Primary, Secondary and Bilingual School

Annual Planning

Teacher: Micaela López Book: Tiger Time 2 Level: 3rd form Year: 2018

Objectives Units Contents

Conceptual Procedural / Activities Attitudinal

Diagnosis o Vocabulary: Colors, Throughout the year the students will: Understanding the importance
o Getting to Starter numbers (1-20), the o Sing songs of learning a foreign language.
know each Unit alphabet, personal o Work on the blackboard, with their
other How are information (I am… /My computers, with photocopies, and Showing interest and
o Associating you, name is…/I live in…, etc.) several resources that arise during participating in the classroom.
pictures and Tiger? Greetings (hi, hello) other the year. Also, we will take
sounds with words (play, speak, count, advantages of the virtual blackboard Encouraging Individual, pair and
their climb a tree, eat ice-cream, to watch videos and to practise group work
meanings etc.) Days of the week, the online exercises.
o Reflecting weather, classroom objects o Practise dialogues in pairs related to Being tolerant and respectful
on the o How are you? I’m fine, the topics seen in class.
different thank you. What’s your o Improve their learning experience by
values name? How old are you? resorting to creativity in daily tasks
developed I’m (eight). Let’s be friends. or assignments. (Example: The
in class How many (bikes)? Where’s students learn about a topic related
(number 16)? It’s on the to animals and they will have to
(skateboard). Today is write a description about their
(Monday). Can I have a favorite animal and stick a photo
(pencil), please? Here you about that animal, they will include
are. Thank you. where it lives, its food, where we
can find this animal and its main
features )
o Play games (bingo, memo test,
crosswords, etc.)

Unit 1
o Vocabulary: Rooms in a o Be able to understand and practise Understanding the importance
A surprise
o Naming and house and furniture the grammatical structure of spatial intelligence
describing a (bedroom, kitchen, garage, o Be able to recognize main
bed, fridge, clock, etc.) information of a story Showing interest in different
house and its
 rooms Prepositions (behind, in, o Be able to predict what happens in a types of houses and furniture
o Listening to next to, etc.) Types of story from pictures
and reading housing (flat, house, o Be able to reflect on values
houseboat) o Be able to recognize types of houses
the story of the
o Where’s (Jay)? Is (he) (in) o Be able to identify people’s
unit the (hall)? Yes, (he) is./No, possessions
o Talking about (he) isn’t. The (fridge) is in o Project #1
where people the (kitchen). Have you got “My dream house”
are and a (clock) in your (bedroom)? The students will draw a plane of
people’s Yes, I have./No, I haven’t. I their dream house. They will
possessions live in a (flat) describe their houses by using
o Talking about pictures, stickers, drawings and
writing about the furniture they
location of
have chosen for their houses.
things
o Drawing and
describing an
invented house

o Be able to identify different animals

o Naming and Unit 2 o Vocabulary: bird, hamster, by their descriptions or pictures Understanding the importance
A new pet turtle, kitten, rabbit, lizard, o Be able to recognize animals’ of animal preservation
describing
fish, puppy, leaves, seeds, habitats
different Understanding the importance
meat, fish, grass, insects o Be able to talk about what you have
animals and guinea pig of taking care of pets
or have not got
what they eat o What has (she) got? Has o Project #2
o Listening to (she) got a (lizard)? Yes, “Awesome animals”
and reading (she) has./No, (she) hasn’t. The students will create a new
the story of the (She) hasn’t got a (rabbit). animal or they will create a new
My (brother) has got a animal by mixing other parts of
unit
(rabbit). (Rabbits) eat animals. After that, they will name
o Talking about
(grass) the animal and write a short
possessions
description of it. The students will
o Writing about include its food, place in which it
your favorite lives, main features, its abilities, etc.
animal They will draw the animal and then
o Talking about tell the class what they have
invented.
 your pets
Unit 3 o Vocabulary: shorts, shirt, o Be able to identify types of clothes Showing tolerance towards
o Naming and Where’s coat, jumper, trousers, T- o Be able to classify clothes different kinds of dressing
describing my coat? shirt, skirt, shoes and socks o Be able to express your preferences
what people spring, summer, autumn, about famous people
are wearing winter, flower, tree jeans,
o Listening to scarf
and reading o Is this your (coat)?
the story of I’m/You’re wearing (my
the unit coat). In (spring), you can
o Talking about see (flowers) on the tree.
what people (My) favorite season is
wear in each (winter). I like (spring). It’s
season of the my favorite season. In this
year picture, it’s (winter). I’m
o Talking about wearing (a hat).
your
preferences
about clothes
and weather
o Writing about
your favorite
famous
person
Unit 4 o Vocabulary: board game, o Be able to identify different activities Understanding the importance
Break time hide and seek, football, o Be able to compare different of enjoying practise sports or
basketball, cards, tag, activities activities
o Naming and
hopscotch, computer game o Be able to recognize other people’s
describing
classroom, gym, corridor, wishes Showing respect to other
different
library, canteen, playground o Be able to recognize your own people’s preferences
activities
leapfrog, rock, paper, abilities
o Listening to
scissors o Be able to talk about different sports
and reading
o I want to play (football). Do or activities you like or practise
the story of
you want to play (cards)?
the unit
You can/can’t (play ball
o Talking about
games) in the (classroom).
your favorite
At break time, I play
activities
(leapfrog) in the
o Writing about
 your (playground).
preferences
of activities
or sports

o Naming and Unit 5 o Vocabulary: toothache, o Be able to identify your feelings Understanding the importance
talking about What’s headache, cough, cut, o Be able to talk about how you feel of a healthy life-style
how you feel the earache, cold, tummy ache, o Be able to talk about your daily
o Listening to matter? sore throat drink water, routine Showing respect towards other
and reading wash, do exercise, eat well, o Be able to deduce from pictures people’s activities
the story of play, sleep well brush my
the unit teeth Showing respect when other
o Talking about o What’s the matter? I’m person is talking
your daily feeling (ill). I’ve got (a
routine headache). Have you got (a Understanding the importance
o Talking about cut)? Yes, I have./ No, I of being responsible with our
your feelings haven’t. I (do exercise) bodies and people’s bodies
o Writing a every day. Do you (sleep
description of well) every day?
your daily
routine

o Naming and Unit 6 o Vocabulary: beach, water o Be able to recognize different places Understanding the importance
describing a On holiday park, zoo, funfair, aquarium, in town of nature
landscape park, ice rink, swimming o Be able to identify different actions
o Listening to pool stop, stand on the o Be able to identify the existence of Showing respect towards other
and reading pavement, look left, look things people’s culture
the story of right, listen, cross the road o Be able to talk and describe your
the unit cinema town or a landscape Understanding the importance
o Talking about o There’s (an ice rink). Is there o Project #3 of places in town
your favorite (an aquarium)? Yes, there “My marvelous town”
places is./No, there isn’t. Don’t Students will imagine a wonderful
o Asking and (stand in the road). In my and creative city, where there are
answering town, there’s a (park). only places that students like. They
about places will draw a map of this town and
in town draw the places in town and name
o Writing about each of them. After drawing, the
your town students will write a short paragraph
to describe what places in town they
have chosen. Students who want will
be able to show their project to their
classmates.