Yazoo 1 Teaching Programme

Yazoo 1
Teaching Programme
Primary Education
Primary First
English
Teaching Programme Yazoo 1
Starter UNIT.
Hello!
Alphabet Aa-Zz
Numbers 1-10 & Colours
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Participate in oral interactions:
- Identify and say the name of the characters of Yazoo!
- Introduce self and greet others.
- Say names and sounds of the alphabet (A-Z).
- Say words for each letter of the alphabet.
- Count from 1-10.
- Say colour names.
Understand simple oral texts within the classroom's context:
- Recognize the characters.
- Understand common greetings.
- Recognise and know names and sounds of the alphabet letters.
- Identify words that begin with each letter of the alphabet.
- Recognize numbers from 1-10.
- Identify colours.
BLOCK 2. Reading and writing
Read simple words and phrases Pre-reading activities (Optional):

- Be able to read common greetings.
- Be able to read character names.
- Be able to read letters of alphabet (A-Z).
- Be able to read simple alphabet words.
- Be able to read the numbers from 1 to 10.
- Be able to read names of colours.
Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to write letters of the alphabet in upper and lower case.
- Be able to write numbers from 1-10.
- Be able to trace names of numbers from 1-10.
BLOCK 3. Knowledge of the language.

Identify, apply and use the vocabulary of the unit:
- Greetings: Hello/Hi, Im.Whats your name? My names, Goodbye, girl,

boy, animals.
- Letter sounds and names (A-Z)
- Alphabet words: apple, ball, car, dog, egg, fish etc.
- Numbers 1-10: How many?
- Colours: red, yellow, green, blue, orange, pink, purple, black, white,
brown, grey.
Understand and apply grammar rules correctly.
Language structures:
-Whats your name?, Im (Rob).
This is (Trumpet) Hes a (elephant)
-My names (Vicky) Goodbye.
Language to review:
-Numbers from 1 to 10 /Hello!
Receptive language:
-Be quiet!, We love you!, Mr, Miss
-Lets learn, today
Interdisciplinary language:
-numbers (one, two, three, four, five, six, seven, eight, nine, ten).
-names (apple, ball, car, dog, egg, fish, gorilla, horse, insect, jelly, kite,
lorry, monkey, nut, orange, pen, queen, rabbit, star, tree, umbrella, violin,
watch, fox, yo-yo, zebra)
-colours (red, yellow, green, blue, orange, pink, purple, black, white,
brown, grey.
Recognize and reproduce sounds, rhythm, accentuation, and intonation:
-Chant to practise letters of the alphabet.
Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: ordering words in alphabetical sequence.
- Reflect on their own work and self-evaluate themselves at the end of the
Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
Recognize and learn basic forms of social interactions in a foreign language.

- Greet and say goodbye in English.
Show a receptive attitude towards those who speak a different language than
their own.
Learning about the language, lifestyle and culture of English-speaking world.
II. CONTENTS
Understand simple oral messages to perform classroom tasks.

Listen and understand simple oral messages.
Participate in oral interaction in real and pretend situations giving verbal and
non-verbal responses based on routines of communication.
Produce known oral texts previously through active participation in songs,
presentations, role-plays, rhymes and guided interactions.
Develop basic strategies to understand and produce oral expressions.
Value a foreign language as a tool for communication.
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.

3.1. Linguistic knowledge
Begin to recognize and reproduce the sounds, rhythm, accentuation, and

intonation.
Letter sounds of letters A-Z.
Identify and use the lexical terms:
- Girl, boy, animals.
Singular regular nouns.
Whats your name? Im .
This is.Hes aShes a
How many?
Associate global writing, pronunciation and meaning from written examples.
Get familiar with the use of basic strategies of the production of written texts
based on a model: chose the addressee, the purpose and content.
Interest and curiosity in widening knowledge related to the English language in
different situations.
3.2. Reflection on learning.

- Use the skills of observation.
- Flexible thinking.
- Play a memory game.
Unit.
their own.
Interdisciplinary contents:
- Maths: To count.
- Arts and music: Clap numbers, label, trace, tick and draw, sing a song
about alphabet letters.
- Linguistic abilities: Read and interpret flashcards.
III. BASIC COMPETENCES
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and chant (Alphabet PB pages 6-11), Listen and and sing (Hello! PB Page
5), Listen and point and say (Numbers PB page 12).
Play a game (Flashcard and Word and Picture games-Match and trace alphabet
letters. PB pages 6-11).
Listen to the story. Then act out (Hello! PB Page 4). Act out a story (Hello! PB
Page 5).
Data processing and digital competence
Use means of information and situations of diverse types of communication

to combine communication and reading skills:
- Stickers, cut-out, etc (connect visual and text information)
Interpret and process information from tables and pictures.
- Tick charts for each lesson.
Practice and get familiar with a variety of digital competences

and information throughout the course applying the components of the
methods:
- Active Teach for Interactive Whiteboards -(interactive PB and AB, audio
material, digital flashcards, word cards and story cards, extra activities,
interdisciplinary digital posters, Reader, interactive games, download PDF
section with printables, tests, videos with real characters related to the Unit,
Interactive board games, a version available as a PDF with Worksheets to
copy, tests, etc).
- Active Book (an Active Teach version to use at home).
- Class Audio CDs.
- CD ROMs
- Course web page
Cultural and artistic competence

- This competence is develop by working with the abilities and skills essential for
communication, like:
- Dialogues and communication exchanges, understanding what they transmit.
- Socialize and participate in class activities, playing, building, and accepting
classroom rules, in pairs and in whole group. (Hello! PB pages 4-5)
- Learning to participate and cooperate with peers through acting out the story
of the unit. (Hello! PB page 5).
Learning a foreign language implies the knowledge of cultural aspects linked to
the speakers of that language. The story (Hello! PB pages 4-5) always makes
reference to social aspects and values of a democratic society.
This competence is developed through the knowledge of the interdisciplinary
sections related to the theme of the Unit.
- Learn about colours (Colours PB page 13).
Be able to communicate the results of their own work: (Alphabet PB pages 611).
Learning to learn competence

This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: Do a class survey of

the colours learned in the unit (PB page 13)
Use their own abilities working in activities individually (PB Alphabet pages 611) while familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (Colours and
names of objects PB page 13).
Use the reference materials: reference bars in the PB.
Autonomy and personal initiative

Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Alphabet AB page
6).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: Alphabet PB pages 6-11, Hello! PB
page 5
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Hello! Page 5
Get started on strategies to review and reflect on their own learning and selfevaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Common greetings).
Competence in interaction with the physical world

Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves. : Greetings and farewells. (Hello!
PB pages 4-5).
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets (AB page 6).
- Social Studies: Learning how to interact with others.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Count, Identify and use vocabulary about numbers.
Interpersonal, social and civil competence
This competence relates to building basic essential communication skills and
learning to interact with others in an appropriate manner, regardless of their
background. Also, understanding how to express opinions appropriately and
knowing how to behave in familiar situations of negotiation and transaction.
- Take turns in warm-up activities (Alphabet Xx-Zz PB page 10 and Numbers 1-10
PB page 12).
IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities
Pupil and Activity Book; activities and interactive games to practice for
language practice:
- Flashcards, Word cards, CDs and CD-Rom and Reader.
Activity Book:
- Pre-reading and pre-writing activities. Activity Book Alphabet stickers
The Reader (in digital and print):
Flashcards and Word cards (Alphabet flashcards A-Z, numbers 1-10).
Story cards.
Teachers Resource Materials:
- Worksheets to copy (classroom language)
- Cross-curricular Worksheets.
- Mini Flashcards, Mini Word cards.
- Activities for the song in Hello!
- Interdisciplinary posters and stickers.
- Extra practice and challenging activities (for fast learners).
Active Teach, activities and interacting games for language practice.

V. EVALUATION
Formative Evaluation
Constant supervision during class.
Summative evaluation
Tests Review 1 page 24 (Diagnostic Test), (Teachers Pack).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Alphabet Lesson, pages 6-11).
Pupils Book:
Evaluation criteria:
Participate in oral interactions about familiar topics in common and predictable

situations:
- Identify and name Yazoo characters.
- Learn to ask someones name and introduce themselves.
- Use; hello, goodbye.
- Say numbers from 1 to 10.
- Say a chant (Alphabet).
- Sing a song (Hello!).
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
- A chant (Alphabet letters)
- A song (Hello!).
- A story with visual cues.
- Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics:
- Be able to read phrases that express: number + object.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to trace and copy the numbers.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Learn and develop vocabulary (Review 1 Test, page 24 Diagnostic TestTeachers Book):
-
Greetings: Hello!, Goodbye!

Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco
Letters A-Z
Numbers from 1 to 10.
(Review 1 Test, page 24 Diagnostic Test-Teachers Book) colours-red,
green, pink, blue
Grammar
- Understand and apply grammar rules correctly: Language structures:

Whats your name?, Im (Vicki). This is (Trumpet) Hes (an elephant)
Phonics
Recognize and reproduce sounds, rhythm, accentuation, and intonation.

The sounds of the letters of the alphabet
The sounds b/p
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating and identifying some personal aspects that might help them
learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
-
Self-evaluation activity at the end of each Unit. (The alphabet A-Z and
Colours p2-7).
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
UNIT 1: School things.

1a-Its a book
1b-Is it a pencil?
I. OBJECTIVES
- Ask and answer questions about simple classroom items.
- Follow simple commands.
- Identify objects usually found in a classroom context.
- Review classroom language.

- Be able to read the names of simple classroom objects.
- Recognise colour names.
- Be able to write simple colour descriptions about objects.

- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.
What is it? Its a (book)
Is it a pencil? Yes/No.
Receptive language:
Here you are.
Thank you.
Guess again.
I dont know.
Colours, Objects.
Intonation used for questions and exclamations: What is it? Look, its
a bag! Its green. What is it?
Recognise and use repetitive language and structure for game Simon
Says
The sounds of /b/p/ at the beginning of words.
- Logical thinking: Connecting objects with suitable colour adjectives to
describe them.
Unit.
-

- Ask and answer simple questions. What is it? It is
their own.
II. CONTENTS



intonation.
Initial letter sounds: /b/p/
- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.
Singular regular nouns.
Simple colour adjectives.
Questions and answers .What is it? I dont know

Unit.
their own.
- Maths: To read and write numbers.
- Social Studies: school life.
- Arts and music: Sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
Listen, point and say: Lesson 1a Its a book (PB page 14), Listen and sing:
Lesson 1b Is it a pencil? (PB page 16),
Play a game: Lesson 1a Identify the objects (PB page 15) and Lesson 1b Is this
your (ruler?) (PB page 17)
Listen to the story. Then act out (Lesson 1a PB page 3).
Use means of information and situations of diverse types of
communication to combine communication and reading skills:
-Look at pictures as a mean of information: (My picture dictionary (PB page 98).

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

- This competence is developed by working with the abilities and skills essential for
- Dialogues and communication exchanges, understanding what they transmit
(Play PB page 15, Play PB page 17)
classroom rules, in pairs and in whole group. (Extra TB page 15, extra TB
page 16))
of the unit. (PB page 14).
the speakers of that language. The story always makes reference to social
aspects and values of a democratic society.
- Learn about school objects and describe them.
Be able to communicate the results of their own work: (Activity Book page 11).
Understand and use learning strategies in the classroom: Collect information

about the items in their school bag.
Use their own abilities working in activities individually (Activity book pages 810) while familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (What about
you? AB page 11 and PB page 17).
Use the reference materials: Labelled pictures in the PB and Picture dictionary
PB page 98.
Begin to manage effectively a set of strategies, resources of intellectual work:

(Picture Dictionary).
Develop critical thinking: (Projects with stickers Unit 1a, Reference crosscurricular links My school PB page 103, Worksheet I can do it!, AB activities
pages 8-11)

personal work as a strategy for learning: Work with stickers (Unit 1a PB page
15).
teamwork: Sing songs, rhymes and chants: Who is it? PB page 16, Chant
Simon says Extra in TB page 16.
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
round-up TB page 15,Mime round-up TB page 17, Draw (AB page 11).
overcoming difficulties: Acting out the story of the Unit PB page 3
(school life).

-
Show respect to others and themselves: (Play, PB page)

Perceive and interact with the physical space throughout the knowledge of
cross-curricular worksheets (Cross-curricular My school PB page 103, PB
sticker activity page 15, I can do it worksheet on Active Teach).
Social Studies: learning about the places where things belong to (School
objects in the classroom).
- Read and write numbers (AB page 11)

- Play game in pairs, listening and speaking to one another and taking turns
appropriately (PB page 15).
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 17).
Pupils Book (Unit 1a and 1b Pages 14-17):

- Play the game (for Lesson of Unit 1a and 1b).
Activity Book (Pages 8-11):

- Pre-reading and pre-writing activities.
- Picture Dictionary with key vocabulary stickers. (PB page 98).
Flashcards and Word cards (school objects).
Story cards.
- Worksheets to copy.
- Board game.
- Activities for the song in

Reference section activities (Unit 1 Quiz):
V. EVALUATION
Complete the numbered exercises. (Unit 1a and unit 1b).
Tests Unit 1 Quiz (Diagnostic Test), (Active Teach resources Section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (What about you?, page 11).
Pupils Book:
- The game Is it yours? (page 17)

situations:
- Learn to ask someones name and introduce themselves.
- Use; hello, goodbye.
- Name simple classroom objects
- Describe the objects using colour names (Its green)
- Say a chant (Simon says).
- Sing a song (Who is it?).
- Recognise the characters.
- Recognise classroom objects.
- A chant (Simon says)
- A song (who is it?).

Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics. (Unit 1 quiz Diagnostic Test-Active Teach
resources):
- Be able to read names of classroom objects.
- Be able to read phrases that express: colour+ object.
model:
- Be able to trace and copy words (ruler, pencil, crayon, pencil case, bag)
contexts.
Vocabulary
Learn and develop vocabulary (Review 1 Test, pages 24-25 Diagnostic TestTeachers Book):
- School objects: pencil case, ruler, pencil, rubber, pen, crayon, bag
- Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco
Grammar
- Understand and apply grammar rules correctly: Language structures:
What is it? Is it a pencil? Yes it is.
Phonics

The sound: /b/p/ at the beginning of words.
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
(Self-evaluation):
Activity Book:
-
Self-evaluation activity at the end of each Unit. (Activity Book What about
you? Page 11).
Picture Dictionary.
UNIT 2: Family.
2a-This is my mum
2b-Heres Trumpet.
Social Science-My school
Review 1.
I. OBJECTIVES

- To ask and answer questions about families.
- To give simple instructions.
- To ask and answer questions about different people who work in a school.
- Understand simple descriptions.
- Recognise family vocabulary.
- Recognise school vocabulary.
- Recognise and use greetings.

- Be able to read the names of the characters
- Be able to read simple descriptions about the characters.
- Be able to read family vocabulary.
- Be able to read school vocabulary.
- Be able to read simple greetings.
- Be able to write family vocabulary.
- Be able to write school vocabulary.

- Family: mum, dad, sister, brother, friend, elephant, lion, parrot.
- Pupil, school, teacher, secretary, cook
This is my (mum/dad) Shes myWhos he/she?
Heres Hes/shes a/n

Hello (Ben).
How are you?
Im fine, thank you.
Receptive language:
Sorry!
Nice to meet you.
Lets go and play.
This is my school.
Mrs.
Character names: Rob, Vicky, Trumpet, Paco and Cabu.

Intonation used for exclamations: Sorry!
Intonation used for questions: Whos he? Is it dad?
Letter sounds r,p in chant Is spy (warm-up activity in TB page 18)
Initial letters: m, d. s, b, p.
- Logical thinking: Work out Rob and Vickys path (PB page 21).
Unit.

- Ask and answer questions about self and others.
their own.
Learning about the language, lifestyle and culture of English-speaking world
-In a family context
-In a school context.
II. CONTENTS



intonation.
Initial letter sounds: /m/d/s/b/p/
- Family: mum, dad, brother, sister, friend.
- School: teacher, pupil, secretary, cook.
- Expressions: Thank you. Sorry! Nice to meet you.
Proper nouns.
Whos she?
This is my (mum).
Heres(Trumpet)
Hes an (elephant)


- Play a game.
- Create a project.
Unit.
their own.
- Maths: To count.
- Social Studies: family life
- Social Sciences: school life.
- Arts and music: Mime, act out, sing a song, draw.
Listen and point and say (PB page 18, PB page 20), Listen and sing (PB page
20)
Play a game (PB page 21).
Presentation of a project (Your project in Social Science section PB pages 2223)
Listen to the story. Then act out (PB page 18)

Look at pictures and photographs as a mean of information: My
-picture dictionary (PB page 98)
-Cross-curricular links (PB page 103).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Play the game PB page 21)
of the unit. (Act out story PB page 18).
- Learn about family and friends and their relationships to us.
- Learn about people who work in a school and their relationships to us.
Be able to communicate the results of their own work: (Round-up Activity Book
page 15 and Review 1 self assessment AB page 17).
Understand and use learning strategies in the classroom: Draw pictures of

family members and school staff with the vocabulary learned in the Unit.
Use their own abilities working in activities individually (PB pages 18-21) while
familiarizing with pre-reading and pre-writing.
you? AB page 15 and Review 1 AB page 17).
Use the reference materials: Cross-curricular links, Picture dictionary, Tick
charts and picture diagrams in the PB.
Picture dictionary (PB page 98), Cross-curricular links PB page 103.
Develop critical thinking: (Draw Rob and Vickys path PB page 21)

personal work as a strategy for learning: Draw, ask and answer (Unit 2a PB
page 19), Your Project Draw and say (Social sciences lesson PB page 23).
teamwork: Sing songs, rhymes and chants: I spy Lesson 2a, TB page 18 and
sing Heres (Lesson 2b, PB page 20)
(PB page 19) and Your Project (PB page 23).
overcoming difficulties: Acting out the story of the Unit PB page 18.
(Families and School life).

- Show respect to others and themselves:(Work in teams to play the game,
lesson 2b page 21)
cross-curricular lessons and interdisciplinary sections: Projects with
worksheets (I can do it).
- Social Studies: Describe family and school relationships.
This competence is develop in the Unit through:
- Read numbers.
- Presentation of project. Speak and listen to classmates as they present project
work (PB page 23).
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Round-up Hangman TB page 23).

Pupils Book (Unit 2a and Social Sciences section.):

-Students present their drawings of family members.
-Students present their drawings of school staff.

- Picture Dictionary (PB page 98).
Flashcards and Word cards (family members).
Story cards.
- Board game.
- Worksheets.

V. EVALUATION

Complete the numbered exercises. (PB and AB Unit 2a, Unit 2b and Social sciences
section).
Tests Unit 2 quiz (Diagnostic Test). (Active Teach resources section).
-
Self-evaluation activity at the end of the Unit (I can do it! worksheet)
Self-evaluation
Activity Book:
-
Review 1 (AB page 17)

Review 1 (PB pages 24-25)

situations:
- Learn to ask someones name and introduce themselves and other
members of their family and friends.
- Use; hello, goodbye, How are you?
- Use; thank you.
- Say a chant (I spy).
- Sing a song (Heres).
- Present a project (Your project in social sciences section).
- Recognise family vocabulary.
- Recognise school vocabulary.
- A chant (I spy)
- A song (Heres).

about familiar and interesting topics. (Unit 2 quiz
Diagnostic Test-Active
Teach resources section):
- Be able to read family vocabulary.
- Be able to read school vocabulary.
- Be able to read phrases that express: Introduction of object (Hes an
elephant)
model (Activity Book pages 12-15):
- Be able to trace, number and copy family vocabulary.
- Be able to trace, number and copy school vocabulary.

contexts.
Vocabulary
Learn and develop vocabulary:
-
Greetings: Hello!, Goodbye!

Characters: Trumpet, Paco and Cabu.
Animals: elephant, lion, parrot
Family: mum, dad, sister, brother, friend.
School: pupil, school, teacher, secretary, cook.
Grammar
Understand and apply grammar rules correctly: Unit 2 quiz Diagnostic Test(Active Teach resources section) Review 1:
- Language structures: This is my mum/dad/brother/sister/teacher etc
Heres my bag/book/pencil case. How are you? -Im fine.
Phonics

The initial letters m,d,s,b,p.
(Self-evaluation):
Activity Book:
Self-evaluation activity at the end of each Unit. (Review 1 AB page 17)
Picture Dictionary.
Pupils Book:
-
Review 1 (page 24).
UNIT 3: Pets.
3a-Ive got a pet
3b-Have you got a pet?
I. OBJECTIVES

- Identify and use vocabulary about animals.
- Identify and use vocabulary about colours.
- Talk about pets.
- Ask and answer questions about animals.
- To use have got.
- Sing a song (Have you got?)
- Interactive activities: cutouts, stickers, games etc.
- Recognise vocabulary about animals.
- Recognise the colours.
- Understand Basic classroom instructions.
- A song (Have you got?)
A story with visual clues Look at my pet (PB pages 38-39)
- Understanding questions and answers.

- Be able to read vocabulary about animals.
- Be able to read simple phrases.
- Be able to trace, copy and complete vocabulary about animals.

- Animals: pets, hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot.
- Colours: orange, grey,
- Phrases: Thank you, please.
- Questions and answers: Have you got a (pet)? -Yes, I have. No, I
havent.
Ive got a (rabbit)
I havent got a (hamster)
Have you got a (pet)?

Yes, I have a (pet)/No, I havent got a (pet).
Receptive language:
Can I see it please?
Yes, of course.
Quick!
Snap.
Here it is.
Miaow, woof, hiss, sweet.
Colours: orange, grey.
Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird,
parrot.
Adjectives: small, big, scary.
Intonation of questions and answers: Can I see it please? -Yes, of
course
- Play a game.
Unit.
-

- Ask and answer simple questions about pets.
their own.
II. CONTENTS



intonation.
Rhythm and intonation.
- Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot.
- Colours: Orange, grey
Positive and negative statements (Ive got aI havent got a
This is my)
Positive questions (Have you got a?)
Positive and negative answers (Yes, I have got No, I havent
got..)


- Play a game.
Unit.
their own.
- Maths: To write numbers 1-4.
- Arts and music: Sing a song about pets, colour and draw.
Listen and point and say (PB pages 26 and 28), Listen and stick (PB page 27)
Listen and sing (PB page 28)
Play a game (Snap! Unit 3a PB page 27 and Unit 3b PB page 29).
Listen to the story. Then act out (PB page 26).
Listen, read and follow the story Look at my pet (PB pages 38-39).

Tick charts for each lesson.

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page
-

classroom rules, in pairs and in whole group. (Snap! PB page 27 Unit 3b
Game PB page 29)
the speakers of that language. The story Look at my pet (PB pages 38-39)
Always makes reference to social aspects and values of a democratic society.
- Learn about animals, pets (PB pages 26-29).
Be able to communicate the results of their own work: (AB page 21 Have you
got a pet? and class survey activity (Roundup TB page 29).

Understand and use learning strategies in the classroom: Make a class pets
survey using vocabulary learned in the unit.
Use their own abilities working in activities individually (AB pages 18-21) while
Reflect on what they have learned and how they have learned it: (what about
you? PB page 29).
Use the reference materials: My picture Dictionary (PB page 98)

(stickers, cut-outs and picture dictionary).
Develop critical thinking: (Class pets survey-make comparisons TB page 29)

This competence is developed throughout the unit through the following activities:
27) and cut-outs (PB games pages 27 and 29)
Develop social skills and character traits like respect, cooperation and team
work: play games (PB pages 27 and 29)
Get used to work in activities to create ideas, to plan and act out, etc.: Cut-out:
cards for Snap! game PB pages 27 and 29)
(Pets).

- Show respect to others and themselves:(Ask and answer questions politely
using please and thank you))
cross-curricular worksheets.
- Learn and reflect on care of pets, animals etc. (PB pages 26-29).
- Count, identify and write numbers.

- Play game in pairs, listening and speaking to one another and taking turns

Pupils Book (Unit 3a):

-Cutouts. (For Lesson 4 Unit 3a).
-Story time 1-Look at my pet (PB pages 38-39)
Active Book; activities and interactive games to practice for language

practice:
- Flashcards, Word cards, posters, videos and Reader.

Flashcards and Word cards (Pets and animal names).
Story cards.
- Card games.
- Activities for the song.

V. EVALUATION
Complete the numbered exercises (Units 3a, 3b).
Tests Unit 3 quiz (Diagnostic Test), (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity (what about you? AB page 21)
Active Teach (Resources section):
- I can do it.

situations:
- Identify and use vocabulary about animals.
- Talk about pets.
- Ask and answer questions about animals.
- Sing a song (Have you got a pet?).
- Recognise vocabulary about animals.
- Recognise vocabulary about colours.
- Understand Basic classroom instructions.
- A song (Have you got a pet?).
- A story with visual cues (Story Time 1-Look at my pet)
- Understand questions and answers.
about familiar and interesting topics:
- Be able
- Be able
- Be able
Write words,
model:
- Be able
to recognize vocabulary about animals and colours.

to read simple phrases.
to read and follow a story about pets.
common phrases and expressions with a purpose following a
to write their names.
- Be able to trace, copy and complete words about animals.

contexts.
Vocabulary
- Animals: pet, hamster, guinea pig, rabbit, cat, dog, snake, bird.
- Colours: pink, grey.
Grammar
Understand and apply grammar rules correctly:
-Language structures: Have you? -Ive/ I havent
Phonics

Intonation of expression and exclamation (Look! Quick! Snap!)
communicating, use a picture dictionary and identifying some personal aspects
(Self-evaluation):
Activity Book:
-
Self-evaluation activity at the end of Unit. (What about you? AB page

21).
UNIT 4: Parts of the body.

4a-Shes got four legs
4b-Her eyes are blue.
Social science: People are different!
Review 2.
Story Time 1-Look at my pet.
I. OBJECTIVES

- Identify and use vocabulary about animals using have/havent got
- Identify and use vocabulary about parts of the body.
- Revise use of vocabulary about colours.
- Ask and answer questions about animals and parts of the body.
- Describe people and talk about different features.
- Sing a song (This is my friend)
- Recognize vocabulary about animals.
- Recognise vocabulary about parts of the body.
- Recognise vocabulary that describe facial features.
- Understand and follow classroom instructions.
- A song (This is my friend).
- A story with visual clues (Look at my pet).
- Understand questions and answers.

- Be able to read and recognize vocabulary about animals.
- Be able to read and recognize vocabulary about body parts.
- Be able to read simple phrases.
- Be able to read and follow a story with visual clues about pets.
- Be able to trace and copy vocabulary about body parts.
- Trace and copy simple phrases.

- Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears.
- Adjectives: long, short, straight, curly, small, big, scary.
Whos?
Shes my friend. Its (Cabu)
Hes got (four legs)
She hasnt got (wings).
His/her (eyes are blue)
Ive got(fair/long/short/curly) hair.
Receptive language:
Long; oh dear! Its ok. Fair, too; Look atWere all different,
people, school, true/false, try again! Lose 1 point, well done.
- Colours: green, brown, red, blue.
Initial letter sounds /k/g/
- Logical thinking: label tick chart correctly, make connections between
pictures and diagrams.
Unit.
Recognise and learn basic forms of social interactions in a foreign language.

- Introduce and describe other people.
- Recognise that every person is different.
their own.
II. CONTENTS



intonation.
Initial letter sounds /k/g/
- Adjectives: Long, short, straight, curly, small, big, scary.
Hes got/ hasnt got
Ive got/havent got.
His/Her (eyes are)


- Play a game.
- Present a project.
Unit.
their own.
- Maths: To count.
- To recognise and complete a simple tick chart.
- To follow a simple flow diagram.
- Social Studies: school life and society values.
- Arts and music: sing a song, draw portraits.
Listen and point and say (4a PB page 30 and 4b PB page 32), Look and say (4a
PB page 31) Listen and sing (4b PB page 32).
Play a game (4b PB page 33) and People are different (PB page 35).
Draw and Say (Your project for People are different PB page 35).

Look at photographs as a mean of information: (Crosscurricular, People are different (PB page 103).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Play a game: Unit 4b and
People are different)
- Talk about the fact that every person is different (PB pages 34 and 35).
Be able to communicate the results of their own work: (Your project PB page
35).

Understand and use learning strategies in the classroom: make a model

activities with the vocabulary learned in the Unit.
Use their own abilities working in activities individually (AB pages22-25) while
you? AB page 25). And Review 2 (AB page 27 and PB pages36-37)
Use the reference materials: Cross curricular links PB (page 103) Begin to
manage effectively a set of strategies, resources of intellectual work: (My
Picture Dictionary PB (page 98).
Develop critical thinking: (Play the game True or false Review 2 (PB page 37))

personal work as a strategy for learning: Work with stickers (Unit 4b AB page
24).
teamwork: Sing songs, rhymes and chants: this is my friend (PB page32).
your friend (AB page 25) Draw and say Your project! (Social sciences section
PB page 35)
overcoming difficulties: Social sciences Extra-Describe themselves (TB page
34) Reading story aloud Look at my pet PB page 38-39
(school life and society values-Everyone is different).
- Show respect to others and themselves:(Take turns in Unit 4a Look and say
PB page 31) Play game (Unit 4b PB page 33)
cross-curricular lessons and interdisciplinary sections: Poster projects with
stickers, cross-curricular worksheets (Social sciences section People are
different).
- Social Sciences: Learning that everyone is different.

- Count, Identify and use numbers.
- Interpret simple tick charts and flow diagrams.
- Play game in a pair, listening and speaking to one another and taking turns
work (PB page 35).
turns appropriately (Round-up TB page 35).

Pupils Book:
- Social sciences activity with cross-curricular link (PB pages 34, 35 and 103)
- My Picture Dictionary (PB pages 98-103 and CD2 Track 06)

practice:
Activity Book:
- Pages 22-27
- Stickers (for Lesson of Unit 4b).
Flashcards and Word cards (family members).
Story cards.

- Board game.
- Activities for the song
- Worksheets for the Portfolio.

V. EVALUATION
-Constant supervision during class.
-Complete the numbered exercises. (PB pages 30-35).
-Review target vocabulary using Picture Dictionary and Cross-curricular pages in PB
pages 98-99 and 103 and also CD2 Tracks 05 and 06.
Tests:
-Progress Review 3 &4 (Diagnostic Test), (Active Teach Resources section).
-Unit 4 quiz (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Review 2 AB page 27).
Active Teach Resources section:
- I can do it! worksheet.
Pupils Book:
- Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37).

situations:
-Identify and use vocabulary about animals using have/havent got
-Identify and use vocabulary about parts of the body.
-Revise use of vocabulary about colours.
-Ask and answer questions about animals and parts of the body.
-Describe people and talk about different features.
-Sing a song (This is my friend)
-Recognize vocabulary about animals.
-Recognise vocabulary about parts of the body.
-Recognise vocabulary that describe facial features.
-Recognise vocabulary about colours.
-Understand and follow classroom instructions.
-A song (This is my friend).
-A story with visual clues (Look at my pet).
-Understand questions and answers.

- Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics:
- Be able to read the names of different body parts.
- Be able to read the names of different animals.
- Be able to read phrases that express: person and article.
model:
- Be able to trace and copy animal names, colours and body parts.
contexts:
Vocabulary
- Adjectives: long, short, straight, curly, small, big, scary.
Grammar

Language
structures:
Ive
got/havent got
got/havent
got,
He/shes
Phonics

The sound: /k/g/.
(Self-evaluation):
Activity Book:
-Self-evaluation activity at the end of each Unit. (Review 2 AB page 27).

-Picture Dictionary & Cross curricular links activity with CD2 Tracks05 & 06
Pupils Book:
-Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37).
UNIT 5: Toys
5a-Theyre cars
5b-Are they your dolls?
I. OBJECTIVES

- Identify and use vocabulary about toys.
- Ask and answer simple questions about toys.
- Sing a song (Are they your (dolls))
- Play a word chain game with toy vocabulary.
- Recognise vocabulary about toys.
- Recognise and understand simple questions about toys.
- A song (Are they your (dolls))
- A word chain game with toy vocabulary.

- Be able to read vocabulary about toys.
- Be able to read vocabulary about colours.
- Be able to read understand simple questions about toys.
- Be able to read and follow a story with visual clues.
- Be able to trace, copy and complete vocabulary about toys.

- Toys: doll, robot, car, teddy, plane, train, ball, puzzle.
What are they? Theyre Whats your favourite toy? Is it a
(n)?
Receptive language:
Help!, Dont worry, Guess again. Yes, they are, No, it isnt..
- Colours: red, green, orange, blue, black, pink, green, yellow.

Intonation required for questions and exclamations.
Pronounce the sounds /t/d/ at beginning of words.
- Logical thinking: To match cards and play guessing game.
Unit.

- Ask and answer simple questions when playing games.
their own.
II. CONTENTS



intonation.
Intonation required for questions and exclamations.
Pronounce the sounds /t/d/ at beginning of words
Plural regular nouns.
What are they?
Theyre
Whats your favourite toy?
Is it a (n)?


- Play a word chain game.
Unit.
their own.
- Maths: To count.
- Social Studies: favourite things.
- Arts and music: sing a song about toys, draw.
Listen and stick (5a PB page 41) Listen and match (5b PB page 43), Listen and
sing (5b PB page 42), Listen, point and say the words (5a PB page 40, 5b PB
page 42).
Play a game (5a PB page 41, 5b PB page 43).
Listen to the story. Then act out (5a PB page 40).

Stickers, cut-out, etc (connect visual and text information)
Look at pictures as a mean of information: (Picture dictionary,
(PB page 99).

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Play card game in pairs in unit
5b)
of the unit. (Unit 5a).
- Learn about toys.
Be able to communicate the results of their own work: (what about you? AB
page 31).
Understand and use learning strategies in the classroom.

Use their own abilities working in activities individually (PB pages 40-43, AB
pages 28-31) while familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (AB What
about you?).
Use the reference materials: My Picture Dictionary.

Begin to manage effectively a set of strategies, resources of intellectual work.
Develop critical thinking: (Match pictures and labels in unit 5b).

41).
teamwork: Sing songs, rhymes and chants: Are they your (dolls)? Unit 5b, Ive
got a (doll) word chain unit 5b)
Unit 5a AB page 28 and unit 5b AB page 31)
overcoming difficulties: Acting out the story of unit 5a.
(Toys).

- Show respect to others and themselves:(Take turns when playing games).
cross-curricular lessons and interdisciplinary sections: Projects with stickers.
- Count, Identify and use vocabulary about toys and numbers.

appropriately (PB page 41.

Pupils Book:
- Cutouts. (For Lesson 6 of Unit 5b).

practice:
Activity Book (pages 28-31):

- Picture Dictionary with stickers.
Flashcards and Word cards (toys).
Story cards.
- Board game.

V. EVALUATION
Complete the numbered exercises. (5a & 5b in PB and AB).

- I can do it worksheet.
- Unit 5 quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of 5b- what about you? Whats your favourite
toy? (AB page 31)

situations:
- Identify and use vocabulary about toys.
- Ask and answer simple questions about toys.
- Sing a song (Are they your (dolls))
- Play a word chain game with toy vocabulary.
- Recognise vocabulary about toys.
- Recognise and understand simple questions about toys.
- A song (Are they your (dolls))
- A word chain game with toy vocabulary.
-Be able to read vocabulary about toys.
-Be able to read vocabulary about colours.
-Be able to read understand simple questions about toys.
-Be able to read and follow a story with visual clues.
model:
- Be able to trace, copy and complete vocabulary about toys.
-

contexts.
Vocabulary
Grammar

Language structures: What are they?
favourite toy? Is it a (n)?
Theyre
Whats your
Phonics

The sounds /t/d/ at beginning of words.
-
(Self-evaluation):
Activity Book:
-
Self-evaluation activity at the end of unit 5b-What about you? Whats your
favourite toy? (AB page 31)

- I can do it worksheet.
- Unit 5 quiz.
UNIT 6: Having fun

6a-I can draw
6b-Can you jump?
Science: Materials
Review 3
I. OBJECTIVES

- Identify and use language for talking about actions.
- Ask and answer questions about what people can do.
- Sing a song (Can you?)
- Sing a chant in the round (The alphabet)
- Identify and use language about materials.
- Identify and use language about toys.

- Recognise language for talking about actions.
- Recognise language about materials.
- Recognise language about toys.
- Recognise animal names.
- Understand simple questions about actions.
- A song (Can you?)
- A chant in the round (The alphabet)

- Be able to read action vocabulary.
- Be able to read animal vocabulary.
- Be able to read vocabulary about materials.
- Be able to write the numbers 1 to 6.
- Be able to trace, copy and complete action vocabulary.
- Be able to trace, copy and complete simple phrases.
- Be able to trace, copy and complete vocabulary about materials.
- Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
- Materials: metal, plastic, rubber, wood.
Language structures: can, cant, Yes, I can, No, I cant, Look atIts
Theyre
Receptive language:
Very good! Thats all right, up and down, round and round, but,
Im not a
Animals: parrot, insect, cat, snake, fish, bird.
Toys: puzzle, train, robot, doll, ball.
Rhythm, accentuation and intonation of alphabet chant.
Sounds of /t/d/ at the beginning of words.
- Logical thinking: patterns (in order to sing chant in the round).
Unit.

- Greet, ask simple questions and praise others in English.
their own.
II. CONTENTS



intonation.
-Rhythm, accentuation and intonation of alphabet chant.
-Sounds of /t/d/ at the beginning of words.
- Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
- Materials: metal, plastic, rubber, wood.
-Animals: parrot, insect, cat, snake, fish, bird.
-Toys: puzzle, train, robot, doll, ball.
Present tense verbs.
Singular nouns.
Adjectives-Its (plastic)
can, cant.
Yes, I can, No, I cant.
Look at
ItsTheyre


- Play a game.
Unit.
their own.
- Maths: To count.
- Sciences: materials.
- Arts and music: make a poster about materials, chant, sing a song about
actions, draw.
Listen and chant (Alphabet warm up in 6a PB page 44), Listen and sing (Can
you? in 6b PB page 46), Draw and say (Your project in Sciences section PB
page 49)
Play a game (Unit 6a PB page 45 and unit 6b PB page 47).
Listen to the story. Then act out () Unit 6a PB page 44.

Look at photographs as a mean of information: (Crosscurricular Materials, (PB page 103).
methods:
section with printable, tests, videos with real characters related to the Unit,
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Play the games in units 6a &
6b).
- Learn about materials (Science section).
Be able to communicate the results of their own work: (Your Project in science
section).
Understand and use learning strategies in the classroom: Collect classroom

objects to play game in science section about materials.
you? AB page 35).
Use the reference materials: Cross-curricular links (PB page 103).
(Picture dictionary (PB page 100)).
Develop critical thinking: (To play team game in quiz in Review 3 PB page 51).

personal work as a strategy for learning: Work with cut-outs (Unit 6a PB page
45). Work with stickers (Unit 6b AB page 34).
teamwork: Sing songs, rhymes and chants: Can you? Unit 6b PB page 46)
Chant in the round-The alphabet (Unit 6a warm-up PB page 44)
Get used to work on activities to create ideas, to plan and act out, etc.: Actions
game (Unit 6a PB page 45) Your project (Science section PB page 49)
overcoming difficulties: Acting out the story of the Unit (PB page 44)
(school life).

- Show respect to others and themselves:(Take turns while playing games,
greet one another and praise others.)
cross-curricular worksheets (Materials).
- Social Studies: Learning about actions and things they can do.

work (PB page 49).
appropriately (Round-up TB page 49).

Pupils Book:
- Cutouts. (For Lesson 6 of Unit 6a PB page 45).

practice:

- Activity with stickers. (Page 34).
Flashcards and Word cards (Actions).
Story cards.
Board game.
Activities for the song.
Interdisciplinary posters and stickers.
Extra practice and challenging activities (for fast learners).

V. EVALUATION
-
Complete the numbered exercises. (Units 6a, 6b & Science: materials).
Review 3 -Diagnostic Test. (PB pages50-51)
Unit 6 quiz (Active Teach Resources section).
Progress Review 5&6 (Active Teach Resources section).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit 6b (Review 3 Page 37).
- What about you? (Page 35)
Pupils Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review
target vocabulary.

situations:
-Identify and use language for talking about actions.
-Ask and answer questions about what people can do.
-Sing a song (Can you?)
-Sing a chant in the round (The alphabet)
-Identify and use language about materials.
-Identify and use language about toys.

- Recognise language for talking about actions.
- Recognise language about materials.
- Recognise language about toys.
- Understand simple questions about actions.
- A song (Can you?)
- A chant in the round (The alphabet)
Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics (Review 3 Diagnostic tests in PB
and AB):
-Be able to read the numbers from 1 to 6.
-Be able to read action vocabulary.
-Be able to read vocabulary about toys.
model (Review 3 Diagnostic tests in PB and AB):
- Be able to write the numbers 1 to 6.
- Be able to trace, copy and complete action vocabulary.
- Be able to trace, copy and complete toy vocabulary.
- Be able to trace, copy and complete simple phrases.

contexts:
Vocabulary
-Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
-Toys: puzzle, train, robot, doll, ball.
Grammar

-Language structures: can, cant, Yes, I can, No, I cant, Look atIts
Theyre
Phonics

-Rhythm, accentuation and intonation of alphabet chant.
-Sounds of /t/d/ at the beginning of words.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit 6b (Review 3 Page 37).

- What about you? (Page 35)
Pupils Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review
target vocabulary.
UNIT 7: Home
7a-Shes in the bathroom.
7b-Is he in the garden?
I. OBJECTIVES

- Talk about where people are in the house.
- Ask and answer questions about where people are.
- Identify and use vocabulary about home and garden.
- Identify and use animal names.
- Identify and use numbers 1-10.
- Identify and use character names.
- Sing a song (Review Unit 6b and sing in unit 7b Is he in the garden?)
- Recognise vocabulary about home and garden.
- Recognise people names.
- Recognise simple questions and answers.
- Recognise numbers 1-10.
- A song (Review Unit 6b and sing in unit 7b Is he in the garden?)

- Be able to read vocabulary about house and home.
- Be able to read simple questions (Wheres(mum)? And answers (Shes
in )
- Be able to read animal names.
- Be able to read and follow a story with visual clues.
- Be able to trace, copy and complete vocabulary about people.
- Be able to trace, copy and complete vocabulary about home and garden.
- Be able to trace, copy and complete vocabulary about animals.
- Be able to write numbers 1-10.

- Home: bedroom, bathroom, kitchen, living room, house.

- Garden: garden, tree.
Where is? Where are?
Hes/shes/Im in the (living room).
He/she isnt in (the
bathroom).
Isin the?
Yes, it/he/she is. No, it/he/she isnt.
Receptive language:
Cant I cant find
Bubbles.
Lovely. Ready.
Im here.
See.
- Animals: rabbit, cat, snake, dog.
Recognise and reproduce sounds, rhythm, stress and intonation:

Rhythm, stress and intonation used for questions and answers Listen
and Match activity (AB page 40).
Stress and intonation required for mimicking voices when acting out
the story in unit 7a.
The sounds: ///

- Logical thinking: To locate animal in the game in unit 7b.
Unit.

- Ask and answer questions about where things are in English.
their own.
II. CONTENTS



intonation.
-The sounds: ///
-Home: bedroom, bathroom, kitchen, living room, house.
-Garden: garden, tree.
-Animals: rabbit, cat, snake, dog.
Regular nouns.
Where is? Where are?
He/she isnt in (the
bathroom).
Isin the?

- Play a game.
Unit.
their own.
- Maths: To count.
- Social Studies: home life.
- Arts and music: sing a song, draw.
Listen point and say (PB pages 52 & 54) Listen and sing (PB page 54)
Play a game (PB pages 53 & 55).

Tick charts for lesson 3 Unit 7b.

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page
-

classroom rules, in pairs and in whole group. (Play the games in units 7a &
7b)
- Learn about places (in the house and garden).
Be able to communicate the results of their own work: (Draw yourself and a
friend and write AB page 41).
Understand and use learning strategies in the classroom.

Reflect on what they have learned and how they have learned it: (Draw yourself
and a friend and write AB page 41).
Use the reference materials: (Vocabulary Lists).
(Picture dictionary in the PB.).
Develop critical thinking: (Identify where animals are from set of information
and make a simple tick chart)

53).
teamwork: Sing songs, rhymes and chants: Wheres my (brother) Where is he?
PB page 54).
Get used to work in activities to create ideas, to plan and act out, etc.: Act out
(PB page 52) Mime (Round-up TB page 53).
overcoming difficulties: Acting out the story of Unit 7a (PB page 52).
(Home life).
- Show respect to others and themselves: Take turns when playing games and
asking and answering questions (Unit 7a PB page 53 Unit 7b PB page 55)
cross-curricular lessons and interdisciplinary sections: Projects with stickers
(Unit 7a PB page 53).
- Social Studies: learning about the places where things belong to into eh
home and garden (Units 7a & 7b).
- Complete a simple tick chart to show where animals are located.

Pupils Book (pages 52-55):

-Picture Dictionary (page 100).
-Cutouts. (For Lesson 6 Unit 7a page 53).
-Stickers (for lesson 4 Unit 7a page 53).

practice:


Flashcards and Word cards (Home and garden).
Story cards.
- Board game.
V. EVALUATION
Complete the numbered exercises. (Units 7a &7b).
Tests Unit 7 quiz (Diagnostic Test), (Active Teach resources section).
Self-evaluation
- Self-evaluation activity at the end of each Unit (I can do it! worksheet)

situations:
-Talk about where people are in the house.
-Ask and answer questions about where people are.
-Identify and use vocabulary about home and garden.
-Identify and use animal names.
-Identify and use numbers 1-10.
-Identify and use character names.
- Recognise vocabulary about home and garden.
- Recognise people names.
- Recognise simple questions and answers.
- Recognise numbers 1-10.
-Be able to read vocabulary about house and home.
-Be able to read simple questions (Wheres(mum)? And answers (Shes in )
-Be able to read animal names.
-Be able to read and follow a story with visual clues.
model:
Be
Be
Be
Be
Be
able
able
able
able
able
to
to
to
to
to
write their names.

trace, copy and complete vocabulary about people.
trace, copy and complete vocabulary about home and garden.
trace, copy and complete vocabulary about animals.
write numbers 1-10.

contexts.
Vocabulary
- Home: bedroom, bathroom, kitchen, living room, house.
- Garden: garden, tree.
- Numbers from 1 to 10.
-Animals: rabbit, cat, snake, dog.
Grammar

Language structures: Where is? Where are?
He/she isnt in (the
bathroom).
Isin the?
Phonics

-The sounds: ///
(Self-evaluation):
-Unit 7 quiz
-I can do it worksheet.
UNIT 8: Furniture
8a-Theyre on the table.
8b-Tidy up the toys.
Maths: Numbers 11-20.
Review 4.
Story Time 2: Wheres Molly?
I. OBJECTIVES

- Identify and say the name of objects.
- Identify and say the name of animals.
- Identify and say names of places in the home.
- Ask and answer questions about where things are.
- Ask and answer questions about things and whose they are.
- Identify, say and count numbers 11-20.
- Sing a song Lets tidy up (PB Page 58).
- Say a chant Its a (red) house. Its number (PB page 60).

- Recognise the names of objects.
- Recognise the names of animals.
- Recognise the names of places in the home.
- Understand questions and answers about where things are.
- Understand questions and answers about things and whose they are.
- Numbers 11-20.
- Song Lets tidy up (PB page 58).
- Chant Its a (red) house. Its number (PB page 60).

- Be able to read the numbers from 1-20.
- Be able to read vocabulary about objects.
- Be able to read vocabulary about places in the home.
- Be able to read simple questions and answers.
- Be able to read a story with visual clues.
Write
-
simple words and phrases- Pre-writing activities (Optional):

Be able to write their names.
Be able to write the numbers 1-20.
Be able to trace, copy and complete vocabulary about objects.
Be able to trace, copy and complete vocabulary about places in the home.

- Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
- Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
twenty.
Where are (my objects)? Theyre (not) in/on/under.
Is this your? Are they your?
Put your (object) in/on/under the (place).
Receptive language:
-Very naughty, everywhere, street, things, good, please, lets
- School objects: book, pencil, crayon, bag, robot.
- People: girl, boy.
- Toys: car, teddy, doll.
- Animals: cat, dog, rabbit, hamster.
Recognize and reproduce sounds, rhythm, stress and intonation:
Chant to practise the intonation of questions and answers: Where are
my (cars)? Your cars? Here! Theyre on the (table).
Chant to practice the intonation of: Its a (red) house. Its number
(13)
The sounds: ///
- Logical thinking: problem-solving activities (Find the difference PB page
63).
Unit.

- Ask and answer questions in English.
their own.
II. CONTENTS


Begin to recognize and reproduce the sounds, rhythm stress and intonation.
-The sounds: ///
-Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
-Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twenty.
-School objects: book, pencil, crayon, bag, robot.
-People: girl, boy.
-Toys: car, teddy, doll.
-Animals: cat, dog, rabbit, hamster.
-Regular singular and plural nouns.
-Prepositions: on/in/under.
-Where are (my objects)? Theyre (not) in/on/under.
-Is this your? Are they your?

-Put your (object) in/on/under the (place).

Unit.
their own.
- Maths: To count and add numbers 1-20.
- Social Studies: school life, organisation skills.
- Arts and music: Sing a song, mime, chant, draw.
Listen and chant (PB page 60), Listen and sing (PB page 58), Listen and say
whats next (PB page 60), Listen and mime (Extra TB page 56) Listen, point
and say (PB pages 56, 58, 64)
Listen to the story. Then act out (PB page 56). Act out a story (Wheres Molly?).

Look at photographs as a mean of information: (Crosscurricular, (PB page 103).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. Extra (TB pages 56, 57, 58)
Play game (PB pages59, 61)
of the unit. (Wheres Molly? PB pages 64-65).
the speakers of that language. The story (Wheres Molly?) always makes
reference to social aspects and values of a democratic society.
- Learn about objects and where they are kept at home and in school.
Be able to communicate the results of their own work: Your project (PB page
61).
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
Reflect on what they have learned and how they have learned it: Review 4 (AB
page 47).
Use the reference materials: Cross-curricular (PB page 103)
(Picture Dictionary PB page 100).
Develop critical thinking: (Find the difference Review 4 PB page 63).

This competence is developed throughout the unit through the following activities:
personal work as a strategy for learning: Work with stickers & cut-outs (Unit 8b
AB page 44 & PB page 59).
work: Sing songs, rhymes and chants: Lets Tidy up! (PB page 58, Its a (red)
houseIts number (thirteen) (PB page 60).
Get used to work in activities to create ideas, to plan and act out, etc.: Mime
Extra TB page 56, Present: Your project (PB page 61).
overcoming difficulties: Acting out the story of the Unit PB pages 64-65.
(school and home life).

- Show respect to others and themselves: Listen and respond appropriately to
classmates (Presentations of Your project)
Perceive and interact with the physical space throughout the knowledge of
cross-curricular worksheets (Unit 8b AB page 44 & PB page 59).
- Social Studies: learning about the places where things belong to (Tidy up the
toys (PB pages 58-59).

- Add numbers between 1-20.
work (PB page 61).

Teachers Book (Units 8a, 8b, Review 4 and Story Time):

- Extra!
Pupils Book:
- Cutouts. (For Lesson 6 of Unit 8b).
- Picture Dictionary (page 100).

practice:
Flashcards and Word cards (objects).
Story cards.
Worksheets to copy.
Cross-curricular Worksheets.
Mini Flashcards, Mini Word cards.
Board game.
Activities for the song
Interdisciplinary posters and stickers.
Extra practice and challenging activities (for fast learners).

V. EVALUATION
-
Complete the numbered exercises. (PB pages56-65).
Tests Review 4 (Diagnostic Test), (PB pages 62-63).
Active Teach resources section:
Progress Review 7 & 8.
Self-evaluation
Activity Book:
-
Self-evaluation activity at the end of Unit. (Review 4 Page 47).
Pupils Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
I can do! worksheet.
Unit 8 quiz.

situations:
- Identify and say the name of objects.
- Identify and say the name of animals.
- Identify and say names of places in the home.
- Ask and answer questions about where things are.
- Ask and answer questions about things and whose they are.
- Identify, say and count numbers 11-20.
- Sing a song Lets tidy up (PB Page 58).
- Say a chant Its a (red) house. Its number (PB page 60).
- Recognise the names of objects.
- Recognise the names of animals.
- Recognise the names of places in the home.
- Understand questions and answers about where things are.
- Understand questions and answers about things and whose they are.
- Numbers 11-20.
- Song Lets tidy up (PB page 58).
- Chant Its a (red) house. Its number (PB page 60).
Be able to read the numbers from 1-20.
Be able to read vocabulary about objects.
Be able to read vocabulary about places in the home.
Be able to read simple questions and answers.
Be able to read a story with visual clues.
Be able to trace, copy and complete vocabulary about places in the home. Write
words, common phrases and expressions with a purpose following a model:
- Be able to write the numbers 1-20.
- Be able to trace, copy and complete vocabulary about objects.

contexts.
Vocabulary
-Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
-Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twenty.
-School objects: book, pencil, crayon, bag, robot.
-People: girl, boy.
-Toys: car, teddy, doll.
-Animals: cat, dog, rabbit, hamster.
Grammar

Language structures: Where are (my objects)?
in/on/under.
Is this your? Are they your?
Put your (object) in/on/under the (place).
-
Theyre (not)
Phonics
Recognize and reproduce sounds, rhythm, stress and intonation.

-The sounds: ///
(Self-evaluation):
Activity Book:
-
Self-evaluation activity at the end of Unit. (Review 4 Page 47).
Pupils Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
I can do! worksheet.
Unit 8 quiz.
UNIT 9: Food and drink

9a-I like salad
9b-Do you like sandwiches?
I. OBJECTIVES

-Identify and say the name of food and drink.
-Identify and say the name of characters.
-Ask and answer questions about likes and dislikes.
-Ask for (food/drink).
-Sing a song Do you like? (PB Page 68).

- Recognise and use the vocabulary for names of food and drink.
- Recognise and understand questions and answers.
- A song Do you like? (PB Page 68).

- Be able to read the unit vocabulary.
- Be able to read questions and answers.
- Be able to trace, copy and complete the unit vocabulary.
- Be able to write letters-T/F.

- Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich,
crisps, apples, tomatoes.
I like/dont like (salad).
Do you like (sandwiches)?
Yes, I do. /No, I dont.
Can I have some (water) please?
Receptive language:
Food
Phrases: Here you are. Thank you.

Initial letter sounds (of names of food in unit).
The sound: /t/
- Logical thinking: Matching activities.
Unit.

- Make observations and suggest preferences in English.
their own.
II. CONTENTS



intonation.
-Initial letter sounds (of names of food in unit).
-The sound: /t/
-Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich,
Plural regular nouns.
I like/dont like (salad).


Unit.
their own.
- Maths: To count, make a class survey.
- Arts and music: Sing a song, draw, act, mime.
Listen, point and say (PB pages 66, 68), Listen and sing (PB page 68).
Play a game (PB page 67 and 69).
Listen to the story. Then act out (PB page 66). Act out being in a restaurant (PB
page 67). Mime (TB Extra Page 66)


methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Warm-up activity: class survey
on favourite foods TB page 68, games in PB pages 67, 69)
- Learn about food.
Be able to communicate the results of their own work: (Extra what about you?
PB page 68).

you? AB page 51).
Use the reference materials: Cross curricular (PB page 104).
(Picture Dictionary (PB page 101).
Develop critical thinking: (Match names to food)

67). Work with cut-outs (PB pages 67, 69).
teamwork: Sing songs, rhymes and chants: Sing song (PB page 68).
Get used to work in activities to create ideas, to plan and act out, etc.: Act out
being in a restaurant Extra (TB page 67). Draw (AB page 48, 51).
overcoming difficulties: Acting out the story of the Unit PB page 66).
(school life/ food and restaurants).

- Show respect to others and themselves: Listen and share as others read,
speak, mime etc.
- Social Studies: learning about foods and personal preferences.
- Count, Identify and use vocabulary about numbers (vote and make a class
survey).

appropriately (PB pages 67, 69).
- Act out being in a restaurant in a small group, listening and speaking to one
another and taking turns appropriately (TB page 67).
- Act out the story with whole class, listening and speaking to one another and
taking turns appropriately (PB page 66).

Pupils Book (Units 9a & 9b):

- Cutouts. (For Lessons 6 of Unit 9a and unit 9b page 69).
- Picture Dictionary (PB page 101).

practice:
Flashcards and Word cards (food and drink).
Story cards.
- Board game.
V. EVALUATION
Complete the numbered exercises. (PB pages 66-69).
- Tests Unit 9 Quiz.
(Active Teach Resources section).
Self-evaluation
Activity Book:
Self-evaluation activity at the end of each Unit. (What about you? Page
51).
- Active Teach Resources section:
- I can do it! Worksheet.
-

situations:
-Identify and name Yazoo characters.
-Identify and say the name of food and drink.
-Identify and say the name of characters.
-Ask and answer questions about likes and dislikes.
-Ask for (food/drink).
-Sing a song Do you like? (PB Page 68).
- Recognise and use the vocabulary for names of food and drink.
- Recognise and understand questions and answers.
- A song Do you like? (PB Page 68).
- Be able to read the unit vocabulary.
- Be able to read questions and answers.
model:
- Be able to trace, copy and complete the unit vocabulary.
- Be able to write letters-T/F.

contexts.
Vocabulary
- Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich,
Grammar

Language structures: I like/dont like (salad).
Phonics
Recognize and reproduce sounds, rhythm, stress, and intonation.

-Initial letter sounds (of names of food in unit).
-The sound: /t/
(Self-evaluation):
Activity Book:
Self-evaluation activity at the end of each Unit. (What about you? Page
51).
- Active Teach Resources section:
- Unit 9 Quiz.
- I can do it! Worksheet.
-
UNIT 10: Hobbies

10a-Do you like dancing?
10b-Stand up! Sit down!
Science: Food.
Review 5.
I. OBJECTIVES

- Identify and say vocabulary to do with sports/hobbies.
- Ask and answer questions about sports/hobbies.
- To use terms right/left when giving instructions.
- To identify and use vocabulary to talk about favourite things.
- To identify and use vocabulary about food and where it comes from.
- To sing a song Stand up!

- Recognise vocabulary about sports/hobbies.
- Recognise and follow simple questions and answers.
- Recognise and follow simple instructions.
- Recognise vocabulary about favourite things.
- Recognise vocabulary about food and where it comes from.
- A song Stand up!

- Be able to read and answer simple questions.
- Be able to read and follow simple instructions.
Write
-

Be able to copy, trace and complete the vocabulary of the unit.
Be able to write simple sentence answers to questions.
Be able to write simple descriptions about favourite food.

- Hobbies: dancing, sport, football, karate, gymnastics.
- Instructions: turn, shake, left, right.
- Food: rice, bread, milk, plant, sausages.
Do you like (dancing)?
Stand up. Sit down.
Its from animals/plants.
Receptive language:
Good at, Im stuck.
I love
Chips.
Recycled language:
Instructions: put, high, low.
Food: eggs, orange, apple, salad, crisps,
tomatoes, cheese, favourite, animal.
Favourite, animal
fish,
chicken,

-The sound: /t/
- Logical thinking: Make connections, match words and pictures.
Unit.

their own.
II. CONTENTS



intonation.
-The sound: /t/
-Hobbies: dancing, sport, football, karate, gymnastics.
-Instructions: turn, shake, left, right.
-Food: rice, bread, milk, plant, sausages.
-Understand and apply grammar rules correctly.
Do you like (dancing)?
Stand up. Sit down.


- Play a word chain game.
Unit.
their own.
- Maths: To count, keep a tally chart.
- Social Studies: Sports/hobbies.
- Arts and music: Sing a song, draw, act out, mime.
- Linguistic abilities: Reading and interpretation of a story. Presentation of a
project.
- Science: Food and where it comes from (animal/plant).
Listen and sing (PB page 72), Listen, point and say (PB pages 70, 72).
Play a game (PB page 75 and PB page 77).
Listen to the story. Then act out (PB page 70). Mime actions (PB page 70 & 72).
Present a project (PB page 75).

Stickers, cut-out, etc (connect visual and text information)

- Tick charts, tally charts.
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group.
of the unit.
- Learn about sports/hobbies/activities.
75).
you? AB page 55 and Review 5 Page 57).
Use the reference materials: Cross-curricular PB page 104).

(Picture Dictionary PB page 101).
Develop critical thinking: (True/False Review 5 PB page 77)

personal work as a strategy for learning: Work with stickers (Unit 10b AB page
54).
teamwork: Sing songs, rhymes and chants: Sing song: Stand up!. Word chain:
game: I like rice.
Get used to work in activities to create ideas, to plan and act out, etc.: Your
project.
(Hobbies/interests/sports/activities).

- Show respect to others and themselves: Recognise different people have
different interests.
stickers, cross-curricular worksheets.
- Science: learning about different food and where it comes from.
- Count and create a class tally chart.
- Complete simple tick charts.

work (PB page 75).

Pupils Book (Units 10a & 10b & science section):

- Cutouts. (For Lesson of each Unit).
- Picture Dictionary.

practice:

- Stickers (unit 10b).
Flashcards and Word cards (sports/hobbies & actions).
Story cards.
- Board game.

V. EVALUATION
Tests: Review 5 (PB pages 76-77).
Unit 10 quiz.
Progress Review 9 & 10.
Self-evaluation
Activity Book:
Self-evaluation activity at the end of Unit. (What about you? Page 55).
Review 5 (page 57).
Pupils Book:
- Picture Dictionary (PB page 101-104) & CD3 Track 14.
- Review 5 (pages 76-77).
I can do it! worksheet.

situations:
- Identify and say vocabulary to do with sports/hobbies.

- Ask and answer questions about sports/hobbies.
- To use terms right/left when giving instructions.
- To identify and use vocabulary to talk about favourite things.
- To identify and use vocabulary about food and where it comes from.
- To sing a song Stand up!
-Recognise vocabulary about sports/hobbies.
-Recognise and follow simple questions and answers.
-Recognise and follow simple instructions.
-Recognise vocabulary about favourite things.
-Recognise vocabulary about food and where it comes from.
-A song Stand up!
- Be able to read and answer simple questions.
- Be able to read and follow simple instructions.
Write words,
model:
- Be able
- Be able
- Be able
- Be able

to
to
to
to
write their names.

copy, trace and complete the vocabulary of the unit.
write simple sentence answers to questions.
write simple descriptions about favourite food.

contexts.
Vocabulary
- Hobbies: dancing, sport, football, karate, gymnastics.
- Instructions: turn, shake, left, right.
- Food: rice, bread, milk, plant, sausages.
Grammar

Language structures: Do you like (dancing)?
Stand up. Sit down.
Phonics

-The sound: /t/
(Self-evaluation):
Activity Book:
Self-evaluation activity at the end of Unit. (What about you? Page 55).
Review 5 (page 57).
Pupils Book:
- Picture Dictionary (PB page 101-104) & CD3 Track 14.

- Review 5 (pages 76-77).
UNIT 11: Clothes

11a-Im wearing a skirt.
11b-Are you wearing your hat?
I. OBJECTIVES

- Identify and say the name of different clothes.
- Identify and say colour names.
- Ask and answer simple questions about what people are wearing
- To sing a song Are you wearing your (hat)?
- Recognise vocabulary about clothes.
- Understand and answer simple questions.
- Understand and follow simple instructions.
- A song Are you wearing your (hat)?

- Be able to read vocabulary about clothes.
- Be able to read vocabulary about colours.
- Be able to read questions and answers and instructions.
- Be able to trace, copy and complete vocabulary of the unit.

- Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
Im wearing/not wearing (a pink skirt).
Are you wearing (a coat)?
Yes, I am/ No, Im not.
Receptive language:
Im going home. Im packing. Can I try it on? You look great.
Lets go. Im ready to go. I can/cant see you.
Recycled language:
colours: pink, red, blue, yellow, green, black, white, brown.

Please/thank you.

The // sound.

- Logical thinking: problem solving.
Unit.

- Greet, ask and answer simple questions in English.
their own.
II. CONTENTS



intonation.
-The // sound.

-Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
Regular nouns and adjectives.
Im wearing/not wearing (a pink skirt).


Unit.
their own.
- Maths: To count.
- Social Studies: School life.
- Arts and music: Sing a song, draw.
- Linguistic abilities: Reading and interpretation of a story.
Listen point and say (PB pages 78 & 80), Listen and sing (PB page 80)
Listen to the story. Then act out (PB page 78). Mime (TB Extra page 78).

Tick charts for each lesson.

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page
-

classroom rules, in pairs and in whole group. (PB pages 79 & 81)
- Learn about different clothes.
Be able to communicate the results of their own work: (What about you? AB
page 61).

Use their own abilities working in activities individually (PB pages 78-81) while
you? AB page 61).
Use the reference materials: Cross-curricular pages in the PB.
(Picture dictionary, Pupil CD).
Develop critical thinking: (Ask and answer logical questions, match words and
pictures).

79).
work: Sing songs, rhymes and chants: Are you wearing your (hat)? (PB page
80)
Get used to work in activities to create ideas, to plan and act out, etc.: Play the
game (PB page 81). Mime and Act out (PB page 78)
(school life).
- Show respect to others and themselves: Take turns while playing games. (PB
page 79, 81)
stickers, cross-curricular worksheets (PB page 79).
- Social Studies: learning about the different clothes we wear.

appropriately (PB page 79 & 81).
- Survey with whole class, listening and speaking to one another and taking turns
appropriately (warm-up TB page 81).

Pupils Book (Units 11a & 11b):

-Picture Dictionary (page 102)

practice:

Flashcards and Word cards (clothes).
Story cards.
- Board game.

V. EVALUATION
Tests
Unit 11 Quiz (Diagnostic Test), (Active Teach Resources section).
Self-evaluation
Activity Book:
Self-evaluation activity at the end of each Unit: What about you? (AB
page 61).
-

Pupils Book:
Picture Dictionary.

situations:
- Identify and say the name of different clothes.
- Identify and say colour names.
- Ask and answer simple questions about what people are wearing
- To sing a song Are you wearing your (hat)?
- Recognise vocabulary about clothes.
- A song Are you wearing your (hat)?
-Be able to read vocabulary about clothes.
-Be able to read vocabulary about colours.
-Be able to read a story with visual clues.
-Be able to read questions and answers and instructions.

model:
- Be able to trace, copy and complete vocabulary of the unit.

contexts.
Vocabulary
- Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
Grammar

Language structures: Im wearing/not wearing (a pink skirt).
-
Phonics

-The // sound.
(Self-evaluation):
Activity Book:
Self-evaluation activity at the end of each Unit: What about you? (AB
page 61).
-

Pupils Book:
Picture Dictionary.
UNIT 12: Going away

12a-Its time to go.
12b-Lets have a party!
Social Science: Clothes and weather.
Review 6.
Story Time 3: Animals at the zoo!
I. OBJECTIVES

- Identify and say the vocabulary covered in Book 1.
- Identify and say the names of animals, objects, food, clothes, toys, house
and garden vocabulary, actions, colours, and numbers.
- Identify, ask and answer questions.
- Give simple instructions.
- Respond to simple instructions.
- Present a project (Clothes and weather).
- Sing a song (Lets have a party!).
- Recognise vocabulary covered in Book 1.
- Respond to ideas and suggestions of others in an appropriate way.
- How to do a presentation.
- A song (Lets have a party!).

- Be able to read vocabulary from Book 1.
- Be able to read questions, answers and instructions.

- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.
- Going away: photo, zoo, surprise, party, shout, home.
- Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
- Animals at the zoo: gorilla, zebra.
- Food: ice cream, carrot.
Its hot.
What are you wearing? Im wearing
Have you got? Ive/ he/s shes got.
Do you like?
I like
Im a
I can
Can I have?
Here you are
Receptive language:
Have fun, run about, were off to
Recycled language:
Dance, sing, jump, fly, skip, name, shout, favourite, toy, doll,
plane, train, book, school, pet, friend, hamster, cat, dog, red,
T-shirt, hat, coat, sweater, trousers, dress, shorts, white, apple,
doll, living room, shiny, animal, mum, girl, boy.
Look at me! Heres a for you.
Numbers 1-20.

-The // sound.

- Logical thinking: Make connections, problem solving.
Unit.

- Ask and answer questions about clothes and the weather in English.
their own.
II. CONTENTS



intonation.
-The // sound.

-Going away: photo, zoo, surprise, party, shout, home.
-Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
-Animals at the zoo: gorilla, zebra.
-Food: ice cream, carrot.
Prepositions (in/on/under)
Its hot.
Do you like?
I like
Im a
I can
Can I have?
Here you are

- Play a game.
Unit.
their own.
- Maths: To count.
- Social Studies: school life, clothes and the weather.
- Arts and music: sing a song, draw.
Listen and sing (PB page 84), Listen, point and say (PB pages 82, 84, 90).

methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (PB page 87)
- Learn about the weather.
87).
Reflect on what they have learned and how they have learned it: (Review 6).
Use the reference materials: (Cross-curricular PB page 104).
(Picture Dictionary & CD3).
Develop critical thinking: (Make choices, match words and pictures)

personal work as a strategy for learning: Work with drawings (Social Science PB
page 87).
work: Sing songs, rhymes and chants: Lets have a party! (PB page 84).
and trace (AB page 65), Your Project (PB page 87).
(school life, describe the weather).

- Show respect to others and themselves:(Take turns to ask and answer
questions)
- Social Studies: learning about the weather.

work (PB page 87).
turns appropriately (Extra! TB page 83).

Pupils Book (Units 12a, 12b, Social Sciences. Pages 82-87 & 90-91):
- Picture Dictionary (pages 102).
- Cross curricular (page 104).

practice:

Flashcards and Word cards (party).
Story cards.
- Board game.

V. EVALUATION
Tests:
- Progress Review 11 & 12 (Diagnostic Test)
- Unit 12 Quiz.
(Active Teach Resources section).
Self-evaluation
Activity Book:
Self-evaluation activity at the end of each Unit. (Review 6).
Pupils Book:
-
Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37

Review 6 (Pages 88-89).

-

situations:
and garden vocabulary, actions, colours, numbers.
- Present a project (Clothes and weather).
- Sing a song (Lets have a party!).
- A song (Lets have a party!).
Write words,
model:
- Be able
- Be able
- Be able

to write their names.
to trace, copy and complete the vocabulary in Book 1.
to complete simple sentences.

contexts.
Vocabulary
-
Going away: photo, zoo, surprise, party, shout, home.

Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella.
Animals at the zoo: gorilla, zebra.
Food: ice cream, carrot.
Grammar

Language structures: Its hot.
Do you like?
I like
Im a
I can
Can I have?
Here you are
Prepositions: in/on/under.
Phonics

-The // sound.
(Self-evaluation):
Activity Book:
Self-evaluation activity at the end of each Unit. (Review 6).
Pupils Book:
Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37
-
The Yazoo Music Show.

Happy New Year!
Book Day.
I. OBJECTIVES

- Present a picture, book (Happy New Year! & Book Day).
- Sing a song (Happy New Year) and (I love books).
- Perform a musical (The Yazoo Music Show).
- A song (Happy New Year) and (I love books).
- A musical (The Yazoo Music Show).

- Be able to read a musical script.
Write
-

Be able to trace, copy and complete the vocabulary in Book 1.
Be able to complete simple sentences.

- New Year: dragon, lantern, present, money, head, fireworks, Happy New
Year!
- Book Day: story, brave, pirate, day, mouse.

Ive/ he/s shes got.
Receptive language:
China, Scotland, New Years Day, make.
Great.
Recycled language:
Red, money, look, dance, sing, play, friend, doll, book, school,
favourite, queen, animal, toy, girl, boy, plane, cat, train, dog.
Numbers 1-10.
-The rhythm, intonation and stress of a musical score.
- Logical thinking: Match sentences and pictures.
Unit.
Recognise and learn basic forms of social interactions in a foreign language.

- Performance skills in English.
their own.
II. CONTENTS



intonation.
The rhythm, intonation and stress of a musical score.
-New Year: dragon, lantern, present, money, head, fireworks, Happy New Year!
-Book Day: story, brave, pirate, day, mouse.
-Ive/ he/s shes got.

- Present a project.
- Make a survey and vote.
Unit.
their own.
- Maths: To count, make a survey.
- Arts and music: make a lantern, make a book, sing a song, participate in a
musical production, draw.
- Linguistic abilities: reading and interpretation of a script and stories.
Listen and sing (PB pages 92-93, 95, 97), Listen, point and say (PB page 96).
Perform (PB pages 92-93).
Listen to the story. Then act out (TB page 96)


methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in whole group. (Perform The Yazoo Music Show
PB pages 92-93)
of the unit. (Book Day PB page 96).
- Learn about festivals and special events (Book Day).
Be able to communicate the results of their own work: (Make a book).
Use their own abilities working in activities individually (Make a book, make a
lantern) while familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it.
Use the reference materials: Cross curricular (PB page 104).
(My Picture Dictionary & CD3).
Develop critical thinking: (Vote following class survey).

personal work as a strategy for learning: Work with materials (Make a lantern, a
book PB pages 95, 97).
teamwork: Sing songs, rhymes and chants: The Yazoo Music Show, I love
books.
Get used to work in activities to create ideas, to plan and act out, etc.: The
Yazoo Music Show, Make a book, Act out story from Book Day.
overcoming difficulties: Perform in front of an audience (the Yazoo Music Show),
(Festivals and Book Day).

- Show respect to others and themselves:(Listen, respond, take turns to
present and perform)
cross-curricular lessons and interdisciplinary sections: Projects with crosscurricular worksheets (Festivals PB page 104).
- Social Studies: learning about festivals and traditions in other countries
(Chinese New Year).
- Count, Identify and use vocabulary numbers.
- Create a simple chart to reflect class survey.

- Perform in a small group, listening and speaking to one another and taking turns
appropriately (Extra TB page 96).
work (Extra TB page 95, Make a book PB page 97).
- Perform with whole class, listening and speaking to one another and taking turns
appropriately (PB pages 92-93).

Pupils Book (Pages 94-97):

-Picture Dictionary with CD3

practice:
Flashcards and Word cards (festivals).
Story cards.
- Board game.

V. EVALUATION
Evaluate Books made by students for Book Day.

Self-evaluation
Pupils Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).

situations:
- Present a picture, book (Happy New Year! & Book Day).
- Sing a song (Happy New Year) and (I love books).
- Perform a musical (The Yazoo Music Show).
- A song (Happy New Year) and (I love books).
- A musical (The Yazoo Music Show).
-Be able to read vocabulary from Book 1.
-Be able to read a musical script.
-Be able to read questions, answers and instructions.
model:
- Be able to trace, copy and complete the vocabulary in Book 1.
- Be able to complete simple sentences.

contexts.
Vocabulary
- New Year: dragon, lantern, present, money, head, fireworks, Happy New
Year!
- Book Day: story, brave, pirate, day, mouse.
Grammar

Language structures: Ive/ he/s shes got.
Phonics
Recognize and reproduce sounds, rhythm, stress and intonation.

-The rhythm, intonation and stress of a musical score.
(Self-evaluation):
Pupils Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).

Yazoo 1 Teaching Programme

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Yazoo 1

Teaching Programme Yazoo 1

Read simple words and phrases Pre-reading activities (Optional):

BLOCK 3. Knowledge of the language.

- Greetings: Hello/Hi, Im.Whats your name? My names, Goodbye, girl,

BLOCK 4. Socio-cultural aspects and intercultural awareness

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

Teaching Programme Yazoo 1

Teaching Programme Yazoo 1

Understand simple oral messages to perform classroom tasks.

BLOCK 2. Reading and writing

BLOCK 3. Knowledge of the language.

Begin to recognize and reproduce the sounds, rhythm, accentuation, and

Teaching Programme Yazoo 1

3.2. Reflection on learning.

Use means of information and situations of diverse types of communication

Teaching Programme Yazoo 1

Practice and get familiar with a variety of digital competences

Cultural and artistic competence

Learning to learn competence

Understand and use learning strategies in the classroom: Do a class survey of

Autonomy and personal initiative

Competence in interaction with the physical world

IV. ATTENTION TO DIVERSITY

Active Teach, activities and interacting games for language practice.

Participate in oral interactions about familiar topics in common and predictable

Greetings: Hello!, Goodbye!

Teaching Programme Yazoo 1

- Understand and apply grammar rules correctly: Language structures:

Recognize and reproduce sounds, rhythm, accentuation, and intonation.

BLOCK 4. Socio-cultural aspects and intercultural awareness

Teaching Programme Yazoo 1

UNIT 1: School things.

Read simple words and phrases Pre-reading activities (Optional):

BLOCK 3. Knowledge of the language.

BLOCK 4. Socio-cultural aspects and intercultural awareness

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

Teaching Programme Yazoo 1

Understand simple oral messages to perform classroom tasks.

BLOCK 2. Reading and writing

BLOCK 3. Knowledge of the language.

Begin to recognize and reproduce the sounds, rhythm, accentuation, and

Teaching Programme Yazoo 1

3.2. Reflection on learning.

Teaching Programme Yazoo 1

Practice and get familiar with a variety of digital competences

Cultural and artistic competence

Understand and use learning strategies in the classroom: Collect information

Teaching Programme Yazoo 1

Begin to manage effectively a set of strategies, resources of intellectual work:

Autonomy and personal initiative

Competence in interaction with the physical world

Show respect to others and themselves: (Play, PB page)

- Read and write numbers (AB page 11)

Pupils Book (Unit 1a and 1b Pages 14-17):

Activity Book (Pages 8-11):

Active Teach, activities and interacting games for language practice.

Participate in oral interactions about familiar topics in common and predictable

BLOCK 2. Reading and writing

Teaching Programme Yazoo 1