English Adventure

6

Programme
______

Area of Foreign Languages
English

Hello

I. Objectives

Introduce the characters of the course.
Talk about meeting new people (friends, teachers...).
Talk about subjects they like and dislike and say what things they are good at.
Listen to, read and understand the recordings of the unit.

II. Contents

1. Listening, speaking and conversation

Greet and introduce oneself. Present the vocabulary of each lesson commenting on it and answering questions.
Review the numbers 1 to 20 and fill in the letters missing in the names of the numbers given.
Listen to and read the recording and the text to identify the characters in the photo and answer questions about it.
Answer questions referring to age and talk about their summer holidays, about friends they have made, etc. Afterwards, listen to and understand the second chant.
Respond to questions about the place where different classroom objects are found.
Point first to the part of the text corresponding to what is heard in the recording and afterwards, act out the dialogue in groups.
Identify in pairs or groups of three the object carried by the character in their rucksack and afterwards, describe what they themselves are carrying. Write the complete sentence about what they are carrying.
Identify the objects which are carried in the character’s rucksack and complete the crossword.
Listen to the recording and draw each object in the corresponding place.
Discuss in pairs the sentences referring to the text and decide which are true and which are false.
Classify a series of words given according to whether they are months, days of the week, subjects or others.
Listen to and read the recording, understanding it and afterwards, making sentences about it.
Ask questions and answer them in pairs based on words given in the exercise.

2. Reading and writing

Complete the sentences given, draw themselves and write sentences about oneself.
Complete a table about the characters and their pets based on what is heard in a recording.
Read the dialogue of the story.
Describe what is carried in the school bag.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·Twins; tennis racket; wardrobe; basket

Receptive language

Teaching Programme- English Adventure 6

·Summer camp.

·It’s good to hear you.

·Let’s all meet again.

·How old is he/she?

·What’s his/her name?

·My/His/Her name is (...).

·Has he/she got a brother/sister?

·Where does he/she live?

·(It) was.

·Sorry!

·Is it behind/in/on/under the table/door?

·Yes it is/No it isn’t.

·Furniture, routines, animals and food.

·Open Day.

·Welcome.

·I like playing (the drums/English).

·He/She likes (playing guitar).

·She’s good at (singing).

·Days of the week, months of the year, subjects.

·I’ve/She’s got a (...).

·He/She hasn’t got a (...)?

·I have/No I haven’t.

·Where/What does he sleep/eat?

·He sleeps (...)/eats (...).

·Armchair, sock, shoe.

Teaching Programme- English Adventure 6

3.2. Reflection on language learning

Participate actively in activities proposed in class.
Show interest in English and the characters of the course.
Respect classmates in pair work and group activities.
Act in an organised and ordered manner when carrying out activities.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:

-Work on socialising especially through pair work and group activities.

-Teach them to work in an organised manner, listening to the teacher and classmates, respecting turn taking conventions.

Environmental education:

-Help them to be conscious of the care and respect which must be shown towards pets.

III. Basic competences

Linguistic competence: introductions

Interpersonal, social and civic competence: talking about a classmate

Autonomy and personal initiative: Identify what is learnt in each unit by using an assessment file.

IV. Assessment

Remember revision vocabulary.

Ask and answer questions using the verb “have got” correctly.

Understand the recordings and the texts of the unit.

Learn new vocabulary.

Unit 1 – GETTING AROUND

I. Objectives

Talk about methods of transport.
Talk about where they live and describe daily routines.
Understand and enjoy a story in English.
Follow a map.
Understand English texts about real events and do a project.
Do self assessment.

II. Contents

1. Listening, speaking and conversation

Revise vocabulary about transport and possessive sentences, asking and answering questions.
Listen to and understand the recording in order to answer questions asked about it afterwards and choose the correct sentence about what will happen.
Act out the dialogue in groups and make sentences about the methods of transport used.
Ask and answer questions in pairs about the place where the characters live, what is nearby etc. Afterwards, do the same about them themselves.
Order the drawings based on what is heard in a recording and afterwards complete sentences from it without listening to or reading the text.
Using short answers, express if they agree or not with a series of sentences given in the exercise.
Complete a series of sentences related to the story of the unit.
Follow on the map the directions heard in the recording and in pairs, make similar dialogues to those heard in the lesson.
Find in the recording the sentences related to each drawing and afterwards, in pairs, use the expressions given to ask questions about the map.
Make a tourist route for their own city, showing it to the class.

2. Reading and writing

Write in a table the means of transport used by the children to get to school, asking questions about them and answering them.
Write sentences indicating directions on a map given in the exercise and imagine the end of the story.
Write directions in order to move about the school.
Answer questions asked about the drawing of the exercise and then complete a series of sentences about it.
Look on Internet for more information about London in order to extend that of the lesson and show it to the class.
Read about daily routines.
Write about where one lives.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·By (bus); on (foot); airport; bus stop; Underground; turn right/left; go straight; across/up; bridge; quicksand; stepping stones; excuse me, where’s (...), please?; amber; day; night; traffic light; double-decker bus; open-top bus

Receptive language

Teaching Programme- English Adventure 6

·Present Simple.

·Near/in (...).

·(...)’s (shirt).

·Can.

·House.

·School.

·Present Continuous (future).

·Wet paint.

·Methods of transport.

·Family.

·Newspaper.

·Corner shop.

·Imperatives.

·So short.

·The top.

·Directions y prepositions.

·Tourist.

·All the way.

·Non-stop traffic.

·Huge.

·A lot of space inside.

·Explore.

·Ford engine.

·Normal.

·Route.

·Special.

·Piccadilly Circus.

·Oxford Street.

·Marble Arch.

·Hyde Park.

Teaching Programme- English Adventure 6

3.2. Reflection on language learning

Show curiosity about the ways of getting around a city.
Show curiosity and interest in getting to know a little more about London.
Participate actively in the activities proposed in class.

Show interest in others’ explanations and curiosity towards the information received.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:

-Motivate them in order to increase their interest in getting to know other countries and cities.

-Work on socialising, especially through pair work and group activities, teaching them to value others.

-Road Safety Education:

-Work on different ways of moving around the city and the world.

-Help them to get to know different parts of the city which may be useful to them.

II. Basic competences

Linguistic competence: transport, directions

Data processing and digital competence: looking for more information about the unit on Internet.

Interpersonal, social and civic competence: talking about the family

Cultural and artistic competence: doing a project about London or the city where they live and reading a story in English

Autonomy and personal initiative: Identify what is learnt in each unit using a self assessment form

IV. Assessment

Make affirmative and negative imperative sentences.
Learn the vocabulary of the unit.
Hold conversations about methods of transport, the place where they live in the city and daily routines.
Describe directions correctly by following a map or the city itself.
Learn and sing the song of the unit and enjoy it.

Teaching Programme- English Adventure 6

Unit 2 – PEOPLE AND PLACES

I. Objectives

Learn the names of different countries and talk about what they want to be when they grow up.
Talk about where people come from, where they live and their profession.
Practise the language of the unit by singing a song.
Understand a text about real events and do the project of the unit.
Do self assessment.

II. Contents

1. Listening, speaking and conversation

Revise the vocabulary they know about professions and come into contact with the sentences of the future made with the Present Simple.
Comment on the drawing and the text of the unit to check understanding. Afterwards, complete the dialogue in groups, each one acting out a character.
Circle the professions which can be found in the school and make true sentences about a pilot.
Learn to ask about professions in English and find out which each character has, based on what is heard in a recording.
Make questions about the characters using “but”.
Match each question to the appropriate answer and afterwards, practise the dialogues in pairs.
Choose the words related to a specific profession.
Make sentences to describe different professions which their classmate has to guess.
Learn, sing and act out the chant of the unit.
Divide the class into three groups so that each one sings a verse of the song and then answer a series of questions without looking at it.

2. Reading and writing

Complete a series of sentences adding the appropriate profession.
Match the names of a series of countries to their situation on the map and afterwards, order a series of words in order to make sentences.
Correct a series of sentences based on the text they have read but without looking at it.
Match each drawing to the paragraph which describes the profession it shows.
Write about the character of the song and colour in their drawing to show it afterwards to the rest of the class.
Mark a series of sentences as true or false, based on information obtained from the text of the lesson.
Look for information on Internet about the Red Cross and find out what this organisation does in their country. Afterwards, show their projects to the rest of the class.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·I want; he/she wants to be a (...); cleaner; cook; dancer; dentist; photographer; pilot; reporter; singer; secretary; train driver; Brazil; China; film; uniform; the world; he/she’s from (...); what does he/she do?; he/she’s a (...); Ecuador; Spain; Italy; England; Great Britain; France; old languages; rocks; soil; study; mechanic; geologist; kitchen; an office; wonderful; American; Brazilian; Chinese; English; French; Italian; Spanish; guitar; night; paper; phone; shower; window; ambulance driver; flag; Red Cross; town; vet; village

Receptive language

Teaching Programme- English Adventure 6

·Never mind.

·Smile.

·Neighbours.

·City museum.

·Collection.

·Name.

·Real.

·Suddenly

·Team.

·Be careful.

·Yes, of course.

·Hospital.

·Night.

·People.

·School.

·Spanish.

·Travel.

·Weekends.

·Present Simple 3ª persona singular.

·Where’s he from?

·All alone.

·Lonely.

·Mystery.

·Crisis.

·Emergency.

·Organization.

Teaching Programme- English Adventure 6

3.2. Reflection on language learning

Show curiosity about getting to know people from other places.
Participate actively in the activities in class.

Show initiative and interest when participating in different types of oral communication.
Show interest and make an effort to improve own linguistic production.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:

-Teach pupils to work in an organised manner, listening to the teacher and classmates, respecting turn taking conventions.

-Help them to show curiosity towards getting to know people from other countries and to respect them.

III. Basic competences

Linguistic competence: jobs, nationalities

Competence in knowledge and interaction with the physical world: traffic lights

Data processing and digital competence: looking for more information about the unit on Internet.

Interpersonal, social and civic competence: working in pairs

Cultural and artistic competence: drawing, colouring and reading a story in English

Autonomy and personal initiative: : Identify what is learnt in each unit using a self assessment form

IV. Assessment

Identify vocabulary about countries and professions.
Hold appropriate conversations about the topics.
Be capable of finding the countries studied on the map.
Pronounce the /w/ sound correctly.
Match each country to its inhabitants.

Teaching Programme- English Adventure 6

Unit 3 – MAKING PLANS

I. Objectives

Make sentences about the near future.
Understand and enjoy a story in English.
Learn and sing songs.
Understand a text about real events and do the project of the unit.
Do self assessment

II. Contents

1. Listening, speaking and conversation

Revise the vocabulary known about sports and come into contact with how to make sentences using “going to” for expressing future.
Read the text of the unit and afterwards act out the scene in groups.
Make sentences expressing what the characters seen in a series of drawings are going or not going to do or the actions in a plan.
Learn and sing the songs of the unit.
Mark a series of sentences as true or false according to what they think the characters in the lesson are going to do.
Make sentences using “be going to” and including a series of given expressions.
Comment on the drawing of the story of the unit before reading it, listen to it and understand it and comment on it again afterwards. Act it out in groups.
Mark a series of sentences as true or false and afterwards circle the correct word from a group of them.
Make dialogues with a classmate similar to the example, using the words shown in the drawings of the lesson.
Describe the clothes worn by the characters of the unit.
Deduce which of the two cases belongs to the character of the unit and identify the items of clothing contained in each one. Try to remember the clothes they contain afterwards and draw them in the two empty cases.
Decide which objects the character will take on a trip based on what is heard in a recording and afterwards, make sentences to express it.
Write two sentences about what they are going to do the following Saturday in their English.
Point to the countries on a map of England and comment on the photos of the lesson.
Talk about the traditions of their country using photos they have brought.

2. Reading and writing

Look for more information on Internet about Scotland and the Highland Games and plan a celebration of the typical things from your surroundings. Afterwards, present the projects to the rest of the class.
Complete a series of words and use them afterwards to solve a crossword.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

·Sentences with “going to”; cup; champion; match; score; team; win; do press-ups; climb ropes; golf; jog; lift weights; what about (...)?; let’s (...); art gallery; balloons; have fun; invite; invitations; make soup; sunglasses; dead; fight; forget; good luck; grow; hide; save; winner; dress; jacket; jeans; jumper; shirt; T-shirt; top; tracksuit; trainers; high; hungry; come; cry; do homework; get on (...); pack; play games; goodbye; stay; take; watch the match; sleeping bag; suitcase; torches; walking shoes; event; festival; Scotland; Scottish; traditional

Receptive language

Teaching Programme- English Adventure 6

·Celebrate.

·Game.

·Have a shower.

·Anyway.

·The next Olympics.

·Drink.

·Food.

·Newspapers.

·Party.

·Food and drink.

·Battle.

·Safe.

·Shoes.

·What are you going to do?

·Bags.

·Bus.

·Camera.

·Present.

·Sweets.

·Trip.

·A place far away.

·Let’s have (...).

·Castles.

·Lakes.

·Mountains.

·Rivers.

·Bagpipes

·Costume.

·Highland Games.

·Kilt.

·Military Tattoo.

·Traditional parade

Teaching Programme- English Adventure 6

3.2. Reflection on language learning

Understand and put into practise sportsmanship in competitions.

Show initiative and interest in participating in different types of oral communication.
Show interest in others’ explanations and curiosity towards the information received.
Show respect and curiosity about the traditions of other countries.

4. Socio-cultural aspects and intercultural awareness

Moral and civic education for peace:

-Make them understand that the most important thing about a competition is not to win but to participate.

-Instil in them curiosity and respect for the traditions and festivities of other countries.

III. Basic competences

Linguistic competence: intentions

Competence in knowledge and interaction with the physical world: a festival in Scotland

Data processing and digital competence: looking for more information about the unit on Internet.

Interpersonal, social and civic competence: reading aloud, making plans

Learning-to-learn competence: pronunciation

Autonomy and personal initiative: Identify what is learnt in each unit using a self assessment form

IV. Assessment

Make sentences correctly using “be going to” to express future.
Use “Let’s (...) and “What about (...)?” correctly to make suggestions.
Pronounce the /ai/ sound correctly.
Enjoy the story and songs of the unit.