questions. SEASONS AND WEATHER UNIT BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for weather and the seasons. Read information about where some pupils went on holiday. Identify the written form of new grammar points. Read a story to consolidate language. Read a text about a trip to a desert. Identify vocabulary for landscape paintings. 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. B3.LS.5. CLC.8. CLC.9. CLC.10. MCST.3. MCST.5. MCST.7. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL3. LL4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolingistic aspects: Interest in learning the names of the seasons. Reflection on the importance of asking friends for help when they need it. Interest in learning how to interpret shadows in landscape paintings. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents:
seasons and weather, names of countries, went, visited, played, was, wet, went, ate, Oh dear!, computer game superlatives (biggest, hottest), dry, beautiful, first, second, grow, go hiking sun, season, cloudy, painting, artist Graphic patterns and spelling conventions: Identify the spelling of vocabulary for weather and the seasons. SEASONS AND WEATHER UNIT 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 weather and the seasons. Complete and write sentences to practise new grammar structures of the unit. Ask and answer about a school trip. Write a text describing weather in a painting. B4.EC.1. B4.EC.2. B4.EC.3. B4.EC.4. B4.EC.5. B4.EC.6. B4.EC.7. B4.LS.1. B4.LO2. CLC.11. CLC.12. CLC.13. CLC.14. MCST.3. MCST.5. MCST.7. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL1. LL2. LL3. LL4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolingistic aspects: Interest in learning the names of the seasons. Reflection on the importance of asking friends for help when they need it. Interest in learning how to interpret shadows in landscape paintings. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Descriptions of people, activities,
Lesson 4: Story and Value Objectives: Consolidate language with a story. Discuss the value of asking friends for help Materials: CD 1; your own holiday photos Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Oral activity to review the contents of the unit. OC / OE LG CLC / SIE / SCC Extra activities: Teacher’s Book p. 111 The Cambridge Teacher Online resources for pupils Introduction. Introduce the story and the characters. OC / OE LG CLC / SIE / SCC Pupil’s Book, p. 9 Act. 13. Read and listen (CD1.10) OC / RC LG/ Ind CLC / SIE Pupil’s Book, Value p. 9, Ask your friends for help. OC / RC LG / P CLC / SIE Activity Book, p. 7, Act. 10 Read the story again. Circle the correct words and then number. RC Ind CLC / SIE Activity Book, .p.7, Act. 11. Read and match the questions and answers. RC Ind CLC Activity Book, p. 7, Act 12, What can you do to show the value: ask your friends for help? RC / WE Ind / P CLC Ending the lesson. Play Who said it? OC / OE LG CLC / SIE SEASONS AND WEATHER PROGRAMME OF CLASSROOM ACTIVITIES Lesson 5: Listening and speaking Objectives:
Learn how to interpret shadows in paintings. Materials: CD 1 CD 1; DVD; a light source (e.g. an anglepoise lamp), items to cast shadows (e.g. a ball, toy animals) Optional: four or five pictures of landscape paintings with shadows Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Oral activity with shadows. OC / OE LG CLC / SCC Extra activities: Teacher’s Book p. 112 The Cambridge Teacher Online resources for pupils Pupil’s Book, p. 13, Act. 1 Listen and repeat, (CD1.14) OC / OE LG CLC / SIE Pupil’s Book, p. 13, Act.2 Video 00 (p.122 TB). Watch the video. OC LG CLC Pupil’s Book, p. 13, Act. 3 Read and listen. (CD1.15) RC / OC / OE LG CLC / SIE Pupil’s Book, p. 13, Act. 4 Answer the questions. OE / RC LG / P CLC Pupil’s Book, p. 13, Act. 5 Which season would you like to paint? OE / RC LG CLC Activity Book, p. 10, Act. 1. Read and match. RC Ind CLC / SIE Activity Book, p. 10, Act. 2. Circle the shadow in the two drawings. Then answer the questions. RC / OE Ind CLC / SIE / LL Activity Book, p. 10, Act. 3. In your notebook, draw and write about the things you can see outside and their shadows. RC / WE Ind CLC / SIE /LL Ending the lesson. Play The last word. RC LG CCL / SCC SEASONS AND WEATHER PROGRAMME OF CLASSROOM ACTIVITIES
outdoor sports, wake up, sleep, watch, dolphin, at night Antarctica, ice, make films, last/next, cold, warm, get dark, quiet, at night, You can hear …, noisy, near, exciting, have breakfast metre, centimetre, a bit, heavier numbers 1-100 Sound, accent, rhythm and intonation patterns: Practise the pronunciation of numbers and units of measurement. Practise repeating sentences with the correct word stress. UNIT 1 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for camping. Read sentences with key verbs followed by the infinitive. Read a short text about camping. Read a story to consolidate language. Read a text about camping in Antarctica. Read a text about estimating measurements. Find out about length and weight. 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. B3.LS.5. CLC.8. CLC.9. CLC.10. MCST.2. MCST.3. MCST.5. MCST.7. MCST.8. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociolcultural and sociolinguistic aspects: Interest in going camping and socialising. Reflection on the importance of being resourceful. Interest in learning about measurements.
Book p. 113 The Cambridge Teacher Online resources for pupils reources: End-of-unit test: Teacher’s Resource File and Tests The Cambridge Teacher Self-evaluation: Evaluation. Activity Book Pupil’s Book, p. 23, Find five objects. Estimate and then measure how long and how heavy each one is. OC / OE / RC LG / P CLC / MCST / SCC Activity Book, p. 19, Evaluation. Act. 1. Look at Mr Wood’s To do list. Complete the Venn diagram. RC / WE Ind LL / SIE Activity Book, p. 19, Evaluation. Act. 2. Look at activity 1. Write the sentences. RC / WE Ind LL / SIE Activity Book, p. 19 Evaluation. Act. 3. Complete the sentences about this unit. WE Ind CLC / LL / SIE Ending the lesson. Pupils choose their favourite activity from the unit and do it again. Ind CLC / LL / SIE
(DESCRIPTORS) Production strategies in oral texts: Practise vocabulary for physical activities. Practise using better, worse, the best and the worse to compare abilities. Talk about physical activities. Practise a chant focusing on pronunciation. Act out a dialogue about making comparisons. Prepare and practise a dialogue about their talents. Practise the pronunciation of past tense endings. Practise the correct pronunciation of words looking at the way changing word stress alters the meaning of a sentence. Listen to a story to consolidate language of the unit. Discuss the importance of working together. Ask and answer about some street entertainment shows. Talk about how to plan a show. Practise vocabulary for sports and abilities. 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.2. MCST.3. MCST.5. MCST.9. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in knowing and respecting the abilities of others. Interest in learning about different entertainment shows. Reflection on the importance of working together. Interest in learning about the skills needed for different physical activities. Value the importance of physical activities. Communicative functions: Greetings and introductions, apologising, thanking, invitations.
break important Recycled vocabulary: activities, family, sandcastle, portrait, sculpture, beach, competition, weekend, Look, Cool! crocodile, sorry follow, canoe, north, south, east, west, best, big, compass, in front, map, left, be careful, hippo, Well done verbs (run, swim, skate, ride your bike, climb), sports/activities, find out,different physical activities, speed, strength, balance, stamina Graphic patterns and spelling conventions: Identify the spelling of vocabulary for actions and sports. UNIT 2 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 physical activities. Write vocabulary for talents. Complete and write sentences to practise the new structures of the unit. Ask questions using better/worse/the best/the worst at … -ing. Write information about the skills needed for practising board sports. B4.EC1. B4.EC.2. B4.EC.3. B4.EC.4. B4.EC.5. B4.EC.6. B4.EC.7. B4.LS.2. CLC.11. CLC.12. CLC.13. CLC.14. MCST.2. MCST.3. MCST.5. MCST.9. MCST.11. DC.1. DC.3. SCC.1. SCC.2.
about animal abilities using better, worse, the best and the worse. OC / OE LG CLC / SCC / SIE UNIT 2 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 3: Presentation and practice of grammar 2 Objectives: Ask questions with better/worse/the best/the worst at … -ing. Materials: CD 1; instructions for Action treasure hunt; word cards (TB104) Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Play Action treasure hunt. OC / OE LG CLC / SIE Extra activities: Teacher’s Book p. 113 The Cambridge Teacher Online resources for pupils Presentation. Oral activity to ask questions with language of the unit. OC / OE LG CLC / SIE Pupil’s Book, p. 28, Act. 9. What did Alex make at the beach? Listen and choose. (CD1.36) OC / OE LG CLC / CAE Pupil’s Book, p. 28, Act. 10. Listen again and practise. (CD1.36) OC / OE LG CLC / SIE Pupil’s Book, p. 28, Act. 11. Choose the words. Then ask and answer. RC / OE LG / P CLC / SIE Pupil’s Book, p. 28, Act. 12 Go to page 102. Listen and repeat the chant. (CD1:37) OC / OE LG CLC / SIE Activity Book, p. 22, Act. 7. Look and answer the questions. WE / RC Ind CLC / SIE Activity Book, p. 22, Act. 8. Look at activity 7 and write the questions. Use the words in brackets. RC / WE Ind CLC Activity Book, p. 22, Act. 9. Read and complete. RC / WE Ind CLC Ending the lesson. Play Pass the OE / OC LG CLC / SIE / SCC
three physical activities you do. For each activity, write what you need: speed, strength, stamina or balance. RC / WE Ind CLC / MCST / SIE / LL Ending the lesson. Play Act it out. OC LG CLC / MCST / SCC UNIT 2 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 8: CLIL project and evaluation Objectives: Make a table and write about the qualities needed in a sport. Review the contents of the unit. Complete the evaluation in the Activity Book. Materials: Internet access Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Review the contents from the previous lesson. OC / OE LG CLC / MCST / SCC Extra activities: Teacher’s Book p. 114 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. Pupil’s Book, p. 33, Act. 6. Find out about five popular physical activities in your country. Which abilities are the most important? Make a table and then write about them. OC / OE / RC LG CLC / MCST / SCC Activity Book, p. 27, Evaluation. Act. 1. Look and complete the sentences. RC / WE Ind LL / SIE Activity Book, p. 27, Evaluation. Act. 2. Complete the questions and answers. RC / WE Ind LL / SIE Activity Book, p. 27 Evaluation. Act. 3. Complete the sentences about WE Ind CLC / LL / SIE
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify vocabulary for dishes from around the world. Listen to a dialogue between two pupils that have bought ingredients to make a paella. Listen to a recording about a boy learning to cook international food. Listen to chant focusing on pronunciation. Listen to a recording about how to make a dish. Listen to a story to consolidate language. Listen to a text about a young gingerbread artist. Identify vocabulary for healthy food. Listen to a text about the importance of drinking water. Watch a video about the importance of drinking water. 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. B1.LO7. CLC.1. CLC.2. CLC.3. MCST.2. MCST.3. MCST.5. MCST.9. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Reflection on the importance of eating healthily. Interest in learning about dishes from different countries. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Narration of past and recent events. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in written texts: Practise writing vocabulary for dishes from around the world. Complete and write sentences to practise using want(ed) (someone) to do (something). Learn to use the infinitive to express purpose in the past. Write a food blog and include a recipe. Write about gingerbread art. Do a survey and make a bar chart. B4.EC.1. B4.EC.2. B4.EC.3. B4.EC.4. B4.EC.5. B4.EC.6. B4.EC.7. B4.LS.2. CLC.11. CLC.12. CLC.13. CLC.14. MCST.2. MCST.3. MCST.5. MCST.9. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Reflection on the importance of eating healthily. Interest in learning about dishes from different countries. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Narration of past and recent events. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: Why don’t you try (fish and chips)? (My family/He/She/They/Youwant(s) me/you/him/her/them to (cook dinner) infinitive of purpose: It’s time (for …), It smells (delicious).
Activity Book, p. 36, Act. 2. Look at the bar chart and line graph. Answer the questions. RC / WE Ind CLC / MCST / SIE / LL Activity Book, p. 36, Act. 3. Look at activity 2. Write questions and ask a friend. RC / WE Ind CLC / MCST/ SIE / LL Ending the lesson. Play Anagrams. OC LG CLC / MCST / SCC UNIT 3 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 8: CLIL project and evaluation Objectives: Do a survey and make a bar chart. Review the contents of the unit. Complete the evaluation in the Activity Book. Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Read a text to review the contents of the unit. OC / OE / LG CLC / MCST / SCC Extra activities: Teacher’s Book p. 115 The Cambridge Teacher Online resources for pupils Assessment reources: End-of-unit test: Teacher’s Resource File and Tests The Cambridge Teacher Pupil’s Book, p. 45, Act. 6. Find out how many glasses of water you and someone in your family drink each day for a week. Make a bar chart. OC / OE / RC LG CLC / MCST / SCC Activity Book, p. 37, Evaluation. Act. 1. Read and match. RC Ind LL / SIE Activity Book, p. 37, Evaluation. Act. 2. Read and circle the correct answers. RC Ind LL / SIE Activity Book, p. 37 Evaluation. Act. 3. Complete the sentences about this unit. WE Ind CLC / LL / SIE
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify vocabulary for musical instruments. Listen to a dialogue about types of music. Listen to a recording about traditional instruments from different countries. Listen to chant focusing on pronunciation. Focus on the pronunciation of adverbs. Listen to a story to consolidate language of the unit. Listen to a text about musical instruments made from vegetables. Listen to a text about notes produced by string instruments. Identify vocabulary for string instruments. Watch a video about string instruments. 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. B1.LS.7. CLC.1. CLC.2. CLC.3. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in learning about musical instruments from around the world. Reflection on the importance of persevering. Interest in researching about musical instruments. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining
Read vocabulary for musical instruments. Read sentences with adverbs. Read a story to consolidate language. Read a text about musical instruments made from vegetables. Identify vocabulary for string instruments. B3.EC.3. B3.EC.4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.3. B3.LS.4. B3.LS.5. CLC.10. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in learning about musical instruments from around the world. Reflection on the importance of persevering. Interest in researching about musical instruments. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: Who else (would like to …)? (Name) sings more beautifully than I do. I play the guitar better than he/she does. Who sings more beautifully – you or (Name)? (I do./My friend does.) How does … play the guitar? Recycled language: want to be, What can you play? I can play the (violin). I want to learn the (keyboard). I’d like/love to play the (electric guitar) superlatives: the oldest, the
protecting your friends. Practise a chant focusing on pronunciation. Answer questions about the history of communication. Talk about which forms of communication they use. Practise sentence stress. Talk about what people could and couldn’t do in the past. Answer questions about primary sources. Practise vocabulary for primary sources. B2.EC.8. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in forms of communication in the past and in the present. Reflection on the importance of protecting your friends. Interest in learning about the role of primary sources in studying history. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Narration of past and recent events. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: ask (someone) to do (something) Could/Could’nt/What could…? Past tense, was born Could you (play online games) when you were (young/seven)? Yes, I could./No, I couldn’t. |I’m not good with (computers), I’m not that
give news, be careful, dangerous, thank you, Are you OK? follow, yeti, cave, Don’t sit down, snake, address learn, study, have lessons, teacher, at home, ask (questions), of course,fun, Spain, materials object, museum, primary source, tool, statue, jewellery, board game Sound, accent, rhythm and intonation patterns: Practise the intonation of sentences focusing on the strongest words. Practise the pronunciation of years. UNIT 5 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for information technology. Read a text about life in 1980. Read sentences about what people could and couldn’t do in the past. Read about how to use or. Identify ways of expressing what people could and couldn’t do in the past. Read a story to consolidate language. Read a text about the role of primary sources in studying history. Identify vocabulary for primary sources in studying history. B3.EC.1. B3.EC.2. B3.EC.3. B3.EC4. B3.EC.5. B3.EC.6. B3.EC.7. B3.LS.1. B3.LS.2. B3.LS.3. B3.LS.4. B3.LS.5. CLC.8. CLC.9. CLC.10. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in forms of communication in the past and in the present.
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 information technology. Complete and write sentences about what people could and couldn’t do in the past. Write a text about which forms of communication they use. Write an essay about the good and the bad things about a type of technology. Ask and answer about primary sources. Make an information sheet about a primary source. B4.EC.1. B4.EC.2. B4.EC.3. B4.EC.4. B4.EC.5. B4.EC.6. B4.EC.7. B4.LS.2. CLC.11. CLC.12. CLC.13. CLC.14. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in forms of communication in the past and in the present. Reflection on the importance of protecting your friends. Interest in learning about the role of primary sources in studying history. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Narration of past and recent events. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication.
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify vocabulary for energy sources and materials. Listen to information about we should and shouldn’t do to help the environment. Listen to a dialogue about Environment Day at school. Listen to a recording about homes. Identify should and shouldn’t. Listen to a chant focusing on pronunciation. Listen to a text about toys and sculptures made from old flip-flops. Focus on the pronunciation of the sound /ə/. Listen to a story to consolidate language of the unit. Listen to a text about the process of recycling glass bottles. Identify vocabulary for reusing and recycling. Watch a video about the process of recycling glass bottles. 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. B1.LS.7. CLC.1. CLC.2. CLC.3. MCST.2. MCST.3. MCST.5. MCST.7. MCST.8. MCST.10. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Value the importance of reusing and recycling. Reflection on what we should do to help the environment. Interest in learning about the process of recycling glass bottles. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans.
Recycled vocabulary: recycle, recycling (n), careful, how much, have a shower energy and materials, Let’s …, help, the environment, use, a lot of, throw away, rubbish, have a shower/bath, turn off, at night, go by car, walk, cycle want to, make, environment, collect, rainwater, reuse, rubbish, forests, turn off sixth, clue, strongest, bird, help, find, map, east, straight ahead, Come on, rubbish, Let’s …, take (something), with you, Well done, follow, across, mountains, reuse, Good idea, carefully balcony, forest, roof, grass, wind farm, save, countryside wild animals, Africa, make, beautiful, toy, sculpture, animals, find, thousand, beach, ocean, dangerous, collect, clean, plastic, sell, zoo, all over the world, give, job, people old, glass, bottle, lorry, mix, special, oven, hot, liquid, make, new, send, factories, use, energy,save find out Sound, accent, rhythm and intonation patterns: Identify the pronunciation of the sound /ə/. UNIT 6 BLOCK 2: PRODUCTION OF ORAL TEXTS (EXPRESSION AND INTERACTION) CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Production strategies in oral texts: B2.EC1. B2.LS.1. CLC.4.
by car, walk, cycle want to, make, environment, collect, rainwater, reuse, rubbish, forests, turn off sixth, clue, strongest, bird, help, find, map, east, straight ahead, Come on, rubbish, Let’s …, take (something), with you, Well done, follow, across, mountains, reuse, Good idea, carefully balcony, forest, roof, grass, wind farm, save, countryside wild animals, Africa, make, beautiful, toy, sculpture, animals, find, thousand, beach, ocean, dangerous, collect, clean, plastic, sell, zoo, all over the world, give, job, people old, glass, bottle, lorry, mix, special, oven, hot, liquid, make, new, send, factories, use, energy,save find out Sound, accent, rhythm and intonation patterns: Practise the pronunciation of the sound /ə/. UNIT 6 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for energy sources and materials. Read a story to consolidate language. Identify the spelling and use of should / shouldn’t. Read a text about toys and sculptures made from old flip-flops. Identify vocabulary for reusing and 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. B3.LS.5. CLC.8. CLC.9. CLC.10. MCST.2. MCST.3. MCST.5. MCST.7. MCST.8. MCST.10. MCST.11. DC.1.
recycling. Research the process of recycling. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Value the importance of reusing and recycling. Reflection on what we should do to help the environment. Interest in learning about the process of recycling glass bottles. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication. Syntactic-discursive contents: Should/should’nt What should we do (to reduce waste)? Recycled language: We should/shouldn’t … What is it/are they made from? They’re made from … Would you like ...? What does it look like? it’s better for the environment Very frequent written vocabulary (reception): aluminium, cardboard, electricity, gas, solar power, water, wind power | environment, wind farm, turn off, have a bath, rainwater,
Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Play a version of Noughts and crosses. OC / OE LG CLC / SIE / SCC / MCST Extra activities: Teacher’s Book p. 119 The Cambridge Teacher Online resources for pupils Introduction. Remind pupils of the sotry from the previous lesson. OC / OE LG CLC / SIE / SCC / MCST Pupil’s Book, p. 73. Act. 13, Read and listen. (CD2.40) OC / RC LG / Ind CLC / SIE / SCC / MCST Pupil’s Book, p. 73, Value. Reuse and recycle. OC / RC LG CLC / SIE / SCC / MCST Activity Book, p. 59, Act. 9 Read the story again. Correct the sentences and then number. RC Ind / LG CLC / SIE / SCC / MCST Activity Book, .p.59, Act. 10. Read and match the questions and answers. RC Ind CLC / SIE / SCC / MCST Activity Book, p. 59, Act 11, What can you do to show the value: reuse and recycle? OE / WE Ind / LG CLC / SIE / SCC / MCST Ending the lesson. Play The last word. OC / OE Ind CLC / SIE / SCC / MCST UNIT 6 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 5: Listening and speaking Objectives: Practise the skills of listening and speaking, with reading in the Activity Book. Design an eco-friendly home.
CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in oral texts: Identify vocabulary about space travel. Listen to a dialogue about a space camp. Listen to a recording about a space trip. Listen to a chant focusing on pronunciation. Listen to information about astronaut training. Identify the sound /ə/. Listen to a story to consolidate language of the unit. Listen to a text about life in Mars. Identify vocabulary for astronomy. Listen to a text about the planets in the solar system. Watch a video about the solar system. 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. B1.LS.7. CLC.1. CLC.2. CLC.3. MCST.3. MCST.5. MCST.11. DC.1. CD3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in astronomy and space travel. Value the importance of thinking logically. Communicative functions: Greetings and introductions, apologising, thanking, invitations. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans. Descriptions of people, activities, places, objects, habits, plans. Asking for and offering help, information, instructions, objects, opinions, permission. Establishing and maintaining communication.
camera, tools, collect, break, arm, study, water solar system, orbit, reflect, Mercury, Jupiter, (all the other planets) put together, Venus, reflect Sound, accent, rhythm and intonation patterns: Practise the pronunciation of the sound /ə/ in sentences with going to. UNIT 7 BLOCK 3: COMPREHENSION OF WRITTEN TEXTS CONTENTS EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES (DESCRIPTORS) Comprehension strategies in written texts: Read vocabulary for space travel. Read sentences about future plans with going to. Identify the spelling of the sound /ə/. Read a story to consolidate language. Read information about a space trip. Read a text about astronaut training. Read a text about life in Mars. Read a text about the solar system. Identify vocabulary for astronomy. Research a planet. 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. B3.LS.5. CLC.8. CLC.9. CLC.10. MCST.3. MCST.5. MCST.11. DC.1. DC.3. SCC.1. SCC.2. SCC.3. SCC.4. CAE.1. CAE.2. CAE.3. LL.1. LL.2. LL.3. LL.4. SIE.1. SIE.2. SIE.3. Sociocultural and sociolinguistic aspects: Interest in astronomy and space travel. Value the importance of thinking logically.
My picture dictionary ➔ p. 91: Write the new words. WE / RC Ind SIE / MCST / CLC Ending the lesson. Play Bingo. OC / OE LG / P CLC / SCC / SIE UNIT 7 PROGRAMME OF CLASSROOM ACTIVITIES Lesson 2: Presentation and practice of grammar 1 Objectives: Talk about future plans using going to. Practise recognising and producing the sound /ə/ in sentences with going to. Materiale: CD 3; Word cards (TB109); two board pens Activities Skills/ Blocks Interaction Competences Reinforcement/ Extension Evaluation Teacher’s notes Warmer. Play Circle it! OC / OE LG CLC / SIE Extra activities: Teacher’s Book p. 120 The Cambridge Teacher Online resources for pupils Presentation. Introduce I’m going to. OC / OE LG CLC / SIE Pupil’s Book, p. 83, Act. 5. Read and listes. (CD3.05) OC / RC / OE Ind / LG CLC / SIE Pupil’s Book, p. 83, Act. 6. Read and say true or false. RC Ind / LG CLC / SIE Pupil’s Book, p. 83, Act. 7. Make sentences about a friend. Then check. WE / OE P / LG CLC / SIE Pupil’s Book, p. 83, Act. 8 How do we say going to in these sentences? Listen and repeat. (CD3.06) OC / OE LG CLC / SIE / LL