Yazoo 2 Teaching Programme

Yazoo 2
Teaching Programme
Primary Education
Primary Second
English
Teaching Programme Yazoo 2
Starter UNIT
Welcome to our zoo!
Alphabet Aa-Zz
Numbers 1-20
Colours
I. OBJECTIVES
BLOCK 1. Listening, speaking and conversation
Participate in oral interactions:
- Identify and say introductory phrases.
- Identify and say names of characters.
- Identify and say alphabet letter sounds and names.
- Identify and say numbers 1-20.
- Identify and say names of colours.
- Sing songs.
- Ask and answer questions.
Understand simple oral texts within the classroom's context:
- Recognise the characters.
- Introduce themselves and ask simple introductory questions.
- Recognise the letters and sounds of the alphabet (Aa-Zz).
- Recognise the numbers 1-20.
- Recognise the names of colours.
- Understand a song about numbers using visual prompts.
- Understand and answer questions.
BLOCK 2. Reading and writing
Read simple words and phrases Pre-reading activities (Optional):

- Be able to read the letters of the alphabet (Aa-Zz).
- Be able to read the numbers from 1 to 20 as digits and words.
- Be able to read vocabulary about colours.
- Be able to read vocabulary about the characters.
- Follow the text of a song.
Write simple words and phrases- Pre-writing activities (Optional):
- Be able to write their names.
- Be able to write the letters of the alphabet in upper or lower case.
- Be able to trace, copy and complete the vocabulary of the unit.
- Be able to write the numbers 1-20 as digits and words.

BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit:
-Greetings: Hello! Hi! Goodbye!
Character names: Trumpet, Chatter, Karla, Patty, Tag, Sally, Vicky, Rob
-Zoo vocabulary: elephant, monkey, kangaroo, penguin, tiger, keeper.
-Alphabet: alphabet words apple to zebra.
-Numbers: 1-20 as digits and words.
-Colours: red, blue, green, black, yellow, white, grey, purple, orange,
pink, brown.
Understand and apply grammar rules correctly.

Language structures:
-Introductory phrases: How are you? Im fine, thank you, Whats your
name? My names
Receptive language:
-count,
Recognise and reproduce sounds, rhythm, stress and intonation:

Chant to practice the alphabet sounds
Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: sequence of alphabet letters (Aa-Zz), numbers from 120.
- Reflect on their own work and self-evaluate themselves at the end of the
Unit.
BLOCK 4. Socio-cultural aspects and intercultural awareness
Recognise and learn basic forms of social interactions in a foreign language.

Greet and say goodbye in English.
Learn a version of a traditional game (Bingo).
Take care of belongings.
Help each other.
Appreciate individuality.
Work together.
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.
BLOCK 5. Literacy Education

Enjoy literacy by reading books of reference and of own selection and other
audiovisual artistic fields like theatre, television, radio and movies, in order to
understand the world and human condition, for language enrichment and
aesthetic sensibility.
II. CONTENTS
Listen and understand oral expressions with different levels of complexity like
instructions and explanations, oral interactions or recordings with visual support
and been able to get detailed information within context.
Oral interactions in real and pretend situations giving verbal and non-verbal
responses of their choice from a selection in context and progressively with less
guidance.
Produce known oral texts previously through active participation in songs,
presentations, role plays, recitals, guided interactions or through work prepared
with a model and help, showing interest to express themselves orally in
individual and group activities.
Develop basic strategies to understand oral expression: use visual context, nonverbal communication, and previous knowledge about the topic of the unit and
transfer them to a real situation using the foreign language.
Value a foreign language as a tool for communication.
Reading and understanding different types of texts, in digital and in paper,

adapted to the linguistic competence of the student, using general and specific
information, in order to complete an activity or for reading enjoyment. .
Guided use of reading strategies (using elements from visual contexts and
previous knowledge about the topic or familiar situations), identifying the most
relevant information, inferring the meaning of the words and common
expressions.
Reading and writing their own texts of daily life situations close to their own
experience; invitations, greeting cards, brochures, notes...
Compositions using a model, of a variety of simple texts, using expressions and
phrases with multiple purposes.
Using technology to read, write and share information.
Show interest in the care and presentation of written work.

3.1. Linguistic knowledge
Begin to recognise and reproduce the sounds, rhythm, stress and intonation.
Sounds of letters of the alphabet A-Z.
Identify and use the lexical terms:
Greetings: Hello! Hi! Goodbye!
Zoo vocabulary: elephant, monkey, kangaroo, penguin, tiger, keeper.
Alphabet: alphabet words apple to zebra.
Numbers: 1-20 as digits and words.
Colours: red, blue, green, black, yellow, white, grey, purple, orange, pink,
brown.
-Introductory phrases: How are you? Im fine, thank you, whats your name?
My names
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 game.
Unit.
their own.
Interdisciplinary contents:
- Maths: To count, do simple addition sums.
- Social Studies: school life.
Arts and music: sing a song about the characters/numbers/letters of the

alphabet/colours, chant, draw.
Linguistic abilities: reading and interpretation of a song.

Oral and written text production:
Dialogue reproduction
A chant: Alphabet (PB pages 6-7).
A song: I love our zoo! (PB page 5) Numbers (PB page 8) Colours (PB page 10)
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), Listen and sing (I love our zoo!)
Play a game (Bingo).
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.
- Do simple addition sums using numbers 1-20.
Competence in knowledge and 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.
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Poster projects with
stickers, cross-curricular worksheets.
- Social Studies: learning about classroom items, what and where they belong.
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)
Look at pictures as a mean of information.
Interpret and process information from tables and pictures.
- Cloze procedure (order letters/numbers).
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
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 through the knowledge of different interdisciplinary
sections related to the unit:
- Understand dialogues and communication exchanges.
- Socialise and participate in classroom activities, playing and following
classroom rules, in pairs and in groups: Play a game (PB, page 9).
- Learn to participate and collaborate with peers, singing the songs of the unit:
Learning a language implies the knowledge of the cultural aspects tied to those
who speak it. History always refers to different social aspects and democratic
values of a society.
This competence is developed through interdisciplinary sections related to the
theme of the Unit.
- Learn codes of conduct and help others.
Interpersonal, social and civic competences have as an objective learning to
communicate with others with understanding.
Cultural and artistic competence
This competence is developed in the Unit through the following activities:

Sing songs, rhymes and chants:
A chant: Alphabet Aa-Zz (PB pages 6-7).
A song: I love our zoo (PB page 5) Numbers 1-20 (PB page 8) Colours (PB page
10).
Cultural and artistic competence has as an objective the development and value of
the imagination, initiative and creativity.
Learning to learn competence
Learning to learn competence objective is for students to reflect on what they are
learning and how they are learning it, motivating them to use their own abilities
and to be conscious of their learning processes and able to evaluate their own
learning. This competence is developed in lesson 2 of Colours.
Autonomy and personal initiative
Autonomy and personal initiative has as an objective the development of one's own
criteria and foster social values like respect, cooperation, and teamwork. This
competence is practice through different activities through the three lessons of the
unit.
Emotional Competence
An emotional competence is about the ability to understand and control emotions,
to be aware of others emotions and feelings and establishes positive relations with
others. The competence aims to help students to be better and happier person who
approaches life in a positive manner personally and socially.
This competence is mastered when the student is able to approach any activity
taking risks in a responsible manner, establishing positive relations with others. This
implies the development and empowerment of personal self-esteem, trusting in
themselves and their possibilities.
- Express feelings and emotions: in all dialogues and communications. (PB,
pages 4-11)
- Dancing and movement (Sing I love our zoo!).
- Overcome inhibitions through songs and music: Sing songs and chants:
-A chant: Alphabet Aa-Zz (PB pages 6-7).
-Songs: I love our zoo (PB page 5) Numbers 1-20 (PB page 8) Colours
(PB page 10).
This competence is developed across the six lessons of the Unit.
IV. ATTENTION TO DIVERSITY

Extra-practice and extension activities
Pupils Book (Pages 4-11):

- Pre-reading and pre-writing activities.
Active Book; activities and interactive games to practice for language
practice:
- Flashcards, Word cards, posters, videos and Reader.
Activity Book (Pages 2-5):

The Reader (in digital and print):
Flashcards and Word cards (alphabet, colours).
Story cards.
Teachers Resource Materials:
- 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).
Active Teach, activities and interacting games for language practice.

V. EVALUATION
Formative Evaluation
Constant supervision during class.
Complete the numbered exercises. (PB pages 4-11).
Summative evaluation
Teachers Book: Round-up exercises. (TB pages 5-11).
Self-evaluation
Activity Book:
- Self-evaluation activities (Order letters, numbers).
Pupils Book:
- Flashcard activities (recognition of names of colours).

Evaluation criteria:
- Identify and say introductory phrases.
- Identify and say names of characters.
- Identify and say alphabet letter sounds and names.
- Identify and say numbers 1-20.
- Identify and say names of colours.
- Sing songs.
- Introduce themselves and ask simple introductory questions.
- Recognise the letters and sounds of the alphabet (Aa-Zz).
- Recognise the numbers 1-20.
- Recognise the names of colours.
- Understand a song about numbers using visual prompts.

- Be able to read the letters of the alphabet (Aa-Zz).
- Be able to read the numbers from 1 to 20 as digits and words.
- Be able to read vocabulary about colours.
- Be able to read vocabulary about the characters.
- Be able to write the letters of the alphabet in upper or lower case.
- Be able to write the numbers 1-20 as digits and words.

-Greetings: Hello! Hi! Goodbye!
-Zoo vocabulary: elephant, monkey, kangaroo, penguin, tiger, keeper.
-Alphabet: alphabet words apple to zebra.
-Numbers: 1-20 as digits and words.
-Colours: red, blue, green, black, yellow, white, grey, purple, orange,
pink, brown.

-Introductory phrases: How are you? Im fine, thank you, whats your
name? My names
Receptive language:
-count,
Chant to practice the alphabet sounds
- Logical thinking: sequence of alphabet letters (Aa-Zz), numbers from 120.
Unit.

Learn a version of a traditional game (Bingo).
Help each other.
Work together.
their own.
UNIT 1: School things.

1a-Its a school!
1b-Spell octopus.
1c-My classroom.
I. OBJECTIVES
- Identify and say classroom language.
- Identify the correct picture.
- Talk about classroom objects.
- Sing a song (whats this?)
- Name characters.
- Ask and answer questions about the colour of objects.
- Understand classroom language.
- Listen and colour.
- Understand a cartoon story using visual prompts.
- Understand and answer questions about the colour of objects.

- Be able to read the classroom vocabulary.
- Be able to read and understand descriptions of a classroom.
- Follow the text of a cartoon story.
- Be able to identify full sentences.
- Be able to write about school things.

-School things: school, desk, bag, pencil case, pen, rubber, notebook.
-Use a or an with nouns.
-Its a/an
-yes/no.
-What colour is it?
-Its (colour).
Receptive language:
-Look, Heres your
-Thank you.
-Please, very good.
-Spell apple.
-Heres
-in (my bag).
Recycled Language:
-apple, umbrella, octopus, elephant.
-Whats this?
-What colour is it?
-Classroom objects.
-Alphabet words.
-Colours.

-Stress and intonation for asking and answering questions.
-Sounds of letters when spelling simple words.
-Use of an with words starting with vowels (a, e, I, o, u).
- Logical thinking: patterns
Unit.

Learn a version of a traditional game.
Help each other.
Work together.
their own.

II. CONTENTS
guidance.

expressions.

-Its a/an
-yes/no.
-What colour is it?
-Its (colour).

- Play a spelling game.
Unit.
their own.
- Maths: To count.
- Sciences:
- Arts and music: sing a song, act, draw.
- Linguistic abilities: reading and interpretation of a cartoon story.

Literacy genre:
Cartoon stories:
Yazoo school PB, page 12
Spell octopus PB page 14
A song: Colours. PB, page 12. Whats this? PB page 13.

Listen and sing (PB page 13), Listen and say (PB page 13, 15).
Play games (PB page 15, 17).
Listen to the story. Then act out (TB page 12). Act out a story (TB page 14).
- Show respect to others and themselves:(Play games taking turns)
stickers, cross-curricular worksheets (AB page 97).
- Social Studies: learning about the places where things belong (classroom
objects).

Look at photographs as a mean of information: (Crosscurricular, (PB page 97).
- Tick charts for each lesson.
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Play a game, Unit 1b (PB, page 15)
Unit 1b (PB page 17).
- Learn to participate and collaborate with peers, acting out the story of the
unit: Cartoon stories (PB page 12, 14).
theme of the Unit.

A song: Whats this? PB, page 13.
Immerse in the English language and culture through reading and
understanding a story: Cartoon stories (PB page 12, 14).
learning. This competence is developed in lesson 2 of the Unit 1c.
competence is practice through different activities through the six lessons of the
unit.
pages 12-17), acting out a story: Cartoon stories (PB page 12, 14).
- Dancing and movement (Act out the story, PB page 12).
- A song: whats this? PB page 13
This competence is developed across the eight lessons of the Unit.

Pupils Book (Unit 1 pages 12-17):

- Reference bar at the bottom of the page.
- Cut-outs. (For Lesson 6 of Unit 1c).

practice:

- Picture Dictionary with key vocabulary stickers. (AB page 90).
Story cards.
- Board game.

V. EVALUATION
Active Teach Resources section:
Unit Quiz
Self-evaluation
I can do it! worksheet.
Activity Book:
- Self-evaluation activity at the end of the Unit (Lesson What about you? page
11).
- Identify and say classroom language.
- Identify the correct picture.
- Talk about classroom objects.
- Sing a song (whats this?)
- Name characters.
- Ask and answer questions about the colour of objects.
- Understand classroom language.
- Listen and colour.
- Understand and answer questions about the colour of objects.

- Be able to read the classroom vocabulary.
- Be able to read and understand descriptions of a classroom.
- Be able to identify full sentences.
- Be able to write about school things.

-Its a/an
-yes/no.
-What colour is it?
-Its (colour).
Receptive language:
-Look, Heres your
-Thank you.
-Please, very good.
-Spell apple.
-Heres
-in (my bag).
Recycled Language:
-apple, umbrella, octopus, elephant.
-Whats this?
-What colour is it?
-Classroom objects.
-Alphabet words.
-Colours.

Unit.

Help each other.
Work together.
their own.
UNIT 2: Birthday presents.

2a-Cars and dolls.
2b-Thats a robot!
2c-The frogs!
Social Science: Parts of the school.
Review 1.
I. OBJECTIVES
- Identify and say vocabulary of the unit.
- Talk about birthdays and presents.
- Use vocabulary about people and places in a school.
- Mention classroom vocabulary.
- Sing songs.
- Name objects.
- Ask and answer questions with regular plurals.
- Recognise vocabulary of the unit.
- Recognise and understand school vocabulary.
- Understand a story using visual prompts.
- Understand and answer questions about people, places and objects.

- Be able to read the numbers from 1 to 10.
- Be able to read vocabulary about birthdays.
- Be able to read vocabulary about people and places in a school.
- Be able to read and identify information to answer questions.
- Be able to write the numbers as digits and words.
- Be able to write about your classroom.
- Be able to write about your school.

-Objects: balloon, car, doll, stickers, crayon, card.
-Birthday presents: cake, birthday, present, watch, robot.
-School: teacher, door, window, close, open, stand up, sit down, please,
office, hall, classroom, library, canteen.
-Regular plurals.
-What are they? Theyre (balls).
-How many (balls)? (three) balls.
-Thats a robot. This is a watch.
-Whats this/that?
-Guess!
-This is theThatstheyre
Receptive language:
-Happy birthday.
-Lovely, thank you.
-Lots of.
Recycled Language:
-Colours.
-Numbers 1-20.
-You can see
-Shes nice.

Vowel sounds: /e//
- Logical thinking: sequencing, ordering, labelling.
Unit.

Ask and answer questions in English.
Learn a version of a traditional game (Simon says).
Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.


-Vowel sounds: /e//
-School: teacher, door, window, close, open, stand up, sit down, please, office,
hall, classroom, library, canteen.
-Regular plurals.
-Whats this/that?
-Guess!

- Play a memory game.
Unit.

their own.
- Maths: To count.
- Arts and music: sing a song, act out a story, mime, draw, make a project.
Presentation skills.
Literacy genre:
Cartoon stories:
Cars and dolls. PB, page 18
Thats a robot. PB page 20.
The frogs! PB pages 22-23.
A chant: Vowel sounds-Review 1. PB, page 26. Simon says. TB page 23 & 26.
A song: Cars and dolls. PB, page 19.

Listen and chant (Review 1 PB page 26), Listen and sing (PB page 19), Listen
and say (Unit 2b-lesson 2 PB page 21).
Play a game (Unit 2b-lesson 2 PB page 21). Simon says TB pages 23, 36.
Listen to the story. Then act out (Unit 2a-lesson1 TB page 18). Act out a story
(Unit 2b-lesson1 TB page 20. Unit 2c-lesson 2 TB page 23).

- Count, Identify and use vocabulary about numbers 1-20.
- Show respect to others and themselves:(Listen, take turns and respond
appropriately when asking and answering questions)
stickers, cross-curricular worksheets (Social science: Parts of the school).
- Social Studies: learning about the places where things belong (Parts of the
school).

Look at photographs as a mean of information: (Social science
PB page 24 Cross-curricular, (AB page 97).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page


classroom rules, in pairs and in groups: Play a game, Unit 2b (PB, page 21).
unit: The frogs! (PB pages 22-23).
theme of the Unit.
- Learn codes of conduct in school and help others.
communicate with others with understanding. (Social science section).
A chant: Review 1 (PB page 26).
A song: Cars and dolls (PB page 19).
understanding a story: The frogs! (PB pages 22-23).
the imagination, initiative and creativity. (Social science project PB page 25)

learning. This competence is developed in lesson Your project of the Social science
unit.
competence is practice through different activities through the eight lessons of the
unit.
pages 18, 20), acting out a story: The frogs! (PB pages 22-23).
- Dancing and movement (Sing along and perform actions-Cars and dolls PB
page 19. Mime TB page 25).
- A chant: PB page 26.
- A song: PB page 19.


-Pre-reading and pre-writing activities.

practice:
Activity Book (pages 12-19):
- Picture Dictionary with key vocabulary stickers. (Pages 90-91, 97).
Flashcards and Word cards (Birthdays).
Story cards.
- Warm-up and round-up activities.
- Board game.
Interdisciplinary posters and stickers.

Extra practice and challenging activities (for fast learners).

V. EVALUATION
-
Unit quiz.
Tests
Progress Review 1-lessons 1 & 2 (Diagnostic Test).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? Lesson 4, page
17).
- My picture dictionary: Cross-curricular links Pages 90-91, 97 & CD1 Tracks 53 &
54.
- I can do it! worksheet.

- Talk about birthdays and presents.
- Use vocabulary about people and places in a school.
- Mention classroom vocabulary.
- Sing songs.
- Name objects.
- Ask and answer questions with regular plurals.
- Recognise and understand school vocabulary.
- Understand and answer questions about people, places and objects.

- Be able to read vocabulary about birthdays.
- Be able to read vocabulary about people and places in a school.
- Be able to read and identify information to answer questions.
- Be able to write the numbers as digits and words.
- Be able to write about your classroom.
- Be able to write about your school.

-School: teacher, door, window, close, open, stand up, sit down, please,
office, hall, classroom, library, canteen.
-Regular plurals.
-Whats this/that?
-Guess!
Receptive language:
-Happy birthday.
-Lovely, thank you.
-Lots of.
Recycled Language:
-Colours.
-Numbers 1-20.
-You can see
-Shes nice.

Vowel sounds: /e//
- Logical thinking: sequencing, ordering, labelling.
Unit.

Learn a version of a traditional game (Simon says).
Help each other.
Work together.
their own.
UNIT 3: Family
3a-Shes pretty.
3b-Is he your grandpa?
3c-My family.
I. OBJECTIVES

- Talk about family members.
- Mention vocabulary from previous units.
- Sing a song about families.
- Name and describe relationships between family members.
- Ask and answer questions about family members.
- To answer and use the verb be in statements.
- Recognise and use vocabulary about families.
- Understand and answer questions about families.
- Identify family members.
- Understand the use of the verb be.

- Be able to read vocabulary about families.
- Be able to read and understand short descriptions of families.
- Consolidate vocabulary.
- Be able to write about personal details.
- Be able to write using capital letters and full stops.

-Family: mum, dad, brother, sister, baby, boy, girl, grandma, grandpa,
friend.
-The verb be.
-ImYoure
-This is my (mum). Hes my (brother), shes my (sister)
-Whos he/she?
-Hes/shes my
Receptive language:
-MeetShes pretty, Help! Sorry! Nice, funny.
Recycled Language:
-Hello
-robot, monkey, kangaroo.

Vowel sounds: /I/ e/
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.


expressions.

-Vowel sounds: /I/ e/
- Family: mum, dad, brother, sister, baby, boy, girl, grandma, grandpa,
friend.
-The verb be.
-ImYoure
-Whos he/she?
-Hes/shes my

- Play a guessing game.
Unit.
their own.
- Maths: To count.
- Sciences:
- Social Studies: family life.
- Arts and music: Sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.
Literacy genre:
Cartoon stories:
Shes pretty. PB page 28.
Is he your grandpa? PB page 30.
Descriptions:
My family. PB page 32.
Dialogue reproduction:
A song: Shes pretty PB page 28

Listen and sing (PB page 29), Listen and say (PB page 29, 31).
Play a game (PB page 31).
Listen to the story. Then act out (TB page 28). Act out a story (TB page 30).
- Show respect to others and themselves:(Take turns, listen to one another
when playing, acting, asking and answering questions)
- Social Studies: learning about the people and relationships.

Look at photographs as a mean of information: (My family (PB
pages 32-33).
methods:
copy, tests, etc).
Active Book (an Active Teach version to use at home).
Class Audio CDs.
CD ROMs
Course web page

unit: Shes Pretty and Is he your grandpa? Units 3a, 3b (PB, pages 28, 30).
theme of the Unit.
communicate with others with understanding. (Unit 3b Lesson 2 and Unit 3c lesson
2)
-A song: Shes Pretty PB page 29
understanding a story: Shes Pretty and Is he your grandpa?
learning. This competence is developed in lesson 6 of Unit 3c.
unit.
pages 10-17), acting out a story: Dressing up Bart (PB page 13).
- A chant: Whats this? PB, page 10.
- A song: Colours, PB, page 12.


- Cut-outs. (For Lesson 2 of Unit 3b, page 31).

practice:

- Picture Dictionary (Page 91).

Flashcards and Word cards (family members).
Story cards.
- Board game.

V. EVALUATION
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? Lesson, page
25).

- Talk about family members.
- Mention vocabulary from previous units.

- Sing a song about families.
- Name and describe relationships between family members.
- Ask and answer questions about family members.
- To answer and use the verb be in statements.
- Recognise and use vocabulary about families.
- Understand and answer questions about families.
- Identify family members.
- Understand the use of the verb be.

- Be able to read vocabulary about families.
- Be able to read and understand short descriptions of families.
- Consolidate vocabulary.
- Be able to write about personal details.
- Be able to write using capital letters and full stops.

-Family: mum, dad, brother, sister, baby, boy, girl, grandma, grandpa,
friend.
-The verb be.
-ImYoure
-Whos he/she?
-Hes/shes my
Receptive language:
-MeetShes pretty, Help! Sorry! Nice, funny.
Recycled Language:
-Hello
-robot, monkey, kangaroo.

Vowel sounds: /I/ e/

Unit.

Help each other.
Work together.
their own.
UNIT 4: Dressing up.

4a-Were cowboys.
4b-Are we pirates?
4c-the grey duck.
Maths-Numbers to 100.
Review 2.
I. OBJECTIVES
- Talk about dressing up.
- Use the verb to be.
- Sing a song.
- Say a chant.
- Name plural nouns: people, animals, objects.
- To use Were, Youre, Theyre with plural nouns.
- Ask and answer affirmative and negative questions.
- To count to 100 in tens and ones and use vocabulary about numbers.
- Identify the people.
- Recognise and understand vocabulary about dressing up.
- Recognise and understand plural nouns: people, animals, objects.
- Understand a longer cartoon story using visual prompts.
- Understand and answer affirmative and negative questions.
- Sing a song.
- Chant.
- Count to 100 in tens and ones.

- Be able to read vocabulary about dressing up.
- Be able to read and identify the verb to be
- To be bale to read and understand affirmative and negative questions.
- To write using long and short forms of the verb to be.
- Be able to write about their family.
- Be able to write affirmative and negative answers to questions.

-Dressing up: box, clothes, spy, dancer, cowboy, pirate, clown, king,
crown.
-Story Vocabulary: duck, swan, sad, happy, small, big.
-Are we/they (pirates)?
-We/you/theyre (cowboys), spies.
-Yes, we/they are.
-No, we/they arent.
-Plural nouns.
-Numbers 10-100.
-Right.
-Your turn.
Receptive language:
-Carnival, Wow! Be careful.
-With golden (crowns).
-Bye bye.
-I love you.
-Count.
-Its easy.
Recycled Language:
-What are they? Theyre
-Is he/she/it a? Yes, he/she/is. No, he/she/it isnt.
-Im/hes/shes
-Stand up, say, sit down.
-Family words.
-This is
-Numbers.
-Teacher.
- Logical thinking: patterns, recognise repetition, match pictures/numbers
and words.
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.



-Dressing-up: box, clothes, spy, dancer, cowboy, pirate, clown, king, crown.

-Yes, we/they are.
-No, we/they arent.
-Plural nouns.
-Numbers 10-100.
-Right.
-Your turn.

Unit.
their own.
- Maths: To recognise numbers as digits and words. To count in tens and
ones. To do simple mental additions. Make a number square.
- Arts and music: sing a song, draw.
Literacy genre:
Cartoon stories:
Were cowboys. PB page 34.
The grey duck. PB pages 38-39.
A chant: Six big kings.. Review 2. PB, page 42.
A song: Stand up and say PB page 35. Are we pirates? PB page 36.

Listen and chant (Six big kings.. Review 2. PB, page 42.), Listen and sing
(Stand up and say PB page 35. Are we pirates? PB page 36.)
Play a game (Are they clowns? PB page 37 Hangman warm-up TB page 43.
Pirate trail game-Review 2 PB page 43).
Listen to the story. Then act out (Were cowboys TB page 34). Act out a story
(The grey duck PB pages 38-39).

-To recognise numbers as digits and words.
-To count in tens and ones.
-To do simple mental additions.
-Make a number square.
- Show respect to others and themselves:(Take turns when playing games,
asking and answering questions and acting).
stickers, cross-curricular worksheets (Make a number square).
- Social Studies: learning about the places where things belong (Dressing-up
costumes).

- Cut-out (connect visual and text information)
Look at photographs as a mean of information: (Family
photographs).
- Tables, tick charts, flow diagrams.
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Play a game (Are they clowns? PB
page 37 Hangman warm-up TB page 43. Pirate trail game-Review 2 PB
page 43).
Learn to participate and collaborate with peers, acting out the story of the unit:
-The grey duck PB pages 38-39.
theme of the Unit.
communicate with others with understanding. (Unit 4a Lesson 2, Unit 4b lesson 2,
Maths Unit lesson 2 & Review 2 lesson 2).

A chant: Six big kings.. Review 2. PB, page 42.
A song: Stand up and say PB page 35. Are we pirates? PB page 36.
Immerse in the English language and culture through reading
understanding a story: -The grey duck PB pages 38-39
and
the imagination, initiative and creativity. (Unit 4c-Lesson 2 Activity 4.)
learning. This competence is developed in the 2 lessons of the Review Unit 2.

competence is practice through different activities through the ten lessons of the
unit.
pages 10-17), acting out a story: Dressing up Bart (PB page 13).
- A chant: Whats this? PB, page 10.
- A song: Colours, PB, page 12.



practice:

- Cut-outs. (For Lesson 2 of Unit 4b).

Flashcards and Word cards (The grey duck).
Story cards.
- Board game.

V. EVALUATION

Quiz.
Tests: Progress Review 2 & attainment test. (Diagnostic Test).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? Lesson 4, page
31. Review 2 page 33).
- My Picture Dictionary (pages 91-92) & CD2 Track 19
Pupil Book:
-Review 2 (pages 42,43).
- Talk about dressing up.
- Use the verb to be.
- Sing a song.
- Say a chant.
- Name plural nouns: people, animals, objects.
- To use Were, Youre, Theyre with plural nouns.
- To count to 100 in tens and ones and use vocabulary about numbers.
- Identify the people.
- Recognise and understand vocabulary about dressing up.
- Recognise and understand plural nouns: people, animals, objects.
- Understand a longer cartoon story using visual prompts.
- Sing a song.
- Chant.
- Count to 100 in tens and ones.

- Be able to read vocabulary about dressing up.
- Be able to read and identify the verb to be
- To be bale to read and understand affirmative and negative questions.
- To write using long and short forms of the verb to be.
- Be able to write about their family.
- Be able to write affirmative and negative answers to questions.

-Dressing-up: box, clothes, spy, dancer, cowboy, pirate, clown, king,
crown.
-Yes, we/they are.
-No, we/they arent.
-Plural nouns.
-Numbers 10-100.
-Right.
-Your turn.
Receptive language:
-Carnival, Wow! Be careful.
-With golden (crowns).
-Bye bye.
-I love you.
-Count.
-Its easy.
Recycled Language:
-Is he/she/it a? Yes, he/she/is. No, he/she/it isnt.
-Im/hes/shes
-Stand up, say, sit down.
-Family words.
-This is
-Numbers.
-Teacher.
- Logical thinking: patterns, recognise repetition, match pictures/numbers
and words.
Unit.

Help each other.
Work together.
their own.
UNIT 5: Toys.
5a-Its his kite.
5b-Theyre our toys.
5c-Our favourite toys.
I. OBJECTIVES
- Talk about their favourite toy.
- Use possessive adjectives to talk about possessions.
- Sing a song.
- Name different kinds of toys.
- Ask and answer questions about favourite toys.
- Identify possessions from descriptions.
- Identify the correct object.

Write
-
Be able to read vocabulary about toys.

Be able to read and understand descriptions of toys.
Follow the text of a cartoon story.
Follow the words of a song.
simple words and phrases- Pre-writing activities (Optional):
Be able to trace, copy and complete the vocabulary of the unit.
Identify word boundaries, capital letters and full stops.
Be able to write about their toys.

-Toys: kite, computer game, radio, bike, rollerblades, train,
-Descriptions: cloudy, old, new, fast, slow
-Winner, prize.
-Possessive adjectives: my, your, his, her, its, our, their.
Receptive language:
-Be careful, come back.
-What a terrible mess.
-Cool.
-Here are
-Wow!
-Look at
-Thank you.
Recycled Language:
-Whats that? This is
-Colours.
-Family: brother, friend, mum, teacher.

The sounds: ///
- Logical thinking: patterns, matching skills.
Unit.

Ask and answer questions in the form of an interview.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.


expressions.

-The sounds: ///
-Winner, prize.

- Play games.
- Interview others and be interviewed.
Unit.
their own.
- Maths: To count.
- Arts and music: sing a song, draw.
- Linguistic abilities: reading and interpretation of a story.

Literacy genre:
Cartoon stories:
Its his kite. PB page 44.
Theyre our toys. PB page 46.
A song: Whats this? Whats that? PB page 45.
Writing
Description: Favourite toys. PB page 49.

Listen and sing (Whats this? Whats that? PB page 45.),
Play a game (Warm-up. TB page 48).
Listen to the story. Then act out (TB page 44). Act out the dialogue (PB page
47).
- Count, Identify and use vocabulary about toys and numbers.
- Show respect to others and themselves:(Interview one another)
stickers, cross-curricular worksheets (Stickers).
- Social Studies: learning about the places where things belong (Favourite
toys).

Look at pictures as a mean of information: (PB page 49).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Interview one another PB page 49.
Learn to participate and collaborate with peers, acting out the story of the unit: Its
his kite. PB page 44. Theyre our toys. PB page 46.
Acting out the dialogue:(PB page 47).

theme of the Unit.
communicate with others with understanding. (Unit 5c Lesson 2 Activity 6)
A song: Whats this? Whats that? PB page 45.
understanding a story: Its his kite. PB page 44. Theyre our toys. PB page 46.
the imagination, initiative and creativity. (Unit 5c Lesson 2 AB page 39).
unit.
- Express feelings and emotions: in all dialogues and communications. (PB
page 47).), acting out a story: Its his kite. PB page 44. Theyre our toys.
PB page 46.
- Dancing and movement (Mime and sing. Warm-up TB page 44. Sing along
with actions PB page 45).
- A song: Whats this? whats that? PB page 45

Pupils Book (pages 44-49 ):

-stickers.

practice:

- Picture Dictionary (pages 92-92).
Flashcards and Word cards (toys).
Story cards.
- Board game.

V. EVALUATION
Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? page 39).
- Active Teach Resources section:
I can do it! worksheet.
- Talk about their favourite toy.
- Use possessive adjectives to talk about possessions.
- Sing a song.
- Name different kinds of toys.
- Ask and answer questions about favourite toys.
- Identify possessions from descriptions.
- Identify the correct object.

- Be able to read vocabulary about toys.
- Be able to read and understand descriptions of toys.
- Follow the words of a song.
- Identify word boundaries, capital letters and full stops.
- Be able to write about their toys.

-Winner, prize.
Receptive language:
-Be careful, come back.
-What a terrible mess.
-Cool.
-Here are
-Wow!
-Look at
-Thank you.
Recycled Language:
-Whats that? This is
-Colours.
-Family: brother, friend, mum, teacher.

The sounds: ///
- Logical thinking: patterns, matching skills.
Unit.

Help each other.
Work together.
their own.
UNIT 6: Parts of the body.

6a-Shes got a pet.
6b-Has it got wings?
6c-Sam, the circus boy!
Science-Classifying animals.
Review 3.
I. OBJECTIVES

- Talk about parts of the body.
- Identify adjectives.
- Use have got in affirmative sentences.
- Sing a song.
- Name different animals.
- Recognise the vocabulary of the unit.
- Recognise the parts of the body.
- Name animals.
- Identify the correct person.
- A song.
- To recognise have got in questions and short answers (all forms).
- Understand a longer story using visual prompts.

- Be able to read vocabulary of the unit.
- Be able to read vocabulary about body parts.
- Be able to read vocabulary about animals.
- Follow the text of a longer story.
- To read and understand comprehension questions.
- Be able to write using have got in affirmative and negative statements
and answers.
- Be able to identify adjectives.
- Be able to write about a friend.

-Parts of the body: head, body, arm(s), leg(s), hand(s), feet, wing(s),
ear, mouth, nose, eye, hair, trunk, feathers, fur, scales, tail.
-Animals: pet, butterfly.
-Adjectives: funny, long, short, strong.
-Circus.

-Verb-have got. Hes/shes/Its/Weve/Theyve got
-Has he/she/it got? Have they got?
-Yes, they have. No, they havent.
Receptive language:
-beautiful, lucky, everywhere, quick.
-beat, stamp, turn around, ground.
Recycled Language:
-Colours.
-Animals.
-Big, small, long.
-Boy, girl, insect.
-Sit down, clap, dance.

The sounds: ///
Rhythm, stress and intonation of a chant.

- Logical thinking: classify animals.
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.


-The sounds: ///
-Rhythm, stress and intonation of a chant.
-Parts of the body: head, body, arm(s), leg(s), hand(s), feet, wing(s), ear,
mouth, nose, eye, hair, trunk, feathers, fur, scales, tail.
-Circus.
-Identify the correct person in the verb-have got:
-Hes/shes/Its/Weve/Theyve got
-Use of adjectives.

Unit.
their own.
- Maths: To count, order, complete a tick chart,
- Sciences: Classify animals.
- Arts and music: Sing a song, chant, draw.
- Linguistic abilities: reading and interpretation of a story and information
text.
Literacy genre:
Stories:
Sam, the circus boy! (PB pages 54-55).
Cartoon stories:
Shes got a pet. (PB page 50).
Has it got wings (PB page 52).
A chant: Lots of frogs in the sun. PB page 58.
A song: We are boys and we are girls PB page 51.

Listen and chant (PB page 58), Listen and sing (PB page 51).
Play a game (Unit 6b (PB, page 53).
Listen to the story. Then act out (PB pages 50, 52). Act out a story (PB page
55).
Present a project (Science lesson 2 PB page 57).
- Count, Identify and use vocabulary with numbers.
- Complete a tick chart.
- Show respect to others and themselves:(Play games, act out, listen, take
turns)
- Social Studies: learning about the places where things belong (body parts).

- Tick charts for science lesson.
methods:
copy, tests, etc).
Active Book (an Active Teach version to use at home).
Class Audio CDs.
CD ROMs
Course web page

Sam, the circus boy! (PB pages 54-55).
theme of the Unit.
communicate with others with understanding. (Unit 6b Lesson 2, Present a
project (Science lesson 2).

A chant: PB page 58.
A song: PB page 51.
understanding a story: PB pages 50, 52. PB page 55.
Cultural and artistic competence has as an objective the development and value
of the imagination, initiative and creativity:
-Draw a friend (Unit 6c, Lesson 2, Activity 5. TB page 55)
-Present a project (Science lesson 2 PB page 57).

learning. This competence is developed in Review 3.
unit.
Express feelings and emotions: in all dialogues and communications. (PB, pages 5059), acting out a story: Sam, the circus boy! (PB pages 54-55).
Dancing and movement (Act out the story, Sam, the circus boy! (PB pages 54-55).
-A chant: PB page 58.
-A song: PB page 51.
This competence is developed across the ten lessons of the Unit.


Pupils Book (pages 50-59):
- Cutouts. (For Activity 7 of Unit 6b).

practice:

- Picture Dictionary (page 93).
Flashcards and Word cards (story vocabulary).
Story cards.
- Board game.

V. EVALUATION

-Unit quiz.
Tests: Progress Review 3 (Diagnostic Test).
Self-evaluation
-I can do it! work sheet.
Activity Book:
- Self-evaluation activity at the end of the Unit (Lesson what about you? page
45).
-My Picture Dictionary pages 92-93, 98 & CD2 Tracks 49, 50 & 130.
Pupils Book:
- Review 3 Pages 58-59.
- Talk about parts of the body.
- Identify adjectives.
- Use have got in affirmative sentences.
- Sing a song.
- Name different animals.
- Recognise the parts of the body.
- Name animals.
- Identify the correct person.
- A song.
- To recognise have got in questions and short answers (all forms).
- Understand a longer story using visual prompts.

- Be able to read vocabulary about body parts.
- Be able to read vocabulary about animals.
- Follow the text of a longer story.
- To read and understand comprehension questions.
- Be able to write using have got in affirmative and negative statements
and answers.
- Be able to identify adjectives.
- Be able to write about a friend.

-Parts of the body: head, body, arm(s), leg(s), hand(s), feet, wing(s),
ear, mouth, nose, eye, hair, trunk, feathers, fur, scales, tail.
-Circus.

-Verb-have got. Hes/shes/Its/Weve/Theyve got
Receptive language:
-beautiful, lucky, everywhere, quick.
-beat, stamp, turn around, ground.
Recycled Language:
-Colours.
-Animals.
-Big, small, long.
-Boy, girl, insect.
-Sit down, clap, dance.

The sounds: ///
Rhythm, stress and intonation of a chant.
- Logical thinking: classify animals.
Unit.

Help each other.
Work together.
their own.
audio-visual artistic fields like theatre, television, radio and movies, in order
to understand the world and human condition, for language enrichment and
UNIT 7: In the playground.

7a-Theres a town.
7b-Wheres Chatter?
7c-My town.
I. OBJECTIVES
- Talk about locations, towns.
- Identify and say prepositions of place.
- Use Theres, there are
- Make decisions.
- Sing a song.
- Name characters, people, places.
- Describe your town.
- Recognise locations.
- Understand and answer questions about people and places.

- Be able to read the vocabulary of the unit.
Write
-
Be able to read vocabulary about locations.

Be able to read information text about towns.
Be able to read and understand short descriptions of towns.
Follow the text of a cartoon story.
Follow the text of a song.
Be able to write about your town.
Be able to write prepositions of place.

-Locations: tree, house, swimming pool, park, river, playground, tree
house, swing, shop, slide, climbing frame, bus.
-Prepositions of place: in, on, under, next to.
-Theres.There are
-Whats the matter? Im bored. I know. LetsGood idea, come on.
Receptive language:
-Fantastic, LetsI dont know.
Recycled Language:
-Adjectives: big, pretty
-Animals.
-Tree.
-Lots of
-Town/park words., zoo.
-Bag, ball. school, bike.

The sounds: /a/e/
- Logical thinking: match, identify.
Unit.

Help each other.

Work together.
their own.
II. CONTENTS
guidance.

expressions.

-The sounds: /a/e/
-Locations: tree, house, swimming pool, park, river, playground, tree house,
swing, shop, slide, climbing frame, bus.
-Theres.There are

- Play a memory game.
Unit.
their own.
- Maths: To count.
- Social Studies: school life. My town.
texts.

Literacy genre:
Cartoon stories:
Theres a town. PB page 60.
Wheres Chatter? PB page 62.
Information Text:
Descriptions of towns. PB page 64.
A song: Theres a town. PB, page 61.

Listen and sing (PB, page 61.)
Play a game (PB page 63).
Listen to the story. Then act out (Wheres Chatter? PB page 62).
Act out the dialogue. (PB page 65).
- Show respect to others and themselves:(Take turns to read, listen, act out,
play games.)
stickers, cross-curricular worksheets .
- Social Studies: learning about the places where things belong (My town).

Look at photographs as a mean of information: My town (PB
page 64).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

unit: Wheres Chatter PB page 62.
theme of the Unit.
communicate with others with understanding. (Unit 7a Activity 6, Unit 7b Activity 6,
Unit 7c Activity 6)

A song: Theres a town, PB, page 61.
understanding a story: Wheres Chatter?
the imagination, initiative and creativity. (Unit 7c. Activity Book page 53)
unit.
page 65), acting out a story: Wheres Chatter? (PB page 62).
- A song: Theres a town, PB, page 61.


- Cut-outs. (For Lesson 2, Activity 6 of Unit 7c).

practice:

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

V. EVALUATION
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit 7c (Activity 6, page 53).
- Talk about locations, towns.
- Identify and say prepositions of place.
- Use Theres, there are
- Make decisions.
- Sing a song.
- Name characters, people, places.
- Describe your town.
- Recognise locations.
- Understand and answer questions about people and places.

- Be able to read vocabulary about locations.
- Be able to read information text about towns.
- Be able to read and understand short descriptions of towns.
Write
-

Be able to write about your town.
Be able to write prepositions of place.

-Locations: tree, house, swimming pool, park, river, playground, tree
house, swing, shop, slide, climbing frame, bus.
-Theres.There are
Receptive language:
-Fantastic, LetsI dont know.
Recycled Language:
-Adjectives: big, pretty
-Animals.
-Tree.
-Lots of
-Town/park words., zoo.
-Bag, ball. school, bike.

The sounds: /a/e/
- Logical thinking: match, identify.
Unit.

Help each other.
Work together.
their own.
UNIT 8: Hobbies.
8a-She can sing.
8b-Can you skip?
8c-Wheres my mobile phone?
Science-Our senses.
Review 4.
I. OBJECTIVES

- Talk about hobbies.
- Identify action verbs.
- Use can and cant for ability in statements.
- Sing a song.
- Chant.
- Name the senses.
- Recognise action verbs.
- Recognise the five senses.
Understand and follow the words of a song.

Understand and answer questions about hobbies.
Identify the correct answer.

- Be able to read action words.
- Be able to read about the five senses.
- Be able to ask and answer short questions with can/cant.
- Be able to write using can/cant for ability in statements.
- Be able to write about your bedroom.
- Be able to write using commas with and in a list.
- Be able to write about your senses.

-Action verbs: ride, swim, climb, sing, jump, play the guitar, roller blade,
fly, skip, do a handstand, walk, run, carry.
-Adjectives: High, fast,
-Mobile phone, cupboard, computer, bookcase, table, bed.
-The senses: hear, smell, taste, touch, see.
-I/He/She/They can//cant + verb.
-Can you/he/she/they?
-Yes, I/he/she/they can
-No, I/he/she/they cant
Receptive language:
-Fantastic, Thats terrible, Its Ok, touch, sky.
-Come and play, things, everyone.
-Living room, idea.
-Plants.
Recycled Language:
-Bike, tree, Wow!, look, Be careful.
-Read, write, count, clap, turn around, ground.
-Animals.
-Classroom objects.
-Prepositions of place.
-Whats the matter? Lots of.
-Colours.
-Food items.

-The sounds: /a/e/
-Rhythm, stress and intonation for chant theres a snake on the
cake.
- Logical thinking: patterns, problem solving, summarise.
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.

-The sounds: /a/e/
-Rhythm, stress and intonation for chant Theres a snake on the cake.

-Action verbs: ride, swim, climb, sing, jump, play the guitar, roller blade, fly,
skip, do a handstand, walk, run, carry.
-The senses: hear, smell, taste, touch, see.

Unit.
their own.
- Maths: To count, complete tick charts,
- Sciences: The five senses.
- Arts and music: Sing a song, chant, draw.
texts. Present a project.
Literacy genre:
Cartoon stories:
She can sing. PB page 66.
Can you skip? PB page 68.
Wheres my mobile phone? PB pages 70-71.
Information text.
Our senses. PB page 72.

A chant: -Theres a snake on the cake. PB page 74.
A song: She can sing. PB page 67.

Listen and chant (PB page 74.), Listen and sing (PB page 67.)
Play a game (PB pages 69, 75).
Listen to the story. Then act out (PB pages 66, 68). Act out a story (PB pages
70-71).
- Complete tick charts.
- Show respect to others and themselves:(take turns to speak, act, play
games)
stickers, cross-curricular worksheets .
- Social Studies: learning about the places where things belong.

Look at photographs as a mean of information: (Crosscurricular, (AB page 98) and Science (PB page 72)
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Play a game, Unit 8b (PB, page 69) &
Review 4 (PB page75).
She can sing. PB page 66.
Can you skip? PB page 68.
theme of the Unit.

communicate with others with understanding. (Unit 8b, Activity 7, 8c Activity 5,
Review 4 activity 4)
A chant: -Theres a snake on the cake. PB page 74.
A song: She can sing. PB page 67.
Immerse in the English language and culture through reading and understanding a
story: She can sing. PB page 66. Can you skip? PB page 68. Wheres my mobile
phone? PB pages 70-71.
the imagination, initiative and creativity. (Science Unit: PB page 73)
learning. This competence is developed in Review 4.
unit.

Express feelings and emotions: in all dialogues and communications. (PB, pages 1017), acting out a story: She can sing. PB page 66. Can you skip? PB page 68.
- Dancing and movement (Act out the story, PB pages 66, 68, 70-71).
- A chant: Theres a snake on the cake. PB page 74
- A song: she can sing. PB page 67.


Active Book; activities and interactive games to practice for language practice:

- Picture Dictionary (Pages 94-95).
Story cards.
- Board game.

V. EVALUATION
-Unit quiz.
Tests:
-Progress Review 4(Diagnostic Test).
-Attainment Test.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit 8c (What about you? page 59).
- Review 4 (Page 61).
- My Picture dictionary: Cross curricular links (pages 94-95, 98) & CD2 Tracks 80,
81
-I can do it! worksheet.
Pupils Book:
- Review 4 (Pages 74-75).

- Talk about hobbies.
- Identify action verbs.
- Use can and cant for ability in statements.
- Sing a song.
- Chant.
- Name the senses.
- Recognise the five senses.
- Understand and follow the words of a song.
- Understand and answer questions about hobbies.
Identify the correct answer.

- Be able to read action words.
- Be able to read about the five senses.
- Be able to ask and answer short questions with can/cant.
- Be able to write using can/cant for ability in statements.
- Be able to write about your bedroom.
- Be able to write using commas with and in a list.
- Be able to write about your senses.

-Action verbs: ride, swim, climb, sing, jump, play the guitar, roller blade,
fly, skip, do a handstand, walk, run, carry.
The senses: hear, smell, taste, touch, see.
Receptive language:
-Fantastic, Thats terrible, Its Ok, touch, sky.
-Come and play, things, everyone.
-Living room, idea.
-Plants.
Recycled Language:
-Bike, tree, Wow!, look, Be careful.
-Read, write, count, clap, turn around, ground.
-Animals.
-Classroom objects.
-Prepositions of place.
-Whats the matter? Lots of.
-Colours.
-Food items.

-The sounds: /a/e/
-Rhythm, stress and intonation for chant theres a snake on the
cake.

- Logical thinking: patterns, problem solving, summarise.
Unit.

Help each other.
Work together.
their own.
UNIT 9: Food.
9a-We like breakfast.
9b-Patty likes fish.
9c-Whats on the menu?
I. OBJECTIVES
- Talk about favourite foods.
- Express likes and dislikes.
- Order food and drink.
- Sing a song.
- Ask and answer questions about food.
- Understand a conversation about food.
- Identify what food and drink children have ordered.
- Understand and answer questions about food.

- Be able to read vocabulary about food.
- Be able to read and understand a menu.
- Be able to read a conversation about food.
- Be able to write using and or but.
- Be able to write about food you like/dont like.

-Food: breakfast, bread, honey, milk, egg, orange, lunch, spaghetti,
soup, chicken, potatoes, fish, pizza, fruit, banana, juice, dessert
-Hungry
-The present simple: like, want:
-I/you/We/They like/dont like
-He/She likes/doesnt like
-(Peter) wants
-(Sam) wants (soup)
Affirmative and negative questions and short answers:
-Can I haveplease?
-Do you want? Anything else?
Receptive language:
-Its time forHooray!, naughty.

-How about you?, morning.
-Do you like/want?
-sauce, dessert, mashed potato, What about you?
Recycled Language:
-Wheres? Theres There are
-Has got, Its time for
-Burger, sausages, sandwich, cheese, salad, tomato, ice cream, chips.

The sound: /aI/
- Logical thinking: patterns, problem solving.
Unit.

Ask and answer affirmative and negative questions in English.
Express likes and dislikes in English.
Order food and drink in English.
Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.

-The sound: /aI/
-Food: breakfast, bread, honey, milk, egg, orange, lunch, spaghetti, soup,
chicken, potatoes, fish, pizza, fruit, banana, juice, dessert
-Hungry

-(Peter) wants
-(Sam) wants (soup)
-Can I haveplease?


Unit.
their own.
- Maths: To count, complete tick charts.
- Social Studies: school life, food and restaurants.
- Linguistic abilities: reading and interpretation of a cartoon story, menu,
simple charts and dialogues.
Literacy genre:
Cartoon stories:
We like breakfast. PB page 76.
Patty likes fish. PB page 78.

Menu:
Menu and dialogue. PB page 80.
A song: We like breakfast. PB page 77.

Listen and sing (PB page 77.)
Listen to the story. Then act out (PB pages 76, 78).
Act out being in a restaurant (PB page 81).
- Complete tick charts.
- Show respect to others and themselves:(Take turns to speak, act out, ask
and answer questions)
- Social Studies: learning about the places where things belong (food and
restaurants).

Look at photographs as a mean of information.
- Tick charts for Activity & pupil book lessons.
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Act out. PB page 81.
unit: We like breakfast (PB page 76) & Patty likes fish (PB page 78).
theme of the Unit.
communicate with others with understanding. (Unit 9b, 9c)

A song: We like breakfast PB page 77.
understanding a story: We like breakfast (PB page 76) & Patty likes fish (PB
page 78).
the imagination, initiative and creativity (Unit 9c Lesson 2 Activity 7).

unit.
pages 76-81), acting out a story: We like breakfast (PB page 76) & Patty
likes fish (PB page 78).
- Dancing and movement (Act out the story, PB pages 76, 78).
- A song: We like breakfast (PB page 76).


- Cut-outs. (For Lesson of Unit 9c).

practice:

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

V. EVALUATION
-Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit 9c (What about you? Lesson , page
67 ).

- Talk about favourite foods.
- Express likes and dislikes.
- Order food and drink.
- Sing a song.
- Ask and answer questions about food.
- Understand a conversation about food.
- Identify what food and drink children have ordered.
- Understand and answer questions about food.

- Be able to read vocabulary about food.
- Be able to read and understand a menu.
- Be able to read a conversation about food.
- Be able to write using and or but.
- Be able to write about food you like/dont like.

-Food: breakfast, bread, honey, milk, egg, orange, lunch, spaghetti,
soup, chicken, potatoes, fish, pizza, fruit, banana, juice, dessert
-Hungry,
-(Peter) wants
-(Sam) wants (soup)
-Can I haveplease?
Receptive language:
-Its time forHooray!, naughty.
-How about you?, morning.
-Do you like/want?
-sauce, dessert, mashed potato, What about you?
Recycled Language:
-Wheres? Theres There are
-Has got, Its time for
-Burger, sausages, sandwich, cheese, salad, tomato, ice cream, chips.

The sound: /aI/
Unit.

Ask and answer affirmative and negative questions in English.
Express likes and dislikes in English.
Order food and drink in English.
Help each other.
Work together.
their own.
UNIT 10: Daily routines.

10a-He gets up at seven oclock.
10b-Does Rob go to the zoo every day?
10c-Superboy!
Social Science-A healthy life.
Review 5.
I. OBJECTIVES
- Talk about daily routines.
- Use the present simple tense to talk about routines.
- Sing a song.
- Name the days of the week.
- Ask and answer present simple questions.
- Present a project.
- Recognise verbs describing daily routine.
- Identify the correct information.
- Learn about how to stay healthy.
- Understand and answer questions in the present simple.

- Be able to read vocabulary about daily routines.
- Identify verbs.
- Be able to read about how to stay healthy.
- Be able to read and understand a longer story.
- Be able to answer comprehension questions.

- Be able to read descriptions of daily routines.
- Be able to write answers to cloze procedure questions related to text of
the story of the unit.
- Be able to identify verbs and write using present simple tense.
- Be able to write about what you do after school.
- Be able to write about your life.

-Daily routine: (seven) oclock, get up, have breakfast, clean my teeth,
go to school, every day,
-Days of the week.
-People, police officer, fire fighter, help, visit, do my homework.
-Healthy life: healthy, morning, night, wash, eat, sleep, well, sweets.
The present simple tense:
-He cleans, she gets up, It drinks
Present simple questions and short answers (third person):
-Does he (go)? Yes, he does./No, he doesnt.
Receptive language:
-Whats the time?
-Help!, meet, eat.
-Thank you., Its my pleasure., Have a good day., Well done., Dont
mention it.
Recycled Language:
-friend, animal, zoo, school, teacher, children.
-Activities.
-strong, fly.
-work, before, after, meal, toilet.
-The sound: /aI/
-The rhythm, stress and intonation of a chant.
- Logical thinking: patterns, problem solving, cloze procedure,
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.


expressions.

-The sound: /aI/
-Daily routine: (seven) oclock, get up, have breakfast, clean my teeth, go to
school, every day,
-Days of the week.


- Play a miming game.
Unit.
their own.
- Maths: To count, complete charts.
- Social Studies: a healthy life.
- Linguistic abilities: reading and interpretation of a story, comprehension of
non-fiction texts, Presentation of a project.
Literacy genre:
Cartoon stories:
He gets up at seven oclock. PB page 82.
Does Rob go to the zoo every day? PB page 84.
Superboy! PB pages 86-87.
Non fiction:
A healthy life. PB page 88.
A chant: A slide, a bike and five white kites. PB page 90.
A song: He gets up at seven oclock. PB page 83.

Listen and chant (PB page 90.), Listen and sing (PB page 83.)
Play a game (PB page 85, 91).

Listen to the story. Then act out (PB pages 82, 84.). Act out a story (PB pages
86-87.).
- Complete a chart.
- Show respect to others and themselves:(Take turns to listen, speak, act,
mime, play games)
stickers, cross-curricular worksheets (Social sciences).
- Social Studies: learning about daily routines and how to have a healthy life.

Look at photographs as a mean of information: (Crosscurricular, (AB page 98).
- Charts for Social Science Unit.
methods:
copy, tests, etc).
Class Audio CDs.

CD ROMs
Course web page

unit: Superboy! PB pages 86-87.
theme of the Unit.
communicate with others with understanding. (Unit 10b-Activity 6, Unit10c-Activity
5, Social Science Unit-Activity 5.)
A chant: A slide, a bike and five white kites. PB page 90.
A song: He gets up at seven oclock. PB page 83.
understanding a story: Superboy! PB pages 86-87.
the imagination, initiative and creativity. (Social Science Unit: Present a project PB
page 89)

learning. This competence is developed in the Review 5 lesson of the Unit.
unit.
pages 82-91), acting out a story: Superboy! (PB page 87).
- A chant: A slide, a bike and five white kites. PB page 90.
- A song: He gets up at seven oclock. PB page 83.



practice:

- Picture Dictionary (pages 95, 96, 98).

Flashcards and Word cards (Daily routine and Superboy! story vocabulary).
Story cards.
- Board game.

V. EVALUATION
Unit quiz.
Tests: Progress Review 5(Diagnostic Test).
Pupils Book:
Review 5 (pages 90-91).
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you? page 73).
- Review 5 (page 75).
- My Picture Dictionary & Cross-curricular links (Pages 95-96, 98) & CD3 Tracks 29
& 30.
Pupils Book:
- Review 5; Lesson 2 (The trail game) PB page 91.


- Talk about daily routines.
- Use the present simple tense to talk about routines.
- Sing a song.
- Name the days of the week.
- Ask and answer present simple questions.
- Recognise verbs describing daily routine.
- Learn about how to stay healthy.
- Understand and answer questions in the present simple.

- Be able to read vocabulary about daily routines.
- Identify verbs.
- Be able to read about how to stay healthy.
- Be able to read and understand a longer story.
- Be able to answer comprehension questions.
- Be able to read descriptions of daily routines.
- Be able to write answers to cloze procedure questions related to text of
the story of the unit.
- Be able to identify verbs and write using present simple tense.
- Be able to write about what you do after school.
- Be able to write about your life.
-Daily routine: (seven) oclock, get up, have breakfast, clean my teeth,
go to school, every day,
-Days of the week.
Receptive language:
-Whats the time?
-Help!, meet, eat.
-Thank you., Its my pleasure., Have a good day., Well done., Dont
mention it.
Recycled Language:
-friend, animal, zoo, school, teacher, children.
-Activities.
-strong, fly.
-work, before, after, meal, toilet.
-The sound: /aI/
- Logical thinking: patterns, problem solving, cloze procedure,
Unit.

Help each other.
Work together.
their own.
UNIT 11: Activities, Clothes.

11a-Im playing a game.
11b-Theyre having a shower.
11c-Me and my friends.
I. OBJECTIVES
- Talk about activities.
- Mention action verbs in the present continuous tense.
- Use clothes vocabulary.
- Sing a song.
- Describe and identify the correct child.
- Recognise clothes vocabulary.
- Identify the correct children from descriptions
wearing/doing.
- Understand and answer questions about
of
what
theyre
Write
-
Be able to read the numbers from 1 to 10.

Be able to read vocabulary about activities.
Be able to read about me and my friends.
Identify pictures from descriptions.
Follow the text of a story
Be able to write short forms of is and has.
Be able to write using the present continuous tense (affirmative).
Be able to write about you and your friend.

Action verbs: play, read, sleep, hide, come,
Clothes vocabulary: wet, dry, trousers, shoes, dress, sweater, have a
shower,
-water pistol, on, under.
The present continuous tense (affirmative):
-Im/Hes/Shes (playing).
-Hes/shes wearing
-Were/Youre/Theyre (wearing)
Receptive language:
-Ssh!, Hey ho, away we go,
Recycled Language:
-has got, look, big, run.
-clothes, colours.

-The sound: //
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.

-The sound: //
Clothes vocabulary: wet, dry, trousers, shoes, dress, sweater, have a shower,
-Hes/shes wearing

Unit.

their own.
- Maths: To count.
- Linguistic abilities: reading and interpretation of a story, ask and answer
questions, play a guessing game, describe what children are wearing.
Literacy genre:
Cartoon stories:
Im playing a game. PB page 92.
Theyre having a shower. PB page 94.
A song: Im playing a game. PB page 93.
Listen and sing (PB page 93).
Listen to the story. Then act out (PB pages 92, 94).
- Show respect to others and themselves:(Take turns to listen, speak, ask and
answer questions, act out, play games).
- Social Studies: learning about the places where things belong (Clothes).

Look at pictures as a mean of information.
- Picture charts for each lesson.
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Play a game, Unit 11b (PB, page 95)
Unit 11c (PB page 97).
Im playing a game. PB page 92.
Theyre having a shower. PB page 94.

theme of the Unit.
communicate with others with understanding. (Unit 11b-Activity 7, 11c-Activity 6).
A song: Im playing a game. PB page 93.
story: Im playing a game. PB page 92, Theyre having a shower. PB page 94.
the imagination, initiative and creativity. (Unit 11c-AB page 81-activity 5)
unit.
Express feelings and emotions: in all dialogues and communications. (PB, pages 9297), acting out a story: Im playing a game. PB page 92, Theyre having a shower.
PB page 94.
- Dancing and movement (Act out the story, PB pages 92, 94).
- A song: Im playing a game. PB page 93.

Pupils Book (Pages 92-97 ):


practice:

- Picture Dictionary (Pages 96-97).
Flashcards and Word cards (Actions, activities, toys).
Story cards.
- Board game.

V. EVALUATION

Unit quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (What about you?, page 81 ).
- Talk about activities.
- Mention action verbs in the present continuous tense.
- Use clothes vocabulary.
- Sing a song.
- Describe and identify the correct child.
- Recognise clothes vocabulary.
- Identify the correct children from descriptions
wearing/doing.
- Understand and answer questions about
of
what

- Be able to read vocabulary about activities.
- Be able to read about my friends and me.
theyre
Write
-
Identify pictures from descriptions.

Follow the text of a story
Be able to write short forms of is and has.
Be able to write using the present continuous tense (affirmative).
Be able to write about you and your friend.

Clothes vocabulary: wet, dry, trousers, shoes, dress, sweater, have a
shower,
-Hes/shes wearing
Receptive language:
-Ssh!, Hey ho, away we go,
Recycled Language:
-has got, look, big, run.
-clothes, colours.

-The sound: //
Unit.

Help each other.
Work together.
their own.
UNIT 12: Sports.

12a-They arent swimming.
12b-Are they sleeping?
12c-Jane and the giant.
Social Science: Other homes.
Review 6.
I. OBJECTIVES

- Talk about sports.
- Identify vocabulary about different homes.
- Use the present continuous tense (negative).
- Sing a song.
- Say a chant.
- Ask and answer present continuous questions.
BLOCK 2.
Recognise sports vocabulary.

Recognise vocabulary about homes.
Understand a story using visual prompts.
Understand and answer present continuous questions.
Learn about different kinds of homes in different countries.
Reading and writing

- Be able to read vocabulary about sports.
- Follow and understand the text of a longer story.
- Be able to read vocabulary and text about different homes.
- Be able to read and understand present questions.
- Be able to write about you, your family and friends.
- Be able to use apostrophes when writing.
- Be able to answer questions in the present continuous tense (negative).
- Be able to write about your own home and compare with a different kind
of home.

-Sports: basketball, volleyball, football, tennis.
-idea, tired, noise, dream, drink, roar, snore, upstairs, giant, living room,
bathroom, kitchen, bedroom, ghost, scared.
-Homes: flat, mobile home, houseboat, wooden house, city, country.
The present continuous tense (negative):
-Im not/He isnt/She isnt/We arent/They arent (playing).
Present continuous questions and short answers:
-Are you/they (sleeping)?
-Yes, he/she/it is. No, he/she/it isnt.
Receptive language:
-Splish, splash, sea, terrible, Guess again, terrible, toast, sweet dreams,
Japan, America, India, Sweden.
Recycled Language:
-Present continuous (affirmative)
-Dog, cat, girl, boy, baby.
-Activities.
-Sleep, animal, read, write, do, play, hide, eat, cake, jump, bed.
-House, door, window, noise, table, hide, big, shower, cupboard, strong,
idea.
-Parts of the body.
-Present continuous, have got.
-Rooms of the house.
-Adjectives.
-There is/are
-Present simple.

-The sound: //
-Chant to practise the sound: // Rose is on the phone at home.
- Logical thinking: patterns, problem solving, matching, comparing,
Unit.

Help each other.
Work together.
their own.
II. CONTENTS
guidance.

expressions.

-The sound: //


- Play a miming game.
Unit.
their own.
- Maths: To count complete charts.
- Social Studies: school life, different homes in different places.
- Arts and music: sing a song, chant, mime, draw, make and present a
project.
- Linguistic abilities: reading and interpretation of a story, presentation skills.
Literacy genre:
Cartoon stories:
They arent swimming PB page 98.
Are they sleeping? PB page 100.
Jane and the giant. PB page 102.
Non-Fiction text:
Other homes. PB page 104.

A chant: Rose is on the phone at home. PB page 106.
A song: They arent swimming. PB page 99.

Listen and chant (PB page 106.), Listen and sing (PB page 99.).
Listen to the story. Then act out (PB page 98.). Act out a story (PB page 102).
- Complete charts.
- Show respect to others and themselves:(Take turns to listen speak, present,
act, mime and ask and answer questions).
stickers, cross-curricular worksheets (Social Science).
- Social Studies: learning about the places where things belong (Different
homes in different places).

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

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

classroom rules, in pairs and in groups: Play a game, Unit 12b (PB, page
101) Review 6 (PB page 107).
They arent swimming PB page 98, Jane and the giant PB page 102.
theme of the Unit.
communicate with others with understanding. (Social Science section)


story: They arent swimming PB page 98.
Are they sleeping? PB page 100.
Jane and the giant. PB page 102.
the imagination, initiative and creativity. (Social science section, present a project)
learning. This competence is developed in lesson 2 Activity 6 of the Social Science
section.
unit.
Express feelings and emotions: in all dialogues and communications. (PB,

pages 98-107), acting out a story: They arent swimming (PB page 98), Jane
and the giant (PB pages 102-103).
- Dancing and movement Act out the story, (PB pages 98, 102-103)
- This competence is developed across the ten lessons of the Unit.
-

Pupils Book (Pages 98-107 ):

- Reference bar at the bottom of the page.
- Cut-outs. (For Lesson of Unit 12b).

practice:

- Picture Dictionary (Page 97, 98).
Flashcards and Word cards (Sports, story words).
Story cards.
- Board game.

V. EVALUATION
Complete the numbered exercises. (Pages 98-107).

Unit quiz.
Review 6.
Tests
Progress Review 4 (Diagnostic Test).
Attainment test.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of the Unit (what about you? page 87 ).
- Review 6.
- My Picture Dictionary and Cross-Curricular (Pages 96-97, 98) & CD3 Tracks
61,62.
Pupils Book:
- Review 6 (pages 106-107).

- Talk about sports.
- Identify vocabulary about different homes.
- Use the present continuous tense (negative).
- Sing a song.
- Say a chant.
- Ask and answer present continuous questions.
- Recognise sports vocabulary.
- Recognise vocabulary about homes.
- Understand and answer present continuous questions.
- Learn about different kinds of homes in different countries.

- Be able to read vocabulary about sports.
- Follow and understand the text of a longer story.
- Be able to read vocabulary and text about different homes.
- Be able to read and understand present questions.
- Be able to write about you, your family and friends.
- Be able to use apostrophes when writing.
- Be able to answer questions in the present continuous tense (negative).
- Be able to write about your own home and compare with a different kind
of home.

Receptive language:
-Splish, splash, sea, terrible, Guess again, terrible, toast, sweet dreams,
Japan, America, India, Sweden.
Recycled Language:
-Present continuous (affirmative)
-Dog, cat, girl, boy, baby.
-Activities.
-Sleep, animal, read, write, do, play, hide, eat, cake, jump, bed.
-House, door, window, noise, table, hide, big, shower, cupboard, strong,
idea.
-Parts of the body.
-Present continuous, have got.
-Rooms of the house.
-Adjectives.
-There is/are
-Present simple.

-The sound: //

- Logical thinking: patterns, problem solving, matching, comparing,
Unit.

Help each other.
Work together.
their own.
The Yazoo Music Show.

World Animal Day.
International Childrens Day.
I. OBJECTIVES
- Identify and say vocabulary of Yazoo 2.

- Talk about Festivals.
- Mention grammar of Yazoo 2.
- Sing a song.
- Perform a musical.
- Name animals and pets.
- Recognise vocabulary of the book.
- Understand a musical script.
- Learn about World Animal Day.
- Learn about Childrens Day.
- Consolidate language and grammar in an enjoyable way.

- Be able to read vocabulary from Yazoo 2.
- Follow the text of a musical script.
- Read vocabulary about festivals.
- Be able to write answers to simple questions.

-Vocabulary from Yazoo 2.
-Food, water, home, exercise, give.
-World, picnic, art, swap.
-Grammar from Yazoo 2.
-Heresthis isThatsLets.Is it? Yes, it is/No, it isnt.
Receptive language:
-Celebrate, forever, together, have fun.
Recycled Language:
-pet, new, ball, happy, play, love, today, every day, people, school, toys,
friends, play.

The sounds practised in Yazoo 2.

- Logical thinking: patterns.
Unit.

Perform a musical in English.
Help each other.
Work together.
Celebrate an International Festival.
their own.
II. CONTENTS
guidance.

expressions.

-The sounds practised in Yazoo 2.

- Play a memory game to revise vocabulary.
book.
their own.
- Maths: To count.
- Social Studies: Festivals: World Animal Day, International Childrens Day.
- Arts and music: make a card, make a mask, sing a song, perform a
musical, draw.
- Linguistic abilities: reading and interpretation of musical script, performing
skills.
Literacy genre:
Non-Fiction Text:
The Yazoo Music Show PB pages 108-109.
A song: World Animal Day PB, page 111.
A song: International Childrens Day PB page 112.
A musical show: PB pages 108-109.

Listen and sing (PB pages 111, 112)
Play a game (TB page 108).
Listen to the musical score then act out (PB pages 108-109).
- Show respect to others and themselves:(Perform in a musical, have a party,
play games, sing, take turns to ask and answer questions, listen and speak).
- Social Studies: learning about festivals (PB pages 110-112).

Look at photographs as a mean of information: (Crosscurricular, (AB page 98).
methods:
copy, tests, etc).
- Class Audio CDs.
- CD ROMs
- Course web page

classroom rules, in pairs and in groups: Play a game (TB, page 108).
- Learn to participate and collaborate with peers, acting out the script: The
Yazoo Music Show (PB pages 108-109).
theme of the Unit.
-A song: World Animal Day PB, page 111.
-A song: International Childrens Day PB page 112.
-A musical show: PB pages 108-109.
understanding a text.
learning. This competence is developed in lesson 1 of the Yazoo Music Show.
competence is practice through different activities through the three lessons of the
unit.
pages 108-112), acting out a production: The Yazoo Music Show (PB page
108-109).
- Dancing and movement (The Yazoo Music Show).
A song: World Animal Day PB, page 111.
A song: International Childrens Day PB page 112.
A musical show: PB pages 108-109.
- This competence is developed across the three lessons of the Unit.



practice:
Activity Book (Page 98):

- Cross-curricular (Page 98).
Flashcards and Word cards (Yazoo 2 vocabulary).
Story cards.
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
-
The End of Year Performance: The Yazoo Music Show.
Self-evaluation
Activity Book:
-My Picture Dictionary: Festivals.
Pupils Book:
- Self-evaluation activity at the end of the Unit (Review vocabulary learned in
Yazoo 2).

- Identify and say vocabulary of Yazoo 2.
- Talk about Festivals.
- Mention grammar of Yazoo 2.
- Sing a song.
- Perform a musical.
- Name animals and pets.
- Recognise vocabulary of the book.
- Understand a musical script.
- Learn about World Animal Day.
- Learn about Childrens Day.

- Consolidate language and grammar in an enjoyable way.

- Be able to read vocabulary from Yazoo 2.
- Follow the text of a musical script.
- Read vocabulary about festivals.
- Be able to write answers to simple questions.

Receptive language:
-Celebrate, forever, together, have fun.
Recycled Language:
-pet, new, ball, happy, play, love, today, every day, people, school, toys,
friends, play.

The sounds practised in Yazoo 2.
- Logical thinking: patterns.
Unit.

Perform a musical in English.
Help each other.

Work together.
Celebrate an International Festival.
their own.

Yazoo 2 Teaching Programme

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Yazoo 2 Teaching Programme

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Yazoo 2

Teaching Programme Yazoo 2

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

Teaching Programme Yazoo 2

- Be able to write the numbers 1-20 as digits and words.

Understand and apply grammar rules correctly.

Recognise and reproduce sounds, rhythm, stress and intonation:

BLOCK 4. Socio-cultural aspects and intercultural awareness

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

BLOCK 5. Literacy Education

BLOCK 2. Reading and writing

Reading and understanding different types of texts, in digital and in paper,

Teaching Programme Yazoo 2

BLOCK 3. Knowledge of the language.

3.2. Reflection on learning.

Arts and music: sing a song about the characters/numbers/letters of the

BLOCK 5. Literacy Education

III. BASIC COMPETENCES

Teaching Programme Yazoo 2

Data processing and digital competence

Use means of information and situations of diverse types of communication

Interpersonal, social and civil competence

This competence is developed in the Unit through the following activities:

IV. ATTENTION TO DIVERSITY

Pupils Book (Pages 4-11):

Activity Book (Pages 2-5):

Active Teach, activities and interacting games for language practice.

- Flashcard activities (recognition of names of colours).

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

BLOCK 3. Knowledge of the language.

Understand and apply grammar rules correctly.

Teaching Programme Yazoo 2

BLOCK 4. Socio-cultural aspects and intercultural awareness

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

BLOCK 5. Literacy Education

UNIT 1: School things.

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

BLOCK 3. Knowledge of the language.

Recognise and reproduce sounds, rhythm, stress and intonation:

BLOCK 4. Socio-cultural aspects and intercultural awareness

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

BLOCK 5. Literacy Education

BLOCK 1. Listening, speaking and conversation

BLOCK 2. Reading and writing

Reading and understanding different types of texts, in digital and in paper,

BLOCK 3. Knowledge of the language.

3.1. Linguistic knowledge

3.2. Reflection on learning.

BLOCK 5. Literacy Education

III. BASIC COMPETENCES

Teaching Programme Yazoo 2

Data processing and digital competence

Use means of information and situations of diverse types of communication

Interpersonal, social and civil competence

Cultural and artistic competence

Teaching Programme Yazoo 2

IV. ATTENTION TO DIVERSITY

Pupils Book (Unit 1 pages 12-17):

Active Book; activities and interactive games to practice for language

Activity Book (Pages 6-11):

Active Teach, activities and interacting games for language practice.

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

BLOCK 3. Knowledge of the language.

Recognise and reproduce sounds, rhythm, stress and intonation: