Introduce Oneself and Meet the Sunshine Characters Again

Sunshine

4

Programme
______

Area of Foreign Languages
English

Unit Hello

I. OBJECTIVES

·  Introduce oneself and meet the Sunshine characters again.

·  Talk about what appears in the book.

·  Ask classmates their names and about their personal circumstances.

·  Talk about oneself.

·  Learn vocabulary about classroom objects.

II. CONTENT

1. Listening, Speaking and Conversation

·  Be able to introduce oneself and meet the Sunshine characters again.

·  Be able to talk about what will appear in the book.

·  Be able to ask classmates their name and about other personal circumstances.

·  Be able to talk about oneself.

2. Reading and Writing

·  Understand a word string about the seasons.

·  Write questions reading the answer.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·  What’s your name?; How are you?; Where are you from?; How old are you?; When’s your birthday?

·  (I’m) (nine) years old; My birthday is in (March); My best friend is...

·  Seasons and months; weather adjectives and names of classroom objects.

Receptive language

·  Do you remember me?; Who am I?; Enjoy yourselves!

3.2. Reflection on language learning

·  Behave in an ordered and organised way when participating in activities.

·  Respect classmates in dialogues and conversations as well as adhering to turn-taking conventions.

·  Participate in the games and activities proposed.

·  Pay attention to the teacher’s explanations and follow their instructions.

·  Show interest in written English.

·  Show interest in reading and writing in English.

·  Show interest in others’ contributions and be curious about information received.

4. Socio-cultural aspects and intercultural awareness

·  Respectful and attentive attitude in class.

·  Typical questions and answers when meeting classmates.

iii. Basic Competences

·  Linguistic competence: introductions and greetings.

·  Interpersonal, social and civic competence: sharing personal information.

IV. Assessment

·  Completion of the section activities: About Me! – I can...

·  Direct observation by the teacher of the learners’ participation in the different activities proposed.

1

Teaching Programme - Sunshine 4

Unit 1 Fun at school

I. OBJECTIVES

·  Learn vocabulary for school subjects.

·  Count from 20 to 50.

·  Learn a song and mime in order to revise contents of the unit.

·  Understand a story by applying familiar vocabulary.

·  Learn several chants.

·  Recite a chant in order to practise pronunciation.

·  Understand and answer questions about oneself and about school timetables.

·  Consolidate and assess the contents of the unit.

II. CONTENT

1. Listening, Speaking and Conversation

·  Learn vocabulary for school subjects.

·  Sing a song and review numbers from 20 to 50.

·  Be able to understand a story containing key vocabulary items.

·  Be able to present and practise I’m / he’s / she’s good at...

·  Be able to learn a chant containing familiar linguistic content.

·  Be able to practise the phrase He’s got (English) on (Friday).

·  Revise numbers.

·  Be able to practise the /t/ and /θ/ sounds

·  Be able to understand questions and answer them.

2. Reading and Writing

·  Understand a text about children’s games.

·  Reply to questions in writing.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·  Music, Maths, English, Art, P.E.

·  Numbers from 20 to 50.

·  My favourite subject is (Maths).

·  I’ve got (Maths) on (Tuesdays).

·  I’m very good at/I’m not very good at (Maths).

Receptive language

·  This is the (English) corner; This is the (first/ next) clue; The winners are...

·  He is the (P.E.) teacher. This is the (Music) room./I’m in the (English) class. Subjects; snakes; ladders; dice; counters; timetable; stick; stickers; teddy bear; hopscotch; the cat and mouse game.

3.2. Reflection on language learning

·  Behave in an ordered and organised way when participating in activities.

·  Respect classmates in dialogues and conversations as well as adhering to turn-taking conventions.

·  Participate in the games and activities proposed.

·  Pay attention to the teacher’s explanations and follow instructions.

·  Show interest in reading and writing in English.

·  Show interest in others’ contributions and be curious about information received.

4. Socio-cultural aspects and intercultural awareness

·  Learn some games from the Anglo Saxon world.

·  Extend knowledge of school.

iii. Basic Competences

·  Linguistic competence: school subjects

·  Mathematical competence: counting from 1 – 50, simple sums.

·  Data processing and digital competence: searching for more information on Internet.

·  Interpersonal, social and civic competence: talking about one’s favourite subject.

·  Cultural and artistic competence: children’s games.

·  Learning-to-learn competence: matching numbers to text.

·  Autonomy and personal initiative: identifying what has been learnt in each unit by using a self assessment form.

IV. Assessment

·  Completion of the unit’s evaluation sheet (Evaluation Sheet 1).

·  Completion of the unit test (Test 1).

·  Completion of the section activities: About Me! – I can...

·  Completion of self-assessment exercises I can... in the Activity Book.

·  Direct observation by the teacher of the learners’ participation in the different activities proposed.

Unit 2 Can you play?

I. OBJECTIVES

·  Learn the names of some musical instruments and sports.

·  Talk about what we can do, and the instruments and sports we can play.

·  Understand and formulate questions related to the above.

·  Sing a song in order to learn the pronunciation of the English alphabet.

·  Recognise words when they are spelt.

·  Consolidate and assess the contents of the unit.

II. CONTENT

1. Listening, Speaking and Conversation

·  Learn the names of musical instruments.

·  Get to know the structure I can play (the drums).

·  Be able to sing a song.

·  Learn vocabulary related to sports.

·  Be able to listen to and read a story containing the key vocabulary and structures in the unit.

·  Start to practise the structure I can/can’t play (the violin).

·  Learn the alphabet through a chant.

·  Be able to review numbers 1 to 26.

·  Be able to read and listen to a text.

·  Review the pronunciation of the alphabet.

·  Learn a game to practise the key structure Can you...?

2. Reading and Writing

·  Familiarise yourself with string instruments.

·  Write about the sports you do.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·  (I) can play (the guitar); (You) can’t play (the violin).

·  Can you play (tennis)? Yes, I can; No I can’t.

·  Guitar; flute; recorder; piano; drums; violin; cello

·  Basketball; tennis; volleyball; football.

Receptive language

·  How do you spell your name?; What a fantastic show!

·  Can (John) play (the trumpet)?; No (he) can’t; Yes (she) can. What’s your favourite sport?

3.2. Reflection on language learning

·  Participate actively in activities and games performed in class.

·  Listen to and respect classmates in dialogues and conversations.

·  Collaborate in a team in order to achieve a shared goal.

·  Pay attention when listening to the teacher, classmates and to listening texts.

·  Respect and value own art work and that produced by others.

·  Compete appropriately against other teams.

·  Show interest in listening to and reading texts in English.

·  Enjoy using own body to express oneself.

4. Socio-cultural aspects and intercultural awareness

·  Introduction to the world of music and musical instruments.

iii. Basic Competences

·  Linguistic competence: musical instruments and sports, the alphabet.

·  Data processing and digital competence: searching for more information on Internet.

·  Interpersonal, social and civic competence: talking about sports you do or like.

·  Cultural and artistic competence: talking about instruments and music you like.

·  Learning-to-learn competence: using tables to test understanding.

·  Autonomy and personal initiative: filling in an illustrated dictionary to revise vocabulary.

IV. Assessment

·  Completion of the unit’s evaluation sheet (Evaluation Sheet 2).

·  Completion of the unit test (Test 2).

·  Completion of the section activities: About Me! – I can...

·  Completion of self-assessment exercises I can... in the Activity Book.

·  Direct observation by the teacher of the learners’ participation in the different activities proposed.

Unit 3 Treasure hunt

I. OBJECTIVES

·  Learn the names of elements and island places found in stories.

·  Understand and give instructions related to movements.

·  Learn location exponents: The treasure is in the cave. I’m on the hill.

·  Understand and formulate very simple descriptions of places.

·  Learn the numbers from 50 to 100.

II. CONTENT

1. Listening, Speaking and Conversation

·  Know the aims of the unit.

·  Get to know the numbers from 50 to 100 and extend language for giving directions.

·  Be able to listen to and read a story including the key vocabulary and structures in the unit.

·  Practise expressions used to give directions.

·  Be able to understand descriptions of places.

·  Learn a chant.

·  Practise numbers 50 to 100.

·  Include structures for describing places when reciting a chant.

·  Be able to describe our pirate island.

·  Be able to perceive the difference in pronunciation between the endings -teen/-ty.

2. Reading and Writing

·  Understand a story about lost treasure.

·  Write high numbers.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·  Hill, river, cave, rocks, forest, beach, treasure (chest), map, money, museum.

·  Turn left; turn right; go straight ahead; go up; go down (the hill); go across (the river); go into (the cave); turn around.

·  On the left/ right; there is a (cave).

Receptive language

·  I’m tired! It’s dark.

·  What’s in the treasure chest?

·  Can you find my treasure?

·  Wooden leg; quick; dig; mummies; coins; gold; silver; attic.

3.2. Reflection on language learning

·  Display a positive attitude towards English.

·  Show interest in the narration of a story and listen to it attentively.

·  Enjoy learning English through songs and stories.

·  Listen to others in dialogues and group conversations, adhering to turn-taking norms and the social conventions governing linguistic exchanges.

·  Participate actively in the games and activities proposed in class.

4. Socio-cultural aspects and intercultural awareness

·  Introduction to the world of archaeological treasures, as they are kept in international museums.

·  Facts about the British Museum.

iii. Basic Competences

·  Linguistic competence: maps and geographical elements, giving directions.

·  Mathematical competence: counting from 1 to 100, simple sums.

·  Competence in knowledge and interaction with the physical world: using maps to find a place.

·  Data processing and digital competence: searching for more information on Internet.

·  Interpersonal, social and civic competence: solving a problem or enigma in a group.

·  Cultural and artistic competence: the value of museums.

·  Learning-to-learn competence: using drawings to follow instructions.

·  Autonomy and personal initiative: identifying what has been learnt in each unit by using a self assessment form.

IV. Assessment

·  Completion of the unit’s evaluation sheet (Evaluation Sheet 3).

·  Completion of the unit test (Test 3).

·  Completion of the section activities: About Me! – I can...

·  Completion of self-assessment exercises I can... in the Activity Book.

·  Direct observation by the teacher of the learners’ participation in the different activities proposed.

Unit 4 What a day!

I. OBJECTIVES

·  Learn phrases for describing activities.

·  Understand time phrases.

·  Learn to tell the time, to the hour, and including half-past, quarter past and quarter to.

·  Learn some superlatives.

·  Learn a song and a chant containing the key contents in the unit.

·  Talk about own daily routines: the every day activities related to different times of the day.

·  Write about own daily routines.

·  Talk about someone else’s daily routines and answer questions related to them.

·  Play a game and recycle the unit contents.

·  Revise and state what has been learnt in this unit and in previous units.

II. CONTENT

1. Listening, Speaking and Conversation

·  Know the aims of the unit.

·  Learn phrases for describing activities, time phrases and times.

·  Learn a song containing key vocabulary.

·  Learn some superlatives.

·  Be able to read and listen to a story containing key vocabulary and structures.

·  Start practising telling the time.

·  Be able to the time in relation to daily activities.

·  Be able to Listen to, read and answer questions about daily routines.

·  Learn a chant related to daily routines.

·  Be able to talk about daily routines.

·  Be able to answer questions about someone else’s daily routines.

·  Notice the hard consonant sound /h/.

·  Be able to read and listen to a text about superheroes.

·  Be ableto recycle the contents of the unit.

2. Reading and Writing

·  Understand a little girl talking about her every day activities.

·  Write about the daily routine.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·  Get up; have a shower; go to school; have lunch; do homework; watch TV; go to bed.

·  What time do you get up? At (seven o’clock). She goes to bed at (half past nine).

·  He is the tallest/the strongest/the best.

Receptive language

·  Who is (the strongest)?; (We) are the best; This is my day; Let’s warm up! Hurry up!; nil-nil, one nil; (I’m) tired!

3.2. Reflection on language learning

·  Listen to and respect classmates in dialogues and conversations.

·  Collaborate with a team in order to achieve a common goal.

·  Listen attentively to the teacher, classmates and to listening texts.

·  Participate actively in class games and activities.

·  Respect and value own art work and that produced by others.

·  Cooperate with own team to ensure its success.

·  Compete against other teams appropriately.