Yazoo 1
Teaching Programme
Primary Education
Primary First
English
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, I’m….What’s your name? My name’s…, 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:
-What’s your name?, I’m (Rob).
This is (Trumpet) He’s a (elephant)
-My name’s (Vicky) Goodbye.
Language to review:
-Numbers from 1 to 10 /Hello!
Receptive language:
-Be quiet!, We love you!, Mr, Miss
-Let’s 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
BLOCK 1. Listening, speaking and conversation
§ 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.
BLOCK 2. Reading and writing
§ 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.
BLOCK 3. Knowledge of the language.
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.
§ Understand and apply grammar rules correctly.
- Singular regular nouns.
- What’s your name? I’m … .
- This is….He’s a…She’s 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.
§ Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Use the skills of observation.
- Remember new words.
- Flexible thinking.
- Play a memory game.
- 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.
§ Show a receptive attitude towards those who speak a different language than 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 6-11).
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 6-11) 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
This competence is develop throughout the unit through the following activities:
§ 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 self-evaluation.
§ 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.
This competence is developed in the Unit through:
- 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.
§ Teacher’s 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), (Teacher’s Pack).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Alphabet Lesson, pages 6-11).
Pupil’s Book:
-
Evaluation criteria:
BLOCK 1. Listening, speaking and conversation
§ Participate in oral interactions about familiar topics in common and predictable situations:
- Identify and name Yazoo characters.
- Learn to ask someone’s 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:
- Recognize the characters.
- A chant (Alphabet letters)
- A song (Hello!).
- A story with visual cues.
-
BLOCK 2. Reading and writing
- Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics:
- Be able to read the numbers from 1 to 10.
- Be able to read phrases that express: number + object.
§ Write words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to trace and copy the numbers.
-
BLOCK 3. Knowledge of the language.
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 Test-Teacher’s 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-Teacher’s Book) colours-red, green, pink, blue
Grammar
- Understand and apply grammar rules correctly: Language structures: What’s your name?, I’m (Vicki). This is (Trumpet) He’s (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).
BLOCK 4. Socio-cultural aspects and intercultural awareness
§ 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-It’s a book
1b-Is it a pencil?
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
§ Participate in oral interactions:
- Ask and answer questions about simple classroom items.
- Follow simple commands.
§ Understand simple oral texts within the classroom's context:
- Identify objects usually found in a classroom context.
- Review classroom language.
BLOCK 2. Reading and writing
§ Read simple words and phrases – Pre-reading activities (Optional):
- Be able to read the names of simple classroom objects.
- Recognise colour names.
§ Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write simple colour descriptions about objects.
BLOCK 3. Knowledge of the language.
§ Identify, apply and use the vocabulary of the unit:
- School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case.
§ Understand and apply grammar rules correctly.
Language structures:
- What is it? It’s a (book)
- Is it a pencil? Yes/No.
Receptive language:
- Here you are.
- Thank you.
- Guess again.
- I don’t know.
Interdisciplinary language:
- Colours, Objects.
-
§ Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Intonation used for questions and exclamations: What is it? Look, it’s a bag! It’s 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.