Hello song!

WE SING THIS SONG EVERYDAY AT ENGLISH  TIME!!!

USEFUL CLASSROOM VOCABULARY

LET'S HAVE A LOOK AT OUR USEFUL TOOLS!

UNIT 2: THE GINGERBREAD MAN

 OBJECTIVES

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

ð   Identify parts of the body

ð   Listen and say Tiger’s word chant

ð   Listen and understand the story

ð   Recall and repeat the story

ð   Give a personal response and be aware of values in the story

ð   Sing the songs

ð   Practise pronunciation: /´U/

ð   Make the cut-out

ð   Act out the story using the cut-out

ð   Play the games

ð   Listen, understand and repeat the Ping and Pong story

ð   Identify the five senses

ð   Say the parts of the body you use for each sense

ð   Recognise and read key words

ð   Listen and respond to classroom language

ð   Review own learning

CONTENTS: 

1.- LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	(Sue and Jay) are making biscuits. You make (a gingerbread man) like this. You can’t (catch me).
Parts of the body arms, ears, eyes, hands, head, legs, mouth, nose Story vocabulary body, catch, clever, fox, gingerbread man, toes CLIL vocabulary: our five senses listen, see, smell, taste, touch Structures I’ve got (arms). This is the (head). This is my (nose). I (see) with my (eyes). We play (tag).	Mum, listen, run, wait I’m …	Stand up. Sit down. Put your hands up/down. Zip/unzip your pencilcase Open/close your book. Go to the board
Pronuntiation	-      The /əʊ/ sound (nose, toes)

Socio cultural aspects and intercultural awareness

ð   Interest in learning about the five senses

ð   Awareness of ways our senses relate to parts of the body

ð   Interest in learning about traditional games in the UK and comparing them with traditional games in your country 

ð   Pleasure in singing and acting out a traditional song

LITERARY EDUCATION

• Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).
• Introduction to the use of the school library
• Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Songs and rhymes: 

-    Hello, I’m Tiger

-    Goodbye, Tiger

-    Tiger’s word chant

-    I listen with my ears..

-    I brush my teeth

-    Hokey cokey

CROSS-CURRICULAR ITEMS

§ Science: Our five senses

ATTITUDES AND VALUES

ð   Interest in naming parts of the body

ð   Pleasure in a version of a traditional story

ð   Enjoyment in acting out the story

ð   Awareness of the importance of washing your hands

ð   Appreciation of the humour in the Ping and Pong story

ð   Respect for others in the group

ð   Confidence in responding to classroom language

ð   Willingness to review own learning 

UNIT 1: BACK TO SCHOOL

OBJECTIVES

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

•  Identify classroom objects
•  Listen and say Tiger’s word chant
•  Play the games
•  Listen and understand the story
•  Give a personal response and be aware of values in the story
•  Recall and repeat the story
•  Sing the songs
•  Practise pronunciation: /p/
•  Make the cut-out
•  Act out the story using the cut-out
•  Do a role play
•  Listen, understand and repeat the Ping and Pong story
•  Identify, ask and say what you do at school
•  Recognise and read key words
•  Listen and respond to classroom language
•  Review own learning

CONTENTS

1.-  LANGUAGE KNOWLEDGE AND USE

Linguistic knowledge:

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE	RECYCLED LANGUAGE	CLASSROOM LANGUAGE
Classroom objects bag, crayon, pen, pencil, pencil case, rubber, ruler, sharpener Story vocabulary basket, mum, toy CLIL vocabulary: what we do at school colour, draw, play, sing, talk bark, fly, good friend, school, teacher Structures It’s a (bag). Can I have this (pencil), please? Yes, of course. Thank you. Put it in the (basket). I (draw) at school. Do you (sing) at school? Yes, I do./No, I don’t. Don’t … ! Are you …? Yes, I am. I/We … Do you … ? My school uniform is (blue).	fun, roar, run, tiger Hello, it’s …	Can I have the …, please? Yes, of course. Here you are/ Thank you.	back to school, buy, free, holidays, real, supermarket

ATTITUDES AND VALUES

•  Interest in naming classroom objects
•  Enjoyment of a story about going back to school
•  Awareness of the importance of saying ‘please’ and ‘thank you’
•  Respect for others when communicating
•  Awareness of the value of practising pronunciation
•  Willingness to take turns
•  Confidence in using classroom language
•  Enjoyment in the humour of the Ping and Pong story
•  Pleasure in talking about what you do at school
•  Awareness of how you should behave at school
•  Willingness to review and assess learning 

UNIT 5: THE SORE PAW

OBJECTIVES

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

ð   Identify and say how animals move

ð   Listen and say Tiger’s word chant

ð   Listen and understand the story

ð   Give a personal response and be aware of values in the story

ð   Recall and repeat the story

ð   Sing the songs

ð   Practise pronunciation: /m/

ð   Make the story characters

ð   Act out the story using the story characters

ð   Play the games

ð   Do a role play

ð   Listen, understand and repeat the Ping and Pong story

ð   Ask and say how you move

ð   Read and write key words

ð   Listen and respond to classroom language

ð   Review own learning

CONTENTS: 

1.- LANGUAGE KNOWLEDGE AND USE

ACTIVE LANGUAGE			RECEPTIVE LANGUAGE
CORE LANGUAGE: Animals	RECYCLED LANGUAGE	CLASSROOM LANGUAGE	Along comes a ... ... goes away as fast as it can. ... pulls, comes out, better, take you home
crocodile, elephant, frog, giraffe, monkey, mouse, parrot, snake Story vocabulary paw, scared, sore, thorn CLIL vocabulary:how animals move climb, fly, jump, run, swim, walk Structures Can you help me, please? No, sorry. I can’t./Yes, of course I can. I can (jump)/I can’t (fly). A (giraffe) can (run). Can you (swim)? Yes, I can./No, I can’t.	hello, please, thank you I’ve got ... I’m ... run, fast, funny, hand	Can you help me, please? No, sorry. I can’t./Yes, of course I can. / Thank you.
Pronuntiation	-      The /m/ sound (monkey, mouse)

2.- SOCIO CULTURAL ASPECTS

ð   Interest in animals

ð   Pleasure in a story about animals

ð   Interest in learning about how animals move

ð   Enjoyment in learning a traditional rhyme and playing a game

ð   Interest in learning about animals in the countryside in the UK and comparing them with animals in your country 

3.- LITERARY EDUCATION

• Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Songs and rhymes: 

-          Hello, everyone

-          Goodbye, everyone

-          Tiger’s word chant

-          Can you help me, please?

-          A frog can jump

-          Eeny meeny miny moe

4.- CROSS-CURRICULAR ITEMS

§ Science: How animals move

5.- ATTITUDES AND VALUES

ð   Awareness of the importance of being kind to friends

ð   Enjoyment in practising pronunciation

ð   Willingness to take turns

ð   Respect for others in the group

ð   Pleasure in the humour of the Ping and Pong story

ð   Confidence in using classroom language

ð   Willingness to review own learning