UNIT 2: Animal World

OBJECTIVES

 Throughout this unit, the student will be able to achieve the following aims:

•     Identify and name animal parts of the body
•    Spell words
•    Predict what happens in the story
•    Ask about and describe an animal
•    Practise pronunciation: /ɪ/ and /iː/
•    Listen and read about mammals and reptiles
•    Understand differences between mammals and reptiles
•    Listen and read an animal fact file
•    Prepare, plan and write your project

Language knowledge and use

Linguistic knowledge:

Active language			Receptive language
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	Alien, doesn’t stop, Gentle, get ready, Hedgehog, sees, Photography, tries, too late, walks by
Animal parts of the body beak, claws, feathers, fur, scales, shell, tail, teeth, whiskers, wings Story vocabulary hare, race, tortoise, winner He’s got … CLILvocabulary: Natural Science blood, reptile, skin, chameleon, mammal, tongue, warm Structures It’s got …/It hasn’t got … Is it a … ? Yes, it is. Has it got … ? Yes, it has./No, it hasn’t. They’ve got …	the alphabet, animals,colours, babies, body, cold, drink, ears, eat, eggs, email, eyes, fast, head, heavy, legs, live, long, milk, mother, paws, short, slow, play a computer game. Is it a … ? Yes, it is./No, it isn’t. … is/are … … live in/eat/drink …	Main function: asking for and giving information about a website Look at this website. It’s got … ! Has it got information about … ? Yes, it has.

 Pronunciation

-      /ɪ/ and /iː/ (lizard, pink / cheetah, green)

CROSS CURRICULAR ITEMS

 Natural Science: Mammals and reptiles

ATTITUDES AND VALUES

•    Awareness of the value of using your time well
•    Recognition of the importance of focus
•    Awareness of transferring language learnt to classroom situations
•    Pleasure in reading a cartoon strip story

   

UNIT 6: At the Beach

 OBJECTIVES
 Throughout this unit children will be able to:

•    Identify and name beach activities
•    Spell words
•    Predict what happens in the story
•    Listen, read, understand and act out the story
•    Learn the grammar table for Unit 6
•    Ask and say what you are doing
•    Say what other people are doing
•    Practise pronunciation: /b/ and /v/
•    Understand and think about values
•    Sing a song and say a rap
•    Play the games
•    Make and play with the beach cut-out cards
•    Listen and read about rock pools
•    Listen and read a report
•    Prepare, plan and write your project
•    Read a poem
•    Watch a video clip
•    Listen and use everyday classroom language
•    Listen and read for pleasure
•    Review, assess and plan your own learning

CONTENTS: 

- LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	attack danger donkey rides kite protect rescue safe shadow
Core vocabulary: beach activities collecting shells, fishing, lying in the shade, making a sandcastle, playing Frisbee, playing volleyball, playing with a bat and ball, putting on sun cream, snorkelling, swimming in the sea, beach, seaside Story vocabulary dolphin, shark CLIL vocabulary: Secrets of the sea crab, jellyfish, rock pool, seahorse, sea urchin, seaweed, star fish Structures What am I doing? You’re … What are you doing? I’m/We’re … Are you …ing? Yes, I am./No, I’m not. I’m/He’s/She’s/We’re/They’re …ing.	cloudy, dive, fish and chips, hot, jump, live, look, play football, raining, read a book, ride, row, run, sing, sit, sunny, swim, T-shirt, walk, weather I’ve got … I’m/He’s/She’s wearing … It’s …/It isn’t … There is/are … The alphabet Colours	Main function: asking and saying what you’re doing What are you doing? I’m … .
Pronunciation	-      the /b/ and /v/ sounds (bat, beach / very, vest)

CROSS-CURRICULAR ITEMS

Natural Science: Secrets of the sea

ATTITUDES AND VALUES

•    Awareness that it’s important to keep safe
•    Willingness to take turns
•    Recognition that you can find things out by close observation
•    Confidence in using classroom language
•    Enjoyment in reading a cartoon strip story
•    Willingness to review, assess and plan your own learning

Unit 3: Sports Star

OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

•    Identify and name sports
•    Spell words
•    Predict what happens in the story
•    Listen, read, understand and act out the story
•    Count to a hundred in tens
•    Learn the grammar table for Unit 3
•    Ask and say what you and other people can and can’t do
•    Practise pronunciation: /eɪ/ and /ɔː/
•    Understand and think about values
•    Sing a song and say a rap
•    Make and play with the sports cut-out cards
•    Play the games
•    Listen, read and answer questions about workouts
•    Understand and respond to instructions in the workout
•    Listen and read a report
•    Prepare, plan and write your project
•    Watch a video clip
•    Read a poster
•    Listen and use everyday classroom language
•    Listen and read for pleasure
•    Review, assess and plan your own learning

                      

CONTENTS

- LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	brain, heart, kids, players, press-ups, professional, relax, star, trains, weight Brilliant!, I don’t mind
Sports dive, do judo, do karate, ice skate, play table tennis, ride a bike, ride a horse, rollerblade, row, skateboard numbers 20–100 (in tens) Story vocabulary coach, goal, match CLIL vocabulary: Workouts for kids concentrate, easy, exercise, fist, fit, healthy, left, on the spot, right, strong, thumb touch … stretch … tap … roll … turn around Structures I can … Can you … ? Yes, I can./No, I can’t. I/He/She can/can’t … What can you do?	arms, basketball, boy, brother, climb, dance, favourite, girl, hop, ill, kick a ball, legs, park, play football, run, school, sister, sleep, swim, team, toes, walk days of the week the alphabet	Main function: asking for help I can’t do … Can you help me, please? Yes, all right.  I think the answer is … Can you repeat that, please? Yes, of course. It’s …
Pronunciation	-      the /eɪ/ and /ɔː/ sounds (play, skate / football, horse)

Stories:

-    Lily’s story

-    Tiger Street Tales

 Songs and raps: 

-    The Tiger Street word rap.

-    I can play football

- CROSS-CURRICULAR ITEMS

PE: Workouts for kids

- ATTITUDES AND VALUES

• Awareness of equal opportunities
• Awareness of the value of practising and making an effort
• Respect for what people can and can’t do
• Confidence in using classroom language
• Enjoyment in writing your project
• Willingness to review, assess and plan your own learning 

Unit 4: Food we like

 OBJECTIVES

Throughout this unit, the student will be able to achieve the following aims:

•    Identify and name food
•    Spell words
•    Predict what happens in the story
•    Listen, read, understand and act out the story
•    Learn the grammar table for Unit 4
•    Ask and say food you like and don’t like
•    Say food other people like
•   Practise pronunciation: /ɪ/ and /ɑɪ/
•    Make and play with the food cut-out cards
•    Understand and think about values
•    Sing a song and say a rap
•    Play the games
•    Listen and read about five fun ways to eat fruit and vegetables
•    Talk about ways you and your friends like to eat fruit and vegetables
•    Listen and read a report
•    Prepare, plan and write your project
•    Read a recipe
•    Watch a video clip
•    Listen and use everyday classroom language
•    Listen and read for pleasure
•    Review, assess and plan your own learning

                      

CONTENTS: 

- LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE: Food	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	It’s the year 1762 works very hard What a great invention! blender, fibre, ingredients, minerals, nuts, portions, preparation method, recipe,
chicken, chocolate, crisps, fruit juice, ice cream, salad, sandwiches,  trawberries, water, yoghurt Story vocabulary bread, dinner, lunch, meat, slice, Bring me … ! CLIL vocabulary: Five-a-day the fun way! fruit salad, ice cube, ice lolly, smoothie, sugar, vegetable stick, vitamin hot/packed lunch, raw, treat Structures I like .../I love .../I don’t like ... Do you like ... ? Yes, I do./No, I don’t. I like ..., but I don’t like ... He/She likes ...	Are you ...? Yes, I am./No, I’m not. My favourite is … apples, bananas, biscuits, carrots, cheese, eggs, fruit, ham, meat, milk, peas, potatoes, vegetables eat, delicious, healthy, hungry, play cards the alphabet	Main function: asking what a word means Sorry, I don’t understand. What does … mean?
Pronunciation	-      /ɪ/ and /ɑɪ/ (biscuit, chicken / likes, nice)

 CROSS-CURRICULAR ITEMS

Social Science: Five-a-day the fun way!

 ATTITUDES AND VALUES

• Respect for other people’s likes and dislikes
• Enjoyment in interacting with others
• Awareness of sounds and spelling
• Interest in learning fun ways to eat fruit and vegetables
• Confidence in using classroom language
• Pleasure in reading a cartoon strip story
• Satisfaction in writing your project