Teacher's Guide

(Foreign Language)

ye a r s
3
Collective work designed, created, produced and
directed by:

Erlita Ojeda Zañartu

Ph D in Education
 ACTIVE ENGLISH ELEMENTS

Active English is a teaching-

learning approach that it is known

as Neues Lernen in Europe. It was

been developed in Liechtenstein. It

has been constantly supported by

S.D. Prince Hans – Adam II and the

Liechtenstein Office of Education.

This method is based on brain and

pedagogical research and is regularly

updated. It’s used in the European

Union Research Development Projects

to optimise teaching and learning.

In America, Active English started

in Costa Rica in elementary schools

with the support of the Ministry of

Education. Then it came to Peru with

the backing of IESPP CREA.

Active English respects individual learning styles, multiple intelligences and learners’ strengths and

potential. It enhances academic results, self – esteem, imagination, creativity, team building and self

– expression. Besides, it facilitates clear verbal / non – verbal communication, teaching / learning in a

supportive and motivating atmosphere and the removal of learning barriers.

Active English is a supportive, brain – friendly teaching approach, involving the learner as a whole, mind,

body, and emotions. It includes important key elements from: (Fletcher, 2000)

English / 3 years old

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1. Brain Gym

Physical exercises designed to encourage

better hemispheric integration, and thus
improve learning. Students develop
abilities in visual and auditory perception
and improved motor skills.

2. Mind Mapping

A non – linear method of note taking which links key words and ideas showed by colour coding or
symbols.

English / 3 years old

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 3. Sugestopedia

A method which fosters positive psychological growth

in addition to sharing information. Learning is facilitated
or inhibited by psychological or environmental factors.
It was developed by Dr. Georgi Lozanov.

A Suggestopedic class has the following cycle:

• Introduction: The subject is presented using pictures,

props, acting, mime and involving the students.

• The Session: presented through

- Active Concert - The teacher plays a tape of classical music while reading a text..

- Passive Concert - The teacher reads with clear pronunciation and at a normal speed while
Baroque music is playing.

• Elaboration: This is rich in games with specific teaching points.

4. Total Physical Response

Language learning in a very supportive group

dynamic through movement and gestures. Learners
absorb and assimilate information by responding
to commands which the teacher models. It was
developed by James Asher.

5. Learning Styles – Model VAK

This refers to the fact that while we learn something we use our own set of strategies. While
specific strategies vary according to what and how we learn, each of us tends to develop a global
preference. It is known as Neurolinguistic Programming Bandler and Grinder`s Model (Visual, Auditory
and Kinesthetic model).

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6. Multiple Intelligences

It was developed by Howard Gardner. He discovered eight

intelligences: musical, bodily – kinaesthetic, spatial, logical
/ mathematical, linguistic, interpersonal, intrapersonal,
naturalistic. He stated that each person is capable to
develop each intelligence in different levels. Spencer and
Miguel Kagan proposed a new way to apply the Multiple
Intelligences in a class.

They say that there are three visions for education and
these are: Matching, Stretching and Celebrating.

AFFIRMATIONS

It is important to use clear, direct language that is free of sarcasm. With words, tone of voice, facial
expression and body posture, you can communicate calmness and respect. In this way, you will avoid
shaming and judging children, keep the focus on the positive behaviour you want to see, and reduce
the likelihood of power struggles. Reinforcing language identifies and affirms students’ specific positive
actions and encourages them to continue their appropriate behaviour.

Creating a positive learning environment in your classroom will allow your students to feel comfortable,
safe and engaged and students will be more open to actively participating in class.

The following guidelines will help you use this kind of language to highlight a variety of student
strengths: their skills, their attitudes, or the process they used to do an assignment (Northeast
Foundation for Children, 2013)

• Name concrete and specific behaviour

• Use a warm but professional tone.

• Emphasize description over personal approval.

Affirmations help eliminate doubts and negative thoughts that can create tension, confusion and fears
about learning capabilities. Affirmations replace stale, worn – out or negative mind chatter with more
positive ideas and concepts.

When you are writing affirmations, remember to keep them simple. It can be one phrase or a simple
sentence in the present tense.

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 There are some affirmations that improve Learning Attitudes: (Wyler, 1990)
• Learning is fun.
• I learn very easily.
• I enjoy learning.
• I am reaching all my goals.
• Learning is a relaxing experience.
• I can learn whatever I wish.
• Learning and remembering are easy for me.
• I remember perfectly.
• I am supremely calm and confident.
• My mind is alert, my memory is powerful.
• The material I am learning is useful to me.
• The more I learn, the better I am at learning.

Other kinds of Affirmations which can be utilized throughout the class are Positive Suggestions for:
(Wyle r, 1990)

• Elimination of fatigue, strain and stress.

• Rest, renewal of energy.
• Improvement of motivation and ability to work.
• Improvement of self – esteem.

POSITIVE ATMOSPHERE

It is one of the sine qua non conditions for meaningful long term learning as it enables the neo-cortex to
function. Moreover it stimulates the desire to learn (as well as the desire to teach!), eliminates learning
blocks, and improves relationships in the classroom as well as generating an overall feeling of ease.

To be achieved, physical, as well as psychological, comforts are very important.

Affirmations can be written on posters and placed around the room in obvious and not – so – obvious
locations, and thereby function as positive subliminal influences. (Instituto Neues Lernen, n/d)

Students thrive in environments where they feel safe, nurtured and respected. All students, even
those who have learning difficulties and extraordinary personal challenges, can do well when they are
physically comfortable, mentally motivated and emotionally supported.

Creating a positive learning environment will optimize student learning, help you build a cohesive
classroom community and create a pleasant work environment for both you and your students.

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It is especially critical that you work proactively to create a positive learning environment when you
have students who are foster children, have suffered abuse or neglect, have transferred schools multiple
times, come from disadvantaged backgrounds or have severe academic, social or emotional difficulties.

This is an extremely important – and fun – part of creating a positive learning environment.

Your classroom should be a dynamic and engaging place to be for your students.

If you are afforded your own classroom, this is much easier than if you have to go from class to class
– although it’s still possible. In your own classroom, reserve a portion of the wall for each class that
you teach. This allows them to feel that they belong in the classroom. You can also use the walls to
reenforce your core ideals, such as community, by posting photos of students, group photos and student
work.

If you have to move from room to room, have a portable poster for each group you teach, and this
will establish a similar sense of belonging. Keep their past projects so that they know that their work is
valued.

Another aspect of ambience in the classroom is how it is physically set up. Again, this should reflect
your core ideals. Desks arranged in rows does not allow for a very communal atmosphere, so you may
want to come in just before your class and rearrange the desks in a circle, groups or pairs. Remember to
move them back when you’re finished in the room. (Create a Positive Learning Environment, n/d)

When students feel respected, supported, appreciated and valued, learning comes much more easily.
These steps will help you create a positive environment in your classroom that helps each child reach
their full potential: (McFarland, 2012)

1. Get to know each student as a person as soon as possible after meeting them. Have each student
complete a survey and/or write a biography. This can give you valuable information that will help
you find out who he or she is as a person and how you can best teach and support them.

2. Spend time with students individually every day. It’s crucial to make personal connections with your
students. They need to know they are important to you.

3. Fill your classroom with positive messages and quotes. Make it impossible for students in your
classroom to not feel that they are each destined for greatness.

4. Provide frequent positive feedback. Let students know that they are doing a good job. Tell them that
you notice their efforts and appreciate their hard work. Praise is a powerful positive motivational
tool.

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 5. Give students outlets for expression. Create a special place to display student art and writing.
Provide a box for students to place slips of paper with concerns written on them. Set up a mailbox
where students can send you either signed or anonymous notes about classroom issues.

6. Conduct a daily community meeting with students.

7. Allow students to make appointments with you to talk privately about overwhelming problems,
issues and dilemmas.

8. Make it clear that everyone in your classroom is to conduct themselves in a respectable manner,
treat others with respect and respect the property of others.

9. Make discipline about accountability and growth instead of punishment. Give students who
exhibit inappropriate behaviours a place to cool off and calm down. Have them reflect about the
unacceptable behaviour they engaged in, discuss other ways they could have handled the situation
and commit to taking action steps to insure that it will not happen again.

10. Do everything you can to make the physical environment of your classroom as comfortable and
cheerful as possible. Provide floor cushions, beanbag chairs and inspiring artwork. Clean out your
attic, basement or garage. You will probably find tons of items to enliven your classroom collecting
dust in those spaces.

INTRODUCTION OF KALEIDOSCOPE

Neues Lernen kaleidoscope comprises the presentation phase, including the introduction and concerts,
activation, and creative transfer. The term kaleidoscope was selected in order to reflect the fact that
the phases overlap creating “colourful” combinations rather than clearly occurring one after the other.
(Instituto Neues Lernen, n/d)

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I. Presentation. - We need to create a positive learning environment and to remove your learning
barriers. Start with relaxation activities. Negative emotions hinder learning.

a. Multi- sensory.-We integrate the different learning channels: visual, auditory, kinesthetic, gustatory
and olfactory. We call VAKOG. With our multisensory teaching method the physical environment
will be positive.

b. Texts.- Texts are based on dialogues with their respective translations to facilitate understanding of
the message and that the student feels free stress.

II. Activation. - We have a variety of activities. You know we need good balance between passivity and
activity. It is called “learning by doing”. It is based on learning styles and multiple intelligences.

a. Learning Activities. The games are wonderful tools that help assimilating the target material
and learning. They are also real skill builders, enhance verbal fluency, reduce stress, develop
organizational skills, and extend long term memory.

b. Atmosphere. Music in the background, posters on the wall, the chairs in a semi-circle facilitate the
communication, eye contact with everybody, and the visibility of the posters and cards. (Instituto
de Desarrollo Profesional – Uladislao Gámez Solano, 2009)

III. Creative Transfer. - Each learner actively creates his own knowledge. The activities used in the
creative transfer phase including drama, creative writing, etc. facilitate this process leading to
natural, spontaneous communication.

a. Activities. - Wide range of activities: Sketches, role plays, drama, creative transfer.

Drama, This creative process releases energy while fostering linguistic and intellectual
development. Drama is definitely a motivator, interactive, authentic, consolidate knowledge, and
integrate experiences.

Cre ative writing, It is and e ffe ctive me ans of ove rcoming writing blocks. It e nhance s
self- esteem. Creative writing activities generate concrete awareness, ownership of new structures,
meta- cognitive process, and achievement awareness.

b. Internalization. - You put the information into your own words, added it to your experience, and
drawn your own conclusions. (Instituto de Desarrollo Profesional –Uladislao Gámez Solano, 2009)

Su cc es s B re ed s
Su cc es s

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 YOUR AMAZING BRAIN: WHAT EVERY TEACHER SHOULD KNOW

We should know that every brain is unique and constantly changes as we interpret and re – assess
experience. This suggests that if we use lesson plans which engage and stimulate several of these brain
areas, our students will become more effective learners because this is how the brain itself naturally
operates. (Fletcher, 2001)

Two Hemispheres

Each he
misphe
re has spe
cific stre
ngths. The le
ft
hemisphere seems to be, analytical, logical, time –
sensitive processing. The right seems to be more holistic,
intuitive, involved with sensory perception rather than
with abstract cognition.

As te
ache
rs, we will be inte
reste
d not just in the
different strengths of the two hemispheres, but in how
they engage together in the learning process by using
music, visuals and visualization. (Fletcher, 2001)

The Cross – Over Principle

The Corpus Colossum is a thick band of white tissue (nerves fibres) lying below and connecting the two
hemispheres. It acts as a bridge between them. Most sensory input to the brain swiftly crosses via The
Corpus Colossum. This applies to visual, touch and auditory input. (Fletcher, 2001)

The Brain Stem

This is formed from the nerve cells running from the body via the spinal column. It is sometimes called
the reptilian or reflex brain. Various clumps of cells in the brain stem determine the brain´s general level
of alertness, and regulate heartbeat, blood pressure, and breathing.
Movement built into the lesson, some fresh air, the opportunity for the reflex brain to raise the heart
beat and get oxygen to where it is needed, will relieve the stiffness and tension caused by sitting still
and greatly improve concentration levels. (Fletcher, 2001)

The Cerebellum

This little brain is also connected with movement. Our brains are somehow connected in a very basic
way to the concept of movement. We will meet this fascinating and apparently very basic connection
between moving and learning again when we consider learning styles and bodily – kinesthetic –
intelligence. (Fletcher, 2001)

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The Limbic System

Emotions are generated in this region. The limbic system comprises a number of closely connected
elements. At a basic level, students need the security of knowing where they are going and the surety
that if they miss something it will be recycled later on. The role of the limbic system will be very evident
when we look at the impact of emotion on memory, and think about self – esteem and confidence.
(Fle tche r, 2001)

SOME EXERCISES OF BRAIN GYM

PACE (It means: Positive, Active, Clear and Energetic) is good the first thing in the morning, after breaks,
before sports, or whenever we need to refocus before a test.

It involves the following exercises:

Cross Crawl

Cross Crawl accesses both brain hemispheres simultaneously, and stimulates receptive as well as
expressive hemispheres of the brain, facilitating integration.

Brain Buttons

The Brain Buttons (soft tissue under the collar bone to the left and right of the breastbone) are
massaged deeply with one hand while holding the navel with the other hand.

Cook´s Hook – ups

Cook´s Hook – ups connect all the energy circuits in the body at one time and get the electrical energy
in the body moving when it is blocked. (Dennison, 1989)

Water

Water is an excellent conductor of electrical energy. The human body is made up of 2/3 (about 70%)
water. In a relaxed state, with proper water and nutrition, the body is hydrated. Water is essential to
proper lymphatic function. (Dennison, 1989)

The more ways you

teach
t h e m o r e st u d e n t s
you reach

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 PACE Song
(Tune: Frere Jacques)

Reference: Cohen, Isabel and Goldsmith, Marcelle; Hands On, How to use Brain Gym in the classroom;
based on the work of Paul and Gail Dennison.

Let’s drink water, When I rub on

I love water. my brain buttons,
It gives me I see clear –
energy. Far and near.
Have some water too. Do your buttons too.
It is good for you. It is good for you.
Drink it up! They clear you and
Drink it up! relax too.

This is how I How I love to

do the cross crawl: do my hook-ups.
Hand to knee,
Calms me down.
Hand to knee.
Cheers me up.
You can cross crawl
Do your hook-ups too.
too.
It is good for you It is good for you.
Activates and Helps us live more
Integrates. positive.

Are you in PACE yet?

Are you in PACE yet?
Let’s go see.
Let’s go see.
We’ll do PACE together!
We’ll do PACE together!
Come with me . . .
Come with me . . .

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 DAILY ROUTINES CHART
3 YEARS

DAILY ROUTINES
BRAIN GYM ACTIVITIES Positive, Active, Clear, Energetic

Hello
GREETINGS
How are you?

English / 3 years old

What’s the weather today?
WEATHER
It’s (sunny).

What’ day is today?

CALENDAR
Today is (Monday).

Classroom Family Boy- girl, parts Food, fruit, Places of the Farm animals, The weather, Party items,
objects, colour, members, of the body, drinks, colours community, land animals, clothes, Christmas
shapes parts of the parts of the workers, water animals, colours, objects, toys,
house, colour, face, emotions, places of work, wild animals temperatures, colours,
shapes, objects senses, means of numbers numbers
VOCABULARY REVIEW of the house numbers transportation

PHONEMIC AWARENESS CHART

3 YEARS
UNIT PHONEMIC AWARENESS
1 Hearing and repeating rhyming words that finish with -able : stable- table; -on: crayon- dragon; -air/ear: chair- bear, -ook: cook- book

2 Hearing and repeating rhyming words that finish with –ed: red- bed; -ue: blue- glue; -ow: yellow – pillow; -een: green- queen

3 Hearing and repeating rhyming words : head- bed; nose- rose; leg – bed; feet - sweet

4 Hearing and repeating rhyming words: one- sun; two – glue; three- tree

5 Hearing and repeating rhyming words that start with C: car, can, cap, cat and P: park, plane, pilot, painter, pan

6 Hearing and repeating rhyming words that start with CH: chick, chair, cheese, children and SH: sheep, shark, ship, shell

7 Hearing and repeating rhyming words that finish with –y: rainy- tiny; sunny – funny; cloudy – oldy; windy - tidy

8 Hearing and repeating rhyming words that start with A: ant, apple; C: cup, cat; M: mouse, moon

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CHART OF COMPETENCES, CAPACITIES, TOPICS AND PERFORMANCES – 3 YEARS OLD
ENGLISH AREA AS A FOREIGN LANGUAGE
UNIT COMPETENCE
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
U1
MY NEW SCHOOL
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
U2
MY FAMILY
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
English / 3 years old
U3
ALL ABOUT ME!
CAPACITY
• Identify greetings and farewells
(C1.1)
• Recognise the sequence of a story
about personal introduction. (C1.2)
• Express simple phrases from the
story. (C2.1)
• Identify pictures that rhyme with
classroom objects. (C1.3)
• Name pictures that rhyme with
classroom objects. (C2.2)
• Name classroom objects. (C2.3)
• Describe classroom objects and
colours (C2.4)
• Ask for and answer personal
information. (C2.5)
• Identify family members. (C1.1)
• Identify rooms of the house.C1.2)
• Express words about rooms of the
house and /or simple expressions
from the story. (C2.1)
• Identify rhyming words (C1.3)
• Express names of colours that
rhyme. (C2.2)
• Name colours and shapes. (C2.3)
• Describe objects of the house.
(C2.4)
• Describe his or her family tree.
(C2.5)
• Identify his or her genre. (C1.1)
• Identify feelings.C1.2)
• Express words about feelings. (C2.1)
• Identify rhyming words. (C1.3)
• Name rhyming words (C2.2)
• Describe parts of the face. (C2.3)
• Express actions related to senses
(C2.4)
• Describe his or her body. (C2.5)
TOPICS
• Greetings and farewells (C1.1
• Personal introduction (C1.2; C2.1; C2.5)
• Rhyming words (C1.3; C2.2)
• Classroom objects (C1.3; C2.2; C2.3;)
• Colours (C2.4;)
• Family members. (C1.1; C2.5; C2.6)
• Rooms of the house (C1.2; C2.1)
• Colours (C1.3; C2.2; C2,3; C2.5; C2.6)
• Shapes (C2.3;)
• Objects of the house (C2.4;)
• Male - female (C1.1)
• Feelings (C1.2; C2.1)
• Parts of the human body. (C1.3; C2.2;
C2.5;)
• Parts of the face (C2.3;)
• The senses (C2.4)
PERFORMANCE
• Identify greetings and farewells through a song.(C1.1)
• Recognize the sequence of a story about personal
information sequencing pictures. C1.2)
• Match pictures according of personal presentation
saying a story.(C2.1)
• Identify rhyming words completing and colouring
classroom objects. (C1.3)
• Name classroom objects that rhyme with other
pictures.(C2.2)
• Complete, colour and name classroom objects (C2.3)
• Describe classroom objects and colours following the
cat’s footprints.(C2.4)
• Ask for and answer personal information using a
puppet. (C2.5)
• Identify family members matching with a line. (C1.1)
• Identify rooms of the house sticking stickers. C1.2)
• Put in order pictures and name rooms of the house.
(C2.1)
• Identify and match pictures that rhyme. (C1.3)
• Point to the pictures and say rhyming words. (C2.2)
• Name colours and shapes of the parts of a house.
(C2.3)
• Match objects and rooms of the house and describe
them saying short sentences. (C2.4)
• Paste photographs and describe his or her family tree
(C2.5)
• Identify and color children according to their genre.
(C1.1)
• Identify and put in order a story. (C1.2)
• Colour a path and express a boy’s feelings. (C2.1)
• Identify, cut and paste pictures that rhyme. (C1.3)
• Trace, colour and name pictures that rhyme. (C2.2)
• Cut, paste and name parts of the face. (C2.3)
• Put in order a domino and say sentences. (C2.4)
• Cut, paste and name parts of the body. (C2.5)
 • He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
• Identify fruit and food. (C1.1)
• Identify the sequence of a story.
(C1.2)
• Describe fruits from the story. (C2.1)
• Identify rhyming pictures. (C1.3)
• Say rhyming words. (C2.2)
• Describe food he or she likes. (C2.3)
• Express how many food he or she
sees. (C2.4)
• Describe his or her lunchbox. (C2.5)
• Fruit and food (C1.1; C1.2; C2.1; C2.7)
• Colours (C1.2; C2.1; C2.4; C2.6)
• Rhyming words (C1.3; C2.2)
• M(C2.3; C2.4; C2.6;)
• Numbers (C2.4; )
• Drinks (C2.5;)
• Identify and paste pictures into the containers. (C1.1)
• Identify and put in order scenes.(C1.2)
• Match, colour and describe fruits. (C2.1)
• Identify and match pictures that rhyme. (C1.3)
• Say numbers and objects that rhyme. (C2.2)
• Circle and name food he or she likes. (C2.3)
• Describe food saying colour and quantities. (C2.4)
• Describe his or her lunchbox using high frequency
words. (C2.5)

English / 3 years old

YUMMY, YUMMY, YUMMY!
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
• Identify places in the community.
(C1.1)
• Identify the community workers
from a story. (C1.2)
• Name community workers from
the story. (C2.1)
• Identify initial sounds of letters
with C and P. (C1.3)
• Name objects whose initial sounds
are C and P. (C2.2)
• Name means of transportation.
(C2.3)
• Express phrases using pictures and
numbers from 1 to 4 (C2.4)
• Places of my community (C1.1; C2.5)
• Community workers (C1.2; C2.1; C2.5;)
• Initial sounds with letters C and P (C1.3;
C2.2 )
• Means of transportation (C2.3; C2.5;)
• Numbers (C2.4)
• Identify and match pictures of places.(C1.1)
• Identify and paste community workers .(C1.2)
• Describe people using high frequency words.(C2.1)
• Recognize and colour pictures that rhyme. (C1.3)
• Classify pictures and name them. (C2.2)
• Trace and name pictures of means of transportation.
(C2.3)
• Count and say phrases about objects and numbers
(C2.4)
• Colour, paste and name elements of his or her
community. (C2.5)

U5
• Describe his or her community
elements. (C2.5)

MY COMMUNITY!
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
• Identify farm animals. (C1.1)
• Recognize elements from the story
about animals’ habitat. (C1.2)
• Name elements from the story
about animals’ habitat. (C2.1)
• Identify name of animals and
objects that start with sh and ch
initial sound. (C1.3)
• Name animals and objects with
initial sounds sh and ch. (C2.2)
• Name numbers and zoo animals.
(C2.3)
• Express likes or dislikes about sea
animals. (C2.4)
• Farm animals (C1.1) • Identify and join farm animals using pieces of wool.
• Land and water animals (C1.2; C2.1) (C1.1)
• Identify and paste pictures of animals according to
• Letters Sh and Ch (C1.3)
their habitat. (C1.2)
• Wild animals (C2.3)
• Describe animals matching with their habitat. (C2.1)
• Numbers(C2.3)
• Identify and colour the initial letter of the pictures.
• Sea animals (C.4) (C1.3)
• Animals (C2.5;) • Name pictures that start with ch or sh initial sounds.
(C2.2)
• Count, draw and name zoo animals (C2.3)
• Say phrases about his or her preferences. (C2.4)
• Design his or her favourite animal and name it. (C2.5)

U6
• Describe his or her favourite
animal according to its habitat.
(C2.5)

ANIMAL, ANIMALS!

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• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
• Identify different types of weather.
(C1.1)
• Recognize elements from the story
about clothes and weather. (C1.2)
• Name elements from the story
about clothes. (C2.1)
• Identify rhyming pictures. (C1.3)
• Express adjectives that rhyme.
(C2.2)
• Describe clothes and colours.
• The weather (C1.1; C1.2; C2.6)
• Clothes (C1.2; C2.1; C2.3; C2.4; C2.5; C2.6)
• Adjectives (C1.3; C2.2)
• Colours (C2.3)
• Identify and join the weather pictures (C1.1)
• Identify, cut and paste clothes.(C1.2)
• Complete, colour and name clothes. (C2.1)
• Identify, match and colour pictures. (C1.3)
• Cut, paste and name pictures that rhyme. (C2.2)
• Complete, colour and name clothes that he or she is
wearing.(C2.3)
• Play a game and say what he or she is wearing. (C2.4)
• Put on clothes to his or her paper doll and describe it.
(C2.5)

THE WEATHER LIKE?

(C2.3)
• Express what he or she is wearing.
(C2.4)
• Express what his or her paper doll
is wearing. (C2.5)

U 7
WHAT’S
• He or she listens actively and
understands correctly words
and/or simple expressions
related to his or her
environment. (C1)
• He or she expresses using
words and/or simple
expressions related to his or her
environment to communicate.
(C2)
• Identify party items. (C1.1)
• Recognize elements from the story
about birthday presents. (C1.2)
• Name elements from the story
about birthday presents. (C2.1)
• Identify pictures with a, c, m initial
sounds. (C1.3)
• Express words with a, c, m initial
sounds. (C2.2)
• Name Christmas items. (C2.3)
• Express differences naming objects
and colours. (C2.4)
• Express what is his or her favourite
toy. (C2.5)
• Party items (C1.1;) • Identify and colour party items (C1.1)
• Toys (C1.2; C2.1;) • Identify pictures of a story and past them .(C1.2)
• Name toys following a maze. (C2.1)
• Initial sound with A, C and M (C1.3; C2.2)
• Identify and colour the pictures with a, c, m initial
• Christmas items (C2.3; C2.4; C2.6)
sounds. (C1.3)
• Colores (C2.4) • Classify and express words with a, c, m, initial sounds.
(C2.2)
• Describe Christmas items naming their colours. (C2.3)
• Say differences between the two pictures naming
colours and objects. (C2.4)
• Draw, colour and name his or her favourite toy.(C2.5)

U8 IT’S A CELEBRATION!

English / 3 years old