give them. Write in groups the sentences that express the main ideas of each article and share them. Do some research about traditional dances and write an essay. Present their work in class. Create a questionnaire for interviewing pupils from other classes about the frequency with which they go out dancing. Write sentences about their favourite dance. Complete a series of sentences for expressing their opinion about the unit.

3. Knowledge of language through use 3.1. Linguistic knowledge Lexis and structures. - Let’s dance!; dance around the world; dance styles; dance movements; descriptive words; do you dance alone or with a partner?; twist; turn; clap; stamp; what kinds of dance do the people usually learn?; quite the thing; Scottish dancing; ballet; folk dance; would you like to learn how to (folk dance)?; would (Jane) like to learn how to (folk dance)?; yes, (she) would; no, (she) wouldn’t; which dance would you like to see?; shake a leg; paint the whole town red; shake a leg; traditional folk dance; the most interesting dance I learned about was (…); I’d like to learn more about (…); three difficult words that I learned are (…); three words that I still don’t understand that I would like to understand are (…). Receptive language. - Workbook. - Summaries. - Student’s Book. - In my footsteps. - Enrichment. - Write the numbers and letters in - Ask and answer. your notebook. - Get ready. - Dancing survey. - Grammar work. - Key words. - Ask your partner. - Talk to a friend. - Dance steps. - Copy the chart. - Ask three friends. - Tell the class. - Match the music. - Use prior knowledge. - Guess meaning from context.

28 - Write a question or an answer in your notebook. - Complete the sentences. - Opinion poll.

3.2. Reflection on learning Show interest in researching about dances from different countries. Enjoy the rhythm of English through the chants and songs. Enjoy and participate with initiative in the activities carried out in class Show interest in being as creative as possible when carrying out activities. Show interest in correcting own mistakes.

4. Socio-cultural aspects and intercultural awareness We teach the pupils to be interested in and enjoy the culture and folklore of their own and other countries. We teach them to respect the different customs and ways of understanding culture.

III. Basic competences  Linguistic competence: identifying and naming different dance movements, yes/no questions using would; positive and negative adjectives.  Social and civic competence: dances and their country of origin, respecting the folklore.  Cultural and artistic competence: inventing and staging dancing.  Learning-to-learn competence: making two words into one when pronouncing them.  Autonomy and personal initiative: choosing what to read, “end of book” party.

IV. Assessment