Great Fun3

Programme
______

Foreign Language Section
English

1

Teaching Programme – Great Fun 3

UNIT 1 SCHOOL AGAIN

I. General Objectives

Recognise and name the main characters from the book.

Introduce yourself.

Talk about the classroom and the objects found within it.

Reflect upon road safety.

II. Contents

Block 1. Listen, speak and converse

­Understand and use different types of greetings.

­Correctly use the expressions “please” and“thank you”.

­Recognise some colours.

­Identify objects in the classroom.

­Count from one to six.

­Use the short replies: Yes, it is / No, it isn’t.

­Recognise and produce the /h/sound.

­Describe emotions with the words: happy / sad.

­Use a Picture Dictionary.

­Complete evaluation and self-evaluation activities.

­Use non-verbal answers in the classroom.

­Recite and perform chants to learn the vocabulary and grammatical structures from the unit.

­Work in pairs to identify objects in the classroom.

­Play a guessing game to revise colours.

­Play an action game to revise numbers.

­Sing and perform a song on road safety.

­Design posters to remind students of correct behaviour in the classroom.

­Recite tongue-twisters to practice the /h/ sound.

Block 2. Reading and Writing

­Create labels to identify classroom objects.

­Listen to a story and answer oral questions

­Play a vocabulary game, in teams, with the poster created for this unit.

­Use a Picture Dictionary to consolidate unit vocabulary.

­Play games with the Pocket Chart to consolidate the linguistic structures from the unit.

­Complete the Unit exercises in the Workbook.

­Complete the self-evaluation quiz.

­Complete the evaluation activities at he end of the Unit.

Block 3. Language Knowledge through Use

3.1. Linguistic Understanding

­Vocabulary and structures:

·Billy, Milly, Andy, Candy, book, rubber, pen, ruler, pencil, pencil case, desk, chair, bin, window, door, bag, scissors, glue, boy, girl, one, two, three, four, five, six, sad, happy, red, blue, green, yellow, orange, brown, yes, no.

­Active Language

·Hello / hi. Good morning / afternoon. Goodbye.

·What’s your name? I’m (Billy).

·Please. Thank you.

·You win.

­Receptive language:

·Yes, it is. No, it isn’t. It’s a (bag).

·How are you? I’m fine, thank you.

·I’m happy / sad.

3.2. Reflection on learning

­Ask for things politely.

­Understand the necessity to clean up the class before leaving.

­Understand the importance of road safety.

­Actively participate in games and activities in the classroom.

­Show a positive attitude towards the English Language.

Block 4. Socio-cultural and inter-cultural consciousness.

­Encourage students to adopt a positive attitude in the classroom.(Lesson 1: Activity 2; lesson 4: Activities 1 and 2; lesson 5: Activity 2).

­Remind students of the precautions they should take coming and going from school (Lesson 3: Activity 2).

III. Basic Competences

Competence in linguistic communication: Listen to a story and answer oral questions.

Recite and perform chants to learn the vocabulary and grammatical structures from the Unit.

Mathematical competence:Play an action game to revise numbers.

Knowledge and interaction with the physical world: Work in pairs to identify objects in the classroom.

Digital competence and treatment of information: Pupil’s CD-ROM: Language acquisition and learning in the TIC classroom.

Social and citizenship competence: Recognise the necessity of tidying up the classroom before leaving. Understand the importance of road safety.

Cultural and artistic competence: Create labels to identify objects in the classroom.

Competence in Learning to Learn: Show a positive attitude towards the English language.

Independence and personal initiative: Understand the importance of road safety.

IV. Evaluation Criteria

Answer the teacher’s questions while completing exercises from the Workbook.

Take the self-evaluation quiz. (Workbook, page 8).

Complete the Think Tank section (Pupil’s Book, page 10).

Complete the Revision sheet for Unit 1 (Teaching Guide, page 184).

UNIT 2 BODY BODY

I. General Objectives

Recognise and name the parts of the face and body.

Enjoy listening to a story in English.

II. Contents

Block 1. Listen, speak and converse

­Count from one to ten.

­Recognise the colours black and white.

­Use the expression: There are...

­Identify the Halloween vocabulary.

­Answer the questions: Where is / are...?

­Describe the position of objects with: in, on and under.

­Describe parts of the body with: long, short, big and small.

­Use the short replies: Yes, he / she has; No, he / she hasn’t.

­Recognise and respond to the /s/ sound.

­Use a Picture Dictionary.

­Complete the evaluation and self-evaluation activities.

­Use non-linguistic responses in the classroom.

­Perform a chant to learn the vocabulary from the Unit.

­Listen to a dialogue on Halloween to identify parts of the face and body.

­Sing and perform a song to practice the /s/ sound.

­Recite a tongue- twister to practice the /s/ sound.

­Perform the story in pairs.

Block 2. Read and write

­Make labels to identify parts of the head and body.

­Play a guessing game to revise parts of the face and body.

­Create number cards to play an action game.

­Create an action game with small puppets.

­Listen to a story and answer oral questions on it.

­Make a vocabulary game in teams using the poster from the unit.

­Play a Picture Dictionary game to consolidate pupils’ learning of vocabulary.

­Play games with the Pocket Chart to consolidate the linguistic structure from the Unit.

­Complete the unit exercises in the Workbook.

­Complete the self-evaluation quiz.

­Fill in the evaluation activity at the end of the unit.

Block 3. Language Knowledge through use

3.1. Linguistic understanding

­Structure and vocabulary:

·Body, head, hair, nose, eye, ear, mouth, arm, hand, leg, foot, feet, cat, ghost, witch, bat, pumpkin, tree, seven, eight, nine, ten, black, white, long, short, big, small.

­Active language

·I’ve got (two ears).

·There are (two eyes).

·It’s in / on / under (the pumpkin).

­Receptive language:

·I’ve got (two ears).

·There are (two eyes).

·It’s in / on / under (the pumpkin).

·The witch has got a small, small bat.

·How many (feet) have you got?

·Please. Thank you.

3.2. Reflection on learning

­Understand the importance of physical exercise.

­Enjoy the rhythms of English through chants and songs.

­Show interest in listening to stories in English.

­Actively participate in the games and activities in the classroom.

Block 4. Socio-cultural and inter-cultural consciousness

­Encourage students to have a positive attitude towards their own body.(Lesson 1: Activity 1).

IV. Basic Competences

Competence in linguistic communication: Play a vocabulary game in teams using the poster from the unit. Sing and perform a sing to practice the /s/ sound. Use the short replies Yes, he / she has; No, he / she hasn’t.

Mathematical competence: Create number cards to make an action game. Count from one to ten.

Knowledge and interaction with the physical world: Understand the importance of physical exercise.

Digital competence and treatment of information: Languageacquisition and learning in the TIC classroom.

Social and citizenship competence: Show interest in listening to stories in English.

Cultural and artistic competence: Enjoy the rhythms of English through chants and songs. Identify the vocabulary for Halloween.

Competence in Learning to Learn: Complete the self-evaluation.

Independence and personal initiative: Create labels to indicate the parts of the head and body. Complete the evaluation and self-evaluation activities.

V. Evaluation Criteria

Answer the teacher’s questions while completing exercises from the Workbook.

Take the auto-evaluation quiz(Workbook, page 14).

Complete the Think Tank Section (Pupil’s Book, page 16).

Complete the Revision sheet for Unit 2 (Teaching Guide, page 185).

UNIT 3 MY FAMILY

I. General Objectives

Recognise and name the members of the family.

Talk about Theme Parks.

Enjoy listening to a story in English.

II. Contents:

Block 1. Listen, speak and converse

­Use: Who’s this? / Who is it? To identify people.

­Correctly use the expression: There’s a ...

­Describe hair and eye colour.

­Ask and answer the question: Where’s (Billy)?

­Learn the days of the week.

­Use short replies.

­Recognise and use the /d/ sound.

­Respond to simple instructions in the classroom.

­Understand a story in English.

­Use the Picture Dictionary.

­Complete the evaluation and self-evalution activities.

­Use non-linguistic replies in the classroom.

­Play Bingo to revise the numbers from one to ten.

­Listen to a dialogue to identify the members of the family.

­Find the hidden character in a picture.

­Complete a chain activity to revise places in a theme park.

­Play a guessing game to revise places.

­Recite a chant to learn the days of the week.

­Create a wheel with the days of the week and describe various activities that take place on different days.

­Recite a tongue-twister to practice the /d/ sound.

­Listen to a story and perform the song from the Unit.

­Make a game with the Picture Dictionary to consolidate vocabulary that has been learned.

­Make games with the Pocket Chart to consolidate linguistic structures from the Unit.

­Complete the Unit exercises in the Workbook.

­Complete the self-evaluation quiz.

­Fill in the evaluation activity at the end of the Unit.

Block 2. Read and Write

­Make a game with the Picture Dictionary to consolidate the learned vocabulary.

­Make games with the Pocket Chart to consolidate the linguistic structure from the Snit.

­Complete the Unit exercises from the Workbook.

­Complete the self-evaluation quiz.

Block 3. Knowledge about language through use

3.1. Linguistic knowledge

­Vocabulary and structures:

·Father, mother, brother, sister, grandfather, grandmother, baby, shop, café, market, museum, restaurant, cinema, bus, car, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, blonde.

­Active Language

·I’ve got it!

·It’s my (sister).

·Who’s got (blonde) hair?

·In the theme park there’s a (café).

·Where’s Billy? He’s in the (restaurant). He isn’t in the (cinema).

·I’m here.

·Today is (Monday).

­Receptive language:

·I’ve got it!

·Who’s got (blonde) hair?

·Where’s Billy? He’s in the (restaurant). He isn’t in the (cinema).

·Today is (Monday).

3.2. Reflection on learning

­Understand that it is important to help at home andat school.

­Enjoy the rhythms of English through chants and songs.

­Show interest in listening to stories in English.

­Actively participate in manual tasks in the classroom.

Block 4. Socio-cultural and inter-cultural consciousness.

­Encouragestudents to help the elderly and younger members of the family. (Lesson 5: Developing the lesson).

III. Basic Competences

Competence in linguistic communication: Listen to a story and answer questions orally. Use: Who’s this? / Who is it? To identify people. Use the expression There’s a ... Ask and answer the question: Where’s (Billy)?

Mathematical competence: Play Bingo to revise the numbers from one to ten.

Knowledge and interaction with the physical world: Identify the members of the family. Make a game with the Pocket chart to consolidate the linguistic structures from the Unit.

Digital competence and treatment of information:Language acquisition and learning in the TIC classroom.

Social and Citizenship competence: Create a wheel with the days of the week on it and describe activities that you do on different days.

Cultural and artistic competence: Create a wheel with the days of the week on it and describe activities that you do on different days. Show interest in listening to stories in English.

Competence in Learning to Learn: Complete the self-evaluation quiz. Fill in the final evaluation activity at the end of the unit.

Independence and personal initiative: Complete the evaluation and self-evaluation activities.

IV. Evaluation Criteria

Answer the teacher’s questions while completing the Workbook exercises.

Complete the self-evaluation quiz (Workbook, page 20).

Complete the Think Tank section (Pupil’s Book, page 22).

Complete the Revision sheet for Unit 3 (Teaching Guide, page 186).

UNITConsolidation 1 2 3

I. General Objectives

Revise the key language for Units 1, 2 and 3.

Sing the Unit’s song.

Widen knowledge about other cultures.

II. Contents:

Block 1. Listen, speak and converse

­Revise the names of the members of the family.

­Revise places.

­Revise numbers and colours

Block 2. Read and write

­Make a game in teams with the flashcards to revise the vocabulary from the term.

­Sing and perform the song from the Unit.

­Make a game with the Pocket Chart to consolidate the linguistic structures from Units 1, 2 and 3.

­Talk about theme parks in different countries.

­Complete the Workbook exercises.

­Write a short text about a theme park.

Block 3. Knowledge about language through use

3.1. Linguistic knowledge

­Vocabulary and structure:

·Roller coaster, water slide, ghost train.

­Active language:

·What’s the (girl)’s name?It’s (Milly).

·Where is the (baby)? On the (chair).

·Is he (happy)?

­Receptive language:

·Is it Halloween? (Probably.) What’s the girl’s name? (Milly.) Where is the baby? (In the mother’s arms.) Is he happy? (No, he’s sad.)

·Where’s the cat? On the pumpkin. Where’s the pumpkin? (On the chair / under the cat.)

3.2. Reflection on learning

­Show curiosity in acquiring knowledge on theme parks.

­Understand that errors form a part in the process of learning.

­Show interest in evaluating what has been achieved.

Block 4. Socio-cultural and Inter.-cultural consciousness

­Encourage students to participate and cooperate in all classroom activities.

III. Basic Competences

Competence in linguistic communication: Write a short text about a theme park. Make a game with the Pocket Chart to consolidate the linguistic structures from Units 1, 2 and 3.

Mathematical competence: Revise numbers and colours.

Knowledge and interaction with the physical world: Talk about theme parks in different countries.

Digital competence and treatment of information: Language acquisition and learning in the TIC classroom.

Social and citizenship competence: Revise the names of members of the family.

Cultural and artistic competence: Sing and perform a song from the Unit. Widen knowledge about other cultures.

Competence in Learning to Learn: Complete the self-evaluation quiz.

Independence and personal initiative: Widen knowledge on other cultures.

IV. Evaluation Criteria

Answer the teacher’s questions while completing exercises from the Workbook.

Complete the Revision sheet for Units 1, 2 and 3 (Teaching Guide, page 187).

UNIT 4 THE FOUR SEASONS

I. General Objectives

Recognise and name the four stations.

Understand the descriptions of the weather.

Recognise items of clothing.

Enjoy listening to a story in English.

II. Contents:

Block 1. Listen, speak and converse

­Recognise the colours: pink, purple and grey.

­Ask and answer questions with the phrase: What’s your favourite...?

­Ask and answer questions with the phrase What’s (Billy) wearing?

­Use the expression: Today, I’m wearing...

­Recognise and make the //sound.

­Respond to simple instructions in the classroom.

­Understand a story in English.

­Use the Picture Dictionary.

­Complete the evaluation and self-evaluation activities.

­Use non-linguistic responses in the classroom.

­Work in pairs to identify the colours in a picture.

­Listen to pieces of music to identify the seasons.

­Make a display to show the favourite colours of the students.

­Create and play a guessing game to revise the colours.

­Create and play a game in groups to revise items of clothing.

­Listen to descriptions and link them to corresponding illustrations.

­Recite a tongue-twister to practice the // sound.

­Play a game using the poster to revise numbers and items of clothing.

­Complete a drawing dictation to show atmospheric conditions.

­Sing and perform a song from the unit.

­Create a mobile to show atmospheric conditions.

­Listen to a story and answer orally posed questions.

­Perform a story in pairs.

Block 2. Read and write

­Consolidate the vocabulary from the unit with the help of a Picture Dictionary.

­Play games with the Pocket Chart to consolidate the linguistic structures from the Unit.

­Complete the Unit exercises in the Workbook.

­Complete the self evaluation quiz.

­Finish the evaluation activity at the end of the unit.

Block 3. Knowledge about language through use

3.1. Linguistic knowledge

­Vocabulary and structure:

·Spring, summer, autumn, winter, jeans, shirt, dress, jumper, hat, swimsuit, shorts, anorak, shoes, boots, scarf, trousers, trainers, sun hat, pink, purple, grey, new.

­Active langauge

·Recognise the colours: pink, purple and grey.

·What’s your favourite...?

·What’s (Billy) wearing?

·Today, I’m wearing...

­Received language:

·Today / tomorrow is (Friday).

·My favourite season is (spring).

·I’m hot / cold!

·I’m wearing (an anorak).

3.2. Reflection on learning

­Enjoy participating in the diverse activities on the climate and seasons.

­Enjoy the rhythms of English through chants and songs.

­Show interest in listening to stories in English.

­Actively participate in pair and group work.

Block 4. Socio-cultural and inter-cultural consciousness

­Encourage students to participate in various sports and activities based around the season (Lesson 2: Activities 1 and 2).

III. Basic Competences

Competence in linguistic communication: Recite tongue-twisters to practice the // sound. Ask and answer questions with: What’s your favourite...? and What’s (Billy) wearing?

Mathematical competence: Make a graph to represent the student’s favorite colours.

 Knowledge and interaction with the physical world: Enjoy the diverse activities related to the climate and seasons.

Digital competence and treatment of information: Language acquisition and learning in the TIC classroom.

Social and citizenship competence: Actively participate in group and pair work activities.