the problems the pupils encounter and to discover how the pupils overcome these difficulties. If the teacher wants to increase motivation, he or she can monitor how much interest the pupils show in the different activities or how much the pupils participate. In this way, by making use of a variety of resources the teacher is able to choose the right tools depending on the aims of the assessment. 6.2. EVALUATION CRITERIA AND LEARNING STANDARDS As stated in the previous section, both evaluation criteria and their application (known as “learning standards”) must be items in terms of objectives achievement and each stage’s skills. In addition, for specific evaluation of the degree of achievement in terms of these criteria in the first and second school years of Primary Education, teachers may use the descriptors listed in section 4 (Key competences) and in the development of the teaching units (section 8, Teaching syllabus and programme of classroom activities). 6.3. ASSESSMENT IN GUESS WHAT! With pupils of this age, it is best to use continuous assessment, monitoring their progress in the classroom and using this information to help with teaching. The continuous assessment that relies on pupils monitored by the teacher and who will use this monitoring to correct their own progress, will make the role of pupils even more active, since the pupils are learning from the input the pupils are given by the teacher but, at the same time, the pupils are monitoring themselves. Children do not develop at the same rate and do not all learn in the same way. So we need to assess each pupil as an individual and not compare them with the other pupils in the class. We should look for progress and development in every pupil. We should assess and monitor the pupils’ social and emotional development together with their learning of English. This means that we should praise effort and encourage them to share and to work in pairs and groups, as well as giving them feedback on their English. The following evaluation criteria are adapted from those established by the Law in relation to the teaching material found in Guess What! and which are considered important and necessary areas of evaluation. Understand gist. The purpose is to measure pupils’ ability to understand the gist of short and simple spoken messages. These messages are presented in ideal conditions, that is, in direct communication and with contextual clues.
WELCOME UNIT BLOCK 2: PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION)) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in oral texts: Practise language for parts of the body and pets. Following a model, prepare and practise describing appearance. Sing a song focusing on the pronunciation of new language. Talk about the importance of getting involved with the local community. Talk about the height of people and objects in metres and centimetres. Ask some questons about the activities some children do. Act out a dialogue about what activities some children will do. Play a game to practise new structures. Say a chant focusing on pronunciation. Ask and answer about someone’s appearance. Act out a dialogue to practise saying the sound /aʊ/. Practise vocabulary for patterns. B2.EC.3. B2.EC.4. B2.EC.5. B2.EC.6. B2.EC.7. B2.EC.8. B2.LS.1. B2.LS.2. B2.LS.3. B2.LS.4. CLC.4. CLC.5. CLC.6. CLC.7. MCST.3. MCST.4. MCST.5. MCST.6. MCST.8. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Becoming familiar with classroom routines and course characters. Interest in using greetings and farewells correctly. Reflection on the importance of getting involved in the local community. Identifying patterns in nature and other types of pattern. Interest in using measurements such
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify language for sports. Listen to a dialogue between two children talking about what they are good at. Listen to a song focusing on the pronunciation of new language. Listen to a recording about a local talent show. Listen to a chant focusing on pronunciation. Listen to a story to consolidate language and structures of the unit. Listen to a dialogue about someone volunteering to do an activity. Identify the sound /ɔɪ/. Identify vocabulary for different body movements. Watch a video about body movements in physical activities. B1.EC.1. B1.EC.2. B1.EC.3. B1.EC.4. B1.EC.5. B1.EC.6. B1.EC.7. B1.LS.2. B1.LS.3. B1.LS.4. B1.LS.5. B1.LS.6. CLC.1. CLC.2. CLC.3. MCST.3. MCST.6. MCST.10. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Respect for the skills and abilities of others. Interest in practising sports to have a healthy lifestyle. Value the importance of allowing others to work. Interest in learning about cultural expression, such as street dance. Communicative functions: Greetings and introductions, apologising, thanking. Descriptions of people, activities, places and objects. Asking for and offering information, help, instructions, objects, permission. Establishing and maintaining communication.
Welcome descriptions body, parts of the body Sound, accent, rhythm and intonation patterns: Identify the pronunciation of words for sports. Identify the sound /ɔɪ/ (royal, coil, soil). UNIT 1 BLOCK 2: PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in oral texts: Practise language for sports. Following a model, prepare and practise in pairs a dialogue about what they are good at. Sing a song focusing on the pronunciation of new language. Practise asking and answering about what they are good at. Think and talk about the importance of allowing others to work. Play a game to practise new structures. Say a chant focusing on pronunciation. Learn to ask and answer with Who wants to …? and volunteering. Plan a local talent show. Act out a dialogue to practise saying the sound /ɔɪ/. Practise vocabulary for body B2.EC.1. B2.EC.2. B2.EC.3. B2.EC.4. B2.EC.5. B2.EC.6. B2.EC.7. B2.EC.8. B2.LS.1. B2.LS.2. B2.LS.3. B2.LS.4. CLC.4. CLC.5. CLC.6. CLC.7. MCST.3. MCST.6. MCST.10. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2.
UNIT 1 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 1: Presentation and practice of vocabulary Objectives: Learn and talk about sports. Materials: CD 1; Flashcards 12-20 Word cards (TB103) Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Revise sports and places where sports are practised. OC / OE LG CLC / SCC Extra activities: Teacher’s Book p. 112 The Cambridge Teacher Online resources for pupils Presentation. Present vocabulary of the lesson. OC / OE LG CLC Pupil’s Book, p. 16, Act. 1. Listen. and point (CD1.14) OC Ind / GC CLC Pupil’s Book, p. 16, Act. 2. Listen, point and repeat (CD1.15) OC / OE Ind / LG CLC Pupil’s Book, p. 16, Act. 3. Listen and answer the questions. (CD1.16) OC / OE LG CLC Pupil’s Book, p. 16, Act 4. Ask and answer with a friend. OE P / LG CLC / SCC / SIE Activity Book, p. 12, Act. 1. Look and write the numbers. WE / RC Ind CLC / SIE Activity Book, p. 12,Where do you do the sports? Look at activity 1and write. WE / RC Ind SIE / SCC / CLC My picture dictionary ➔ p. 85: Find and write the new words. WE / RC Ind SIE/ CLC Ending the lesson. Play Act it out. OC / OE LG CLC / SCC / SIE UNIT 1 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 2: Presentation and practice of grammar 1 Objectives:
CD 1; DVD; a CD of lively music Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Oral activity to present the contents of the lesson. OC / OE LG CLC / SCC / MCST Extra activities: Teacher’s Book p. 113 The Cambridge Teacher Online resources for pupils Pupil’s Book, p. 22, What type of body movements can we make? OC / OE LG CLC / MCST Pupil’s Book, p. 23, Act. 1 Listen and repeat, (CD1.24) OC / OE LG CLC / MCST / SIE Pupil’s Book, p. 23, Act.2 Video 01 (p.125 TB). Watch the video. OC LG CLC / MCST Pupil’s Book, p. 23, Act. 3 What body movements are the children making in these pictures? RC / OE LG / Ind CLC / MCST / SIE Pupil’s Book, p. 13, Act. 4 What body movements do you make in sport? OE / RC LG / P CLC / MCST Activity Book, p. 18, Act. 1. What body movements can you see? Circle the correct words. RC Ind CLC / MCST / SIE Activity Book, p. 18, Act. 2. Complete the sentences with movements. RC / WE Ind CLC / MCST / SIE / LL Ending the lesson. Play a game of Simon says. RC LG CLC / MCST / SCC UNIT 1 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 8: CLIL project and evaluation Objectives: Write instructions for a street dance.
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify language for different places in town. Listen to a dialogue between two children talking about their school. Identify the function of asking and giving directions in town. Listen to a song focusing on the pronunciation of new language. Listen to children talking about different places at their school. Listen to a chant focusing pronunciation. Listen to a dialogue about offering help. Listen to a story to consolidate language and structures of the unit. Listen and identify the function of offering help. Listen to a dialogue focusing on the pronunciation of the sound /ɜː/. Identify vocabulary for shapes. Watch a video about shapes. B1.EC.1. B1.EC.2. B1.EC.3. B1.EC.4. B1.EC.5. B1.EC.6. B1.EC.7. B1.LS.2. B1.LO3. B1.LS.4. B1.LS.5. B1.LS.6. CLC.1. CLC.2. CLC.3. MCST.3. MCST.4. MCST.6. MCST.7. MCST.8. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Respect for others in group activities. Curiosity about learning about places in town in different parts of the world. Reflection on the importance of cycling safely. Interest in identifying shapes in buildings. Communicative functions: Greetings and introductions, apologising, thanking.
Mexican, Egyptian recycled, card Recycled vocabulary: street, school, park, shop, café, cinema, supermarket next to, in front of, behind, between plane swimming pool library favourite, giraffe, elephant, car, lorry bike winners, adventure, playground places at school (sports field, dining hall) girl, curly, purple, skirt, T-shirt, bird, circle, burger circle, triangle, square, building big, small Sound, accent, rhythm and intonation patterns: Identify the pronunciation of words for places in town. Identify the sound /ɜː/ (turtle, whirl, surf). UNIT 2 BLOCK 2: PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in oral texts: Practise language for different places in town. Sing a song focusing on pronunciation of new language. Make sentences to practise the function of saying and asking where places are in a town. Think and talk about the importance of cycling safely. B2.EC.1. B2.EC.2. B2.EC.3. B2.EC.4. B2.EC.5. B2.EC.6. B2.EC.7. B2.EC.8. B2.LS.1. B2.LS.2. B2.LS.3. B2.LS.4. CLC.4. CLC.5. CLC.6. CLC.7. MCST.3. MCST.4. MCST.6. MCST.7. MCST.8. DC.1. SCC.1.
Lesson 3: Presentation and practice of grammar 2 Objectives: Give directions to places in a town. Materials: CD 1; Flashcards 21-30 Optional: large circles of red, orange and green card, a zebra crossing made of a large sheet of white paper with black lines Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Revise places in town. OC / OE / RC LG CLC / SIE Extra activities: Teacher’s Book p. 113-114 The Cambridge Teacher Online resources for pupils Presentation. Introduce giving directions. OC / OE LG CLC / SIE Pupil’s Book, p. 28, Act. 8. Listen, and repeat (CD1.29) OC / OE LG CLC Pupil’s Book, p. 28, Act. 9. Listen and follow. Then answer. (CD1.30) OC / OE LG / P CLC / SIE Pupil’s Book, p. 28, Act. 10. Play the game with a friend. OC / OE P CLC / SIE / SCC Pupil’s Book, p. 28, Act. 11 Go to page 102. Listen and repeat the chant. OC / OE LG CLC / SIE / SCC Activity Book, p. 22, Act. 5. Read and draw lines. Then answer the questions. WE / RC Ind CLC / SIE Activity Book, p. 22, Act. 6. Look at activity 5. Write the directions. RC / WE Ind CLC / SIE Ending the lesson. Revise directions. OE / OC LG CLC / SIE / SCC UNIT 2 PROGRAMME OF CLASSROOM ACTIVITIES
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify language for work and jobs. Listen to a dialogue between two children talking about what they want to be. Listen to a song focusing on the pronunciation of new language. Listen to a recording about what some children want to be and where they want to work. Listen to a chant focusing on pronunciation. Listen to a dialogue to practise the function of offering help and responding to offers. Listen to a story to consolidate language and structures of the unit. Listen and identify the function of offering help and responding to offers. Listen and focus on the pronunciation of the consonant cluster /kr/. Identify vocabulary for the different stages of producing a product. Watch a video about the different stages of producing a product. B1.EC.1. B1.EC.2. B1.EC.3. B1.EC.4. B1.EC.5. B1.EC.6. B1.EC.7. B1.LS.2. B1.LS.3. B1.LS.4. B1.LS.5. B1.LS.6. CLC.1. CLC.2. CLC.3. MCST.3. MCST.6. MCST.7. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Value the importance of taking care of pets and animals. Reflection on the function of offering help and responding to offers. Interest in learning about the different stages of producing a product. Reflection on the fact that both men and women can do any type of job. Communicative functions:
footballer rope, tyres first crab crawl, across, sand offer, clock, clothes outdoor, factory, transport, work (n) difficult Recycled vocabulary: hospital, paint, draw, sing, bus, fly, plane, dress jobs family farmer, teacher, farm, school, train adventure playground uncle, farmer water, horse, goats shop, tree, circle, wood (= material) Sound, accent, rhythm and intonation patterns: Identify the pronunciation of words for work and jobs. Identify the pronunciation of the consonant cluster /kr/: (crab, crawl, across). UNIT 3 BLOCK 2: PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in oral texts: Practise language for work and jobs. Following a model, prepare and practise a dialogue about what they want to be and where they want to work. Sing a song focusing on the pronunciation of new language. Make sentences to practise the B2.EC.1. B2.EC.2. B2.EC.3. B2.EC.4. B2.EC.5. B2.EC.6. B2.EC.7. B2.EC.8. B2.LS.1. B2.LS.2. B2.LS.3. B2.LS.4. CLC.4. CLC.5. CLC.6. CLC.7. MCST.3. MCST.3. MCST.6. MCST.7. DC.1. SCC.1. SCC.2.
Ask and answer about what they want to be and talk about what others want to be. Materials: CD 1; a piece of blank paper for each pupil Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Miming activity to review vocabulary for jobs. OC / OE LG CLC / SIE Extra activities: Teacher’s Book p. 115 The Cambridge Teacher Online resources for pupils Presentation. Introduce What do you want to be? OC / OE LG CLC / SIE Pupil’s Book, p. 40, Act. 8. Listen and repeat (CD1.42) OC / OE LG CLC Pupil’s Book, p. 40, Act. 9. Choose what you want to be. Then ask and answer. OC / OE / RC LG / P CLC / SIE Pupil’s Book, p. 40, Act. 10 Tell the class about your friend. OC / OE / RC LG CLC / SIE / SCC Pupil’s Book, p. 40, Act. 11 Go to page 102. Listen and repeat the chant. OC / OE LG CLC / SIE / SCC Activity Book, p. 32, Act. 6. Read and number. WE / RC Ind CLC / SIE Activity Book, p. 22, Act. 7. Look and write the questions and answers. RC / WE Ind CLC / SIE Activity Book, p. 22, Act. 8. Answer the questions. RC / WE Ind CLC / SIE Ending the lesson. Play Sentence chain game. OE / OC LG CLC / SIE / SCC UNIT 3 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 4: Skills Objectives:
(DESCRIPTORS) Production strategies in oral texts: Practise language for animals. Following a model, prepare and practise in pairs a dialogue comparing animals. Sing a song focusing on the pronunciation of new language. Talk about their favourite animal. Act out a dialogue to practise the function of asking people to pass things. Compare animals using one- and two-syllable adjectives. Ask and answer about animals using comparative adjectives. Say a chant focusing on pronunciation. Practise the function of asking people to pass things and responding. Talk about the importance of looking after nature. Say a tongue twister to practise the pronunciation of the consonant cluster /fr/. Practise vocabulary for the different groups of vertebrates. B2.EC.1. B2.EC.2. B2.EC.3. B2.EC.4. B2.EC5. B2.EC.6. B2.EC.7. B2.EC.8. B2.LS.1. B2.LS.2. B2.LS.3. B2.LS.4. CLC.4. CLC.5. CLC.6. CLC.7. MCST.3. MCST.6. MCST.8. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about the five different groups of vertebrates. Value the importance of looking after nature. Interest in learning the function of asking people to pass things politely. Communicative functions: Greetings and introductions, apologising, thanking. Expressing ability, likes, agreement or disagreement, feelings, plans. Descriptions of people, activities, places and objects. Asking for and offering information,
Comprehension strategies in written texts: Read vocabulary for animals. Read sentences about animals and say whether they are true or false. Read a text about some animals in a zoo. Read a story to consolidate vocabulary and structures of the unit. Identify the spelling of the consonant cluster /fr/. Identify vocabulary for the different groups of vertebrates. B3.EC.1. B3.EC.2. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.1. B3.LS.3. B3.LS.4. CLC.9. MCST.3. MCST.6. MCST.8. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about the five different groups of vertebrates. Value the importance of looking after nature. Interest in learning the function of asking people to pass things politely. Communicative functions: Greetings and introductions, apologising, thanking. Expressing ability, likes, agreement or disagreement, feelings, plans. Descriptions of people, activities, places and objects. Asking for and offering information, help, instructions, objects, permission. Establishing and maintaining communication. Syntactic-discursive contents: It looks like … It comes out at night. It eats … (Gorillas) are bigger/smaller/ noisier/quieter/quicker/slower than (pandas). Are (giraffes) (tall)er than (penguins)? | Yes, they are. / No, they aren’t. come from
Optional: a blank piece of paper for each pupil Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Play Correct my mistakes. OC / OE / RC LG CLC / SIE Extra activities: Teacher’s Book p. 116 The Cambridge Teacher Online resources for pupils Presentation. Introduce questions with comparatives. OC / OE LG CLC / SIE Pupil’s Book, p. 50, Act. 8. Listen and repeat (CD1.53) OC / OE LG CLC Pupil’s Book, p. 50, Act. 9. Listen and answer (CD1.56) OC / OE / RC LG CLC / SIE Pupil’s Book, p. 50, Act. 10 Ask and answer with a friend. OC / OE / RC LG / P CLC / SIE / SCC Pupil’s Book, p. 50, Act. 11 Go to page 102. Listen and repeat the chant. (CD1.55) OC / OE LG CLC / SIE / SCC Activity Book, p. 40, Act. 6. Read and circle the words. WE / RC Ind CLC / SIE Activity Book, p. 22, Act. 7. Look and use the words to complete the questions. RC / WE Ind CLC / SIE Activity Book, p. 22, Act. 8. Complete the questions and write the answers. RC / OC / OE LG CLC / SIE Ending the lesson. Play Stand in order. OE / OC LG CLC / SIE / SCC UNIT 4 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 4: Skills Objectives: Consolidate language of the unit and practise the skills of reading, speaking and writing. Materials:
Recycled vocabulary: food and drink lunch, sandwich, drink breakfast, lunch, dinner, fruit, vegetables, cereal always, usually, sometimes, never days of the week orange juice, can car, artist, guitar body water, sea, ice, pond, lake Graphic patterns and spelling conventions: Identify the spelling of vocabulary for food and water sources. Identify the spelling of words with the vocal sound /ɑː/. UNIT 5 BLOCK 4: PRODUCTION OF WRITTEN TEXTS (EXPRESSION AND INTERACTION) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in written texts: Practise writing vocabulary for food. Write about what they eat for lunch. Complete sentences about food hygiene. Ask and answer about how often they eat different kinds of food. Write a poem about where water comes from. B4.EC.1. B4.EC.2. B4.EC.3. B4.EC.4. B4.EC.5. B4.EC.6. B4.EC.7. B4.LS.2. B4.LS.3. B4.LS.4. CLC.10. CLC.11. CLC.12. MCST.3. MCST.6. MCST.8. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Value the importance of food hygiene. Reflection on the function of shopping. Respect for different food cultures. Interest in learning more about the different sources of water.
UNIT 5 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 8: CLIL project and evaluation Objectives: Write a poem about where water comes from. Review the contents of the lesson. Complete the evaluation in the Activity Book. Materials: Photos or drawings of clouds, rain, a glacier, a well, a spring, a river, the sea; an example of a poem in English; a piece of blank paper for each pair or group of pupils; word cards (TB107) Optional: flashcards 51-60 Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Oral activity to review vocabulary from the previous lesson. OC / OE / RC LG CLC / MCST / SCC Extra activities: Teacher’s Book p. 119 The Cambridge Teacher Online resources for pupils Assessment reources: End-of-unit test: Teacher’s Resource File and Tests The Cambridge Teacher Self-evaluation: Evaluation. Presentation. Present the topic of the lesson by reading a poem. OC / OE / RC LG CLC / MCST / SCC Pupil’s Book, p. 67, Act. 5. Make a shape poem about where water comes from. OE / RC / WE LG CLC / MCST / SIE / SCC Activity Book, p. 55, Evaluation. Act. 1. Look and match. WE / RC Ind CLC / MCST / SIE / LL Activity Book, p. 55, Evaluation. Act. 2. Look and wirte. RC / WE Ind LL / SIE / MCST / LL Activity Book, p. 55, Evaluation. Act. 3. Complete the sentences about RC / WE Ind LL / SIE / MCST
Online resources for pupils Cambridge Teacher Self-evaluation: Evaluation. Activity Book 2. Read and then complete the answers. RC / WE Ind LL / SIE / MCST / LL Activity Book, p. 63, Evaluation. Act. 3. Complete the sentences about this unit. RC / WE Ind LL / SIE / MCST Activity Book, p. 63, Evaluation. Act. 4. Guess what it is. RC / WE Ind LL / SIE Ending the lesson. Pupils choose their favourite activity from the unit and do it again. Ind CLC / LL / SIE
consonant cluster ck /k/. UNIT 7 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for parts of a building. Read a story to consolidate vocabulary and structures of the unit. Identify the spelling of the consonant cluster ck /k/. Identify vocabulary for building materials and old buildings. B3.EC.1. B3.EC.2. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.1. B3.LS.2. B3.LS.3. B3.LS.4. CLC.9. MCST.3. MCST.6. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about old buildings in their country and how they were built. Reflection on the importance of looking after their possessions. Interest in learning to speak on the phone politely. Interest in learning about the different parts of a building. Communicative functions: Greetings and introductions, apologising, thanking. Descriptions of people, activities, places and objects. Asking for and offering information, help, instructions, objects, permission. Establishing and maintaining communication. Syntactic-discursive contents: Where do your grandparents live? They live in … What’s it like? It sounds nice.
Lesson 6: Talk time and Say it! Objectives: Practise the function of speaking on the phone. Practise saying the consonant cluster ck /k/. Materials: CD 2 Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Ask questions about the story from the previous lesson. OC / OE LG CLC Extra activities: Teacher’s Book p. 121 The Cambridge Teacher Online resources for pupils Presentation. Remind pupils of the story and the value. OC / OE LG CLC Pupil’s Book, p.87, Act. 16. Listen and repeat. Then act. (CD2.37) OC / OE LG / P CLC / SCC Activity Book, p.87, Act. 17 Listen and repeat. (CD2.38), OC / WE Ind SIE / SCC Activity Book, p.71, Act. 14 Look and tick the pictures that show the value: look after your possessions. RC Ind CLC / SIE / LL / SCC Activity Book, p. 61, Act. 15 Colour the words with the letters ck. OC / OE Ind CLC / SIE / LL Ending the lesson Play Listen and do. OC / OE LG CLC UNIT 7 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 7: CLIL – HISTORY Objectives:
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify language for weather conditions. Listen to a dialogue between two children talking about the weather was like during the week. Identify Was it hot and sunny on Monday? Yes, it was. No, it wasn’t. Listen to a song focusing on the pronunciation of new language. Listen to a text about Sapporo Snow Festival. Listen to a chant focusing on pronunciation. Listen to a story to consolidate language and structures of the unit. Listen and identify the function of asking when things start. Listen to some sentences focusing on the pronunciation of the consonant cluster nd /nd/. Identigy vocabulary for extreme weather conditions. Watch a video about extreme weather conditions. B1.EC.1. B1.EC.2. B1.EC.3. B1.EC.4. B1.EC.5. B1.EC.6. B1.EC.7. B1.LS.2. B1.LS.3. B1.LS.4. B1.LS.5. B1.LS.6. CLC.1. CLC.2. CLC.3. MCST.3. MCST.6. MCST.9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about weather conditions. Reflection on the value of working hard and trying their best. Interest in learning the function of asking politely when things start. Interest in learning about extreme weather conditions. Communicative functions: Greetings and introductions, apologising, thanking. Descriptions of people, activities, places and objects. Asking for and offering information,
Sound, accent, rhythm and intonation patterns: Practise the pronunciation of vocabulary for weather conditions. Practise the pronunciation of the consonant cluster nd /nd/ (eland, land). UNIT 8 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for weather conditions. Read sentences to identify Was it hot and sunny on Monday? Yes, it was. No, it wasn’t. Read a text about Sapporo Snow Festival. Read a story to consolidate vocabulary and structures of the unit. Identify the spelling of the consonant cluster nd /nd/. Identify vocabulary for extreme weather conditions. B3.EC.1. B3.EC.2. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LO1. B3.LS.3. B3.LS.4. CLC.9. MCST.3. MCST.6. MCST-9. DC.1. SCC.1. SCC.2. SCC.3. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. SIE.1. SIE.2. Sociocultural and sociolinguistic aspects: Interest in learning about weather conditions. Reflection on the value of working hard and trying their best. Interest in learning the function of asking politely when things start. Interest in learning about extreme weather conditions. Communicative functions: Greetings and introductions,
Lesson 3: Presentation and practice of grammar 2 Objectives: Practise asking and answering about the weather on different days. Materials: CD 2; Flashcards 80-88; Word cards (TB110); newspaper weather reports (maps of pupils’ country or region with symbols) for four or five days in the past week or access to an internet weather site Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Revise vocabulary for weather. OC / OE / RC LG CLC / SIE Extra activities: Teacher’s Book p. 122 The Cambridge Teacher Online resources for pupils Presentation. Present Was it (cloudy) on (Monday)? OC / OE LG CLC / SIE Pupil’s Book, p. 94, Act. 8. Listen and repeat. (CD2.45) OC / OE LG CLC Pupil’s Book, p. 94, Act. 9. Look at the weather diary. Listen and answer the questions. OC / OE / RC LG / P CLC / SIE Pupil’s Book, p. 84, Act. 10 Make a weather diary. Ask and answer with a friend. (CD2.46) OC / OE LG CLC / SIE Pupil’s Book, p. 84, Act. 11 Go to page 103. Listen and repeat the chant. OC / OE LG CLC / SIE Activity Book, p. 76, Act. 5. Read and match. Then write the days. RC Ind CLC / SIE Activity Book, p. 76, Act. 6. Look and complete the questions and answers. RC / WE Ind CLC / SIE Ending the lesson. Game to review the contents of the lesson. OE / OC LG CLC / SIE / SCC
write. Activity Book, p. 80, Act. 2 What’s the weather like in Adventure Land? Draw and write. OE / RC LG CLC / MCST / SCC Ending the lesson. Review vocabulary of the lesson. RC / WE LG CLC / MCST / SCC UNIT 8 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 8: CLIL project and evaluation Objectives: Make a weather chart for their country. Review the contents of the unit. Complete the evauation in the Activity Book. Materials: Flashcards 80-88 Optional: 12 large pieces of card, each with a month of the year on it; Word cards (TB110), a large piece of blank paper for each pair of pupils, atlases or world maps, scissors, sticky tack, colouring pens Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Oral activity to review vocabulary. OC / OE / RC LG CLC / MCST / SCC Extra activities: Teacher’s Book p. 123 The Cambridge Teacher Online resources for pupils Assessment reources: End-of-unit test: Teacher’s Resource File and Tests The Cambridge Teacher Introduction. Introduce the project of the lesson. OC / OE / RC LG CLC / MCST / SCC Pupil’s Book, p. 99, Act. 5. Make a weather chart for your country. OE / RC / WE LG / P CLC / MCST / SIE / SCC Activity Book, p. 81, Evaluation. Act. 1. Look and write. WE / RC Ind CLC / MCST / SIE / LL Activity Book, p. 81, Evaluation. Act. 2. Complete the sentences about RC / WE Ind LL / SIE / MCST
Self-evaluation: Evaluation. Activity Book this unit. Activity Book, p. 81, Evaluation. Act. 3. Guess what it is. RC / WE Ind LL / SIE Ending the lesson. Pupils choose their favourite activity from the unit and do it again. Ind CLC / LL / SIE