THE SCHOOL
OBJECTIVES 1.
Observe and identify the elements and common places of school and relate them to their respective uses: classroom, dining hall, toilets, playground and gym.
2.
3.
4.
5.
Know and assess classroom objects and materials, and identify their uses by analysing their organisation: blackboard, table, bag, bin, pencil, book, computer… Stimulate interest in active participation in school activities by creating an orderly environment and promoting healthy habits: read, write, play, do research, do exercise, wash your hands, eat… Identify and assess different jobs performed at school by showing respect towards the people that do them: headteacher, caretaker, teachers, cleaner, dinner lady… Relate to others in a balanced manner by following social behaviour rules at school, in research projects and in groups: be on time, greet people, put your hand up to speak, pay attention, respect silence, wait your turn, help, share, do research and participate in group tasks.
ASSESSMENT CRITERIA 1.
2.
3.
4.
5.
Distinguish and identify the classroom, the dining hall, the toilets, the playground and the gym according to their use. Distinguish and organise classroom objects, and rule out objects that do not belong in the classroom. Identify possible actions and behave in an orderly manner with the use of objects and elements available at school. Establish interdependent relationships with school workers by identifying their activities: to be in charge, to teach, to open the doors, to clean the school, to work in the dining hall. Identify and apply behaviour rules for the appropriate organisation and performance of research and group work.
BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES BASIC COMPETENCES / SUBCOMPETENCES
ASSESSMENT CRITERIA
ACTIVITIES
Competence in linguistic communication Communicate, verbally and in writing, simple messages.
1, 4, 5
1,2,3,5
Speak, listen and, in general, participate in dialogue and debate in an organised and clear manner. Use specific vocabulary from each area as an instrument for language enrichment. Apply the actions that define linguistic communication (speaking, reading, writing…) to specific purposes. Process information from oral and written sources.
5
3,8,9
1, 2, 3, 4, 5
1,2,3,4,5,6,7,8,9
2
1,2,3,4,5,6,7,8,9
1, 2
1,2,3,4,5,6,7,8,9
2, 5
6,7
Mathematical competence Manage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in simulations of daily life.
Competence in knowledge and interaction with the physical world Adequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings. Develop the ability to interact with surroundings and solve problems involving objects and their locations.
1, 4
8,9
1, 2, 3
1,4,7,8,9
3, 5
9
3, 5
8,9
5
1,2,4,8,9
4, 5
9
Social competence and citizenship Be aware of social values, assess and reconstruct these values in an affective and rational way in order to progressively create a system of values and behave accordingly when facing a conflict and making decisions. Practise communication and negotiation skills in order to reach agreements as a way to resolve conflicts, both at a personal and social level. Participate actively and responsibly in group learning activities, respecting the group’s operating rules.
Competence in autonomy and personal initiative Demonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.
Unit Dictionary Vocabulary Bag.-cartera Board.-pizarra Book.-libro Chair.-Silla Computer.-ordenador Clock.-reloj Desk.-pupitre Door.-puerta Eraser.-goma de borrar Globe.-globo terráqueo Head.--Director Janitor.-Conserje Notebook.-cuaderno Pen.-bolígrafo Pencil.-lápiz Pencil case.-estuche Pupil.-Alumno/a Ruler.-regla Scissors.-tijeras Secretary.-secretario/a Teacher.-Profesor/a Window.-ventana Actions.-Acciones Cut.-Cortar
Go to.-Ir a Listen.-Escuchar Obey.-Obedecer Read.-Leer Play.-Jugar Write.-Escribir Colours.-Colores Blue.-Azul Green.-Verde Red.-Rojo Yellow.-Amarillo
1/2 Match and colour and Write the words
3.Write the name of the objects and then listen and write.
4. Cut and paste
5. Match and write the words
6. Order the letters and form the words
7.Use the code to figure out each word and write it on the line and then match
8.Let’s Play! Stand up and try to do what your teacher says
9 Final task The final task of this didactic unit is to elaborate a dictionary for our classroom. You have to work in group of 2 people. The dictionary has to include the expressions and words studied in the unit: When you finish your work, we have to place the pictures on the walls. You can do this in different colours, shapes or sizes.
AT HOME
OBJECTIVES 1. Identify
2.
and compare houses and recognise characteristics of the Recognise and rooms of the their bedroom, kitchen, room.
3.
4.
5.
different types of external student’s own house. compare different house by identifying differences: bathroom, living Associate household objects and the rooms where they belong: bed, shower, wardrobe, television… household objects each particular
towel, fridge, Relate to activities that take place in room. Identify family members and relate them when interpreting a simple family tree: three direct generations (grandparents, uncles and aunts, parents, cousins, sons and daughters)
ASSESSMENT CRITERIA 1.
Identify some types of houses, as well as external characteristics of the building in relation to where the student lives.
2.
3.
4.
5.
Locate and identify parts of a house and their differences: bedroom, bathroom, kitchen, living room. Recognise, distinguish and locate household objects in the appropriate location: bed, shower, towel, wardrobe, fridge, television… Distinguish objects from different rooms according to their use. Recognise family members, interpret and make a simple family tree of three generations: grandparents, uncles and aunts, parents, cousins, sons and daughters.
BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES BASIC COMPETENCES / SUBCOMPETENCES
ASSESSMENT CRITERIA
ACTIVITIES
Use specific vocabulary from each area as an instrument for language enrichment.
2, 3, 4, 5
2,3,16,20,4,5,6,7,8,11,13,10,16,1,12 14,15,17,18,19
Communicate and dialogue with the objective of establishing links and constructive relationships with the environment.
1, 2, 3,
2,3,16,20,4,5,6,7,8,11,13,16
Process information from oral and written sources. Mathematical competence
2, 5
2,3,16,20,12 14,15,17,18,19
Identify and organise objects according to particular spatial criteria.
3, 4
4,5,6,7,8,11,13,16,1,10,16
Competence in linguistic communication
Interpret information from 2 different types of graphs and simple numerical word problems of daily life. Competence in knowledge and interaction with the physical world
2,3,16,20
Adequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings.
2,3,16,20
1, 2
Develop the ability to interact with surroundings and solve problems involving objects and their locations.
3, 4
4,5,6,7,8,11,13,16,1,10
Understand the characteristics of present societies, their growing diversity and their evolutional character, as well as the contributions that different cultures have made to human progress.
1, 5
12,14,15,17,18,19
Apply new knowledge and skills in similar situations and in different contexts.
1, 5
12,14,15,17,18,19
Demonstrate personal competence in order to stimulate motivation, self-confidence and the joy for learning. Competence in autonomy and personal initiative
1, 5
12,14,15,17,18,19
Demonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.
5
12,14,15,17,18,19
Competence in learning how to learn
Unit Dictionary Rooms.- Habitaciones Bathroom.-Cuarto de baño Bedroom.-dormitorio Kitchen.-cocina Hall.-entrada Living room.-salón Garden.-jardín Vocabulary Cupboard.-armario Box.-caja
Table.-mesa Bed.-cama Lamp.- Lámpara Wardrobe.- armario Basin.-lavabo Birds.-pájaros Useful expresions I can see……… -Yo puedo ver I’ve got……-Yo tengo She ‘s .-Ella está He ‘s.-El está Family Mum.-mamá Dad.-papá Granny.-abuela Grandad.-abuelo Brother.-hermano Sister.-hermana Cousin.-primo/prima Aunt.-tia Uncle.-tío Prepositions
On
In
Under
Ejemplo :La tV está encima de la mesa The tV is on the table
Picture Dictionary
Write in your language _aunt =
_ _ _ _ _
bathroom = bed = bedroom = brother = cousin =
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
daughter = family = father = fridge = grandparents = house = kitchen = living room = mother = parents = room = shower = sister = sofa = son = _ television uncle = _ wardrobe =
Activities 1-Colour the objects that are in the wrong room.Write the name. 1
____-----
----
2-Complete the words with the letters from the box.
ed oo ch th oo ng oo
Livi_ _ r_ _m
B_ _r_ _m
kit_ _en
Ba_ _ r_ _m 3-Match the words with the pictures. Bedroom
Living room
1
l
kitchen
Livin
Bathroom g
4- Complete the sentences.
shower fridge bed sofa
2
In my bathroom there is a ________________. In my living room there is a ________________.
In my kitchen there is a ____________________. In my bedroom there is a_________________.
5-Write the numbers
6-Put the words in order :
SEDBEID LBETA
OFAS
CAHIR
ABLTE
AMLP
7-Write:
8-Complete the sentences:
In my room there is a......
9-Listen and write the number:
10-Match the objects with the rooms.
11-Write according to the code.
12-Trace the right text according to the picture.
13-Match and trace the words.
13-Colour the dots.Trace the word.
14-Colour the balloons
grandfather = blue sister = purple grandmother = green brother = orange mother = yellow father = red
1
15-Circle the right answer. My aunt is my mother’s brother / sister My grandfather is my father’s mother / father My cousin is my uncle’s son / brother My grandmother is my mother’s mother / daughter
16-Match and trace the words.
17-Find the family members
18-Write the name of your family
19-Draw your family
20-Colour the rooms
FINAL TASK Draw your house and your family in the rooms.
Our bodies
OBJECTIVES
1.
2.
3. 4. 5.
6. 7.
Relate the stages of life of people with physical appearance and appropriate activities of each key phase: baby, child, adult, elderly person. Recognise and distinguish physical features of people and their changes with time when observing reality, pictures of different moments and stages of life, etc. Identify main body parts and understand that people’s physical features vary. Distinguish the sensory organs and the corresponding sense: sight, hearing, smell, taste and touch. Use the senses appropriately and care for the sensory organs in a healthy way; avoiding loud noises, sun exposure without protection, watching television too close to the screen. Recognise activities and elements that affect feelings and moods and actions we can do with our bodies. Identify and recognise different disabilities that people may have.
ASSESSMENT CRITERIA 1.
2.
3. 4.
5.
6.
7.
Identify people according to their physical appearance and relate to activities they can perform in a particular stage of life: baby, child, adult, elderly person. Distinguish physical features of different people and their evolution, both in images of different stages of life of the same person as well as in images of different people. Identify body parts and relate them to their names. Relate each sensory organ with the corresponding sense: sight, hearing, smell, taste and touch. Distinguish between appropriate and inappropriate activities for the proper functioning and health of the sensory organs and the senses. Identify activities and factors that are directly related to feelings and actions that we can make with our bodies. Identify and be aware of the different disabilities.
BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES BASIC COMPETENCES / SUBCOMPETENCES
ASSESSMENT CRITERIA
ACTIVITIES
Competence in linguistic communication Communicate, verbally and in writing, simple messages. Apply language usage rules, as well as linguistic and nonlinguistic skills, to exchange communication. Communicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical judgements in a coherent way. Use specific vocabulary from each area as an instrument for language enrichment. Process information from oral and written sources. Mathematical competence Identify and organise objects according to particular spatial criteria.
1, 3, 4 1, 2, 4
1,2,3,6,8,10,11, 22 to 46, 48, 49 1,2,3,4,5,6,8, 48, 49
6
1,2, 48, 49
1, 3, 4
1,2,3,6,7,8,9,10,11 to 21, 22 to 46
1, 2, 3, 4, 5, 6
1 to 21, 22 to 46, 48,49
3, 4
7,9,11 to 21
Competence in knowledge and interaction with the physical world Adequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings. Use knowledge of the human body, nature and human interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. Apply autonomous healthy habits related to self care (nutrition, exercise, sleep…). Social competence and citizenship
5
7, 22 to 46
1, 2, 3, 4
1,2,3,4,5,6,7,8,9, 10 , 47
5
47
Evaluate differences and simultaneously recognise equal rights among different groups, in particular between men and women.
2
1,2,4,5,5,8
Demonstrate solidary behaviour with people that suffer any type of discrimination.
2
4,5,58
2, 4
4,5,6,8, 22 to 46
1, 2, 3, 4, 5
1,2,3,4,5,6,8, 58, 22 to 46
Competence in learning how to learn Apply new knowledge and skills in similar situations and in different contexts. Learn from others and with others.
Competence in autonomy and personal initiative 5 Assess what is done and selfassess, draw conclusions and evaluate improvement possibilities. Demonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.
4
8, 47
22 to 46
1
Colour , Label and mime:
BABY
---------
2-
CHILD
--------------
ADULT
ELDERLY PERSON
--------------
------------ ----------- -------------------
Who is who????
CLUES: ♥
CARLA has blond hair.
♥
Ben is wearing a tie.
♥
Julia has white hair.
♥
Junior has blond hair
♥
Martha is wearing a green t-shirt.
♥
Amelia has short brown hair.
♥
Mathew is wearing a light blue sweeter.
♥
Robert has a moustache.
♥
Betty has red hair.
♥
Luke is wearing a pair of glasses.
♥
Jacky is a baby.
♥
Carmen has two ponytails.
♥
Mark is wearing a shirt with stripes.
♥
Nelda has short hair.
Solutions:
1. Ben 2. Julia 3. Junior 4. Marta 5. Amelia 6.
Mathew
7. Robert 8. Betty 9. Luke 10. Carla 11. Jacky 12. Carmen
13. Mark 14. Nelda
3-Spot the differences: blond/long/blue eyes/short/curly/straight…
1
2
3
4
Number 1: Before………………………………………………………………………….. Now ………………………………………………………………………………… Number 2: Before………………………………………………………………………….. Now…………………………………………………………………………………. Number 3: Before………………………………………………………………………….. Now…………………………………………………………………………………. Number 4: Before……………………………………………………………………….. Now……………………………………………………………………………….
Final task Make a collage with pictures of your family members and describe them physically.