Professional Documents
Culture Documents
Yazoo 1-Program
Yazoo 1-Program
Teaching Programme
Primary Education
Primary First
English
Hello!
Alphabet Aa-Zz
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and chant (Alphabet PB pages 6-11), Listen and and sing (Hello! PB Page
5), Listen and point and say (Numbers PB page 12).
Play a game (Flashcard and Word and Picture games-Match and trace alphabet
letters. PB pages 6-11).
Listen to the story. Then act out (Hello! PB Page 4). Act out a story (Hello! PB
Page 5).
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Alphabet AB page
6).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: Alphabet PB pages 6-11, Hello! PB
page 5
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Hello! Page 5
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Common greetings).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves. : Greetings and farewells. (‘Hello!’
PB pages 4-5).
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets (AB page 6).
- Social Studies: Learning how to interact with others.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
Formative Evaluation
Summative evaluation
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (Alphabet Lesson, pages 6-11).
Pupil’s Book:
Evaluation criteria:
- Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics:
- Be able to read the numbers from 1 to 10.
- Be able to read phrases that express: number + object.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace and copy the numbers.
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating and identifying some personal aspects that might help them
learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (The alphabet A-Z and
Colours p2-7).
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
1a-It’s a book
1b-Is it a pencil?
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen, point and say: Lesson 1a It’s a book (PB page 14), Listen and sing:
Lesson 1b Is it a pencil? (PB page 16),
Play a game: Lesson 1a Identify the objects (PB page 15) and Lesson 1b Is this
your (ruler?) (PB page 17)
Listen to the story. Then act out (Lesson 1a PB page 3).
This competence is develop throughout the unit through the following activities:
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 1a PB page
15).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: “Who is it? PB page 16, Chant
‘Simon says’ Extra in TB page 16.
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
round-up TB page 15,Mime round-up TB page 17, Draw (AB page 11).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 3
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 17).
V. EVALUATION
Formative Evaluation
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit (‘What about you?’, page 11).
Pupil’s Book:
Evaluation criteria:
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise classroom objects.
- A chant (‘Simon says’)
- A song (‘who is it?’).
- A story with visual cues.
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics. (Unit 1 quiz Diagnostic Test-Active Teach
resources):
- Be able to read names of classroom objects.
- Be able to read phrases that express: colour+ object.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace and copy words (ruler, pencil, crayon, pencil case, bag)
-
BLOCK 3. Knowledge of the language.
Vocabulary
Learn and develop vocabulary (Review 1 Test, pages 24-25 Diagnostic Test-
Teacher’s Book):
- School objects: pencil case, ruler, pencil, rubber, pen, crayon, bag
- Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit. (Activity Book ‘What about
you? Page 11).
- Picture Dictionary.
-
BLOCK 4. Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
2a-This is my mum
2b-Here’s Trumpet.
Review 1.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and point and say (PB page 18, PB page 20), Listen and sing (PB page
20)
Play a game (PB page 21).
Presentation of a project (‘Your project’ in Social Science section PB pages 22-
23)
Listen to the story. Then act out (PB page 18)
This competence is develop throughout the unit through the following activities:
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Draw, ask and answer (Unit 2a PB
page 19), ‘Your Project’ Draw and say (Social sciences lesson PB page 23).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: ‘I spy’ Lesson 2a, TB page 18 and
sing ‘’Here’s…’ (Lesson 2b, PB page 20)
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
(PB page 19) and ‘Your Project’ (PB page 23).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 18.
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Families and School life).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Work in teams to play the game,
lesson 2b page 21)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with
worksheets (‘I can do it’).
- Social Studies: Describe family and school relationships.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
Teaching Programme – Yazoo 1
- Read numbers.
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Round-up ‘Hangman’ TB page 23).
Formative Evaluation
Complete the numbered exercises. (PB and AB Unit 2a, Unit 2b and Social sciences
section).
Summative evaluation
- Self-evaluation activity at the end of the Unit (‘I can do it!’ worksheet)
Self-evaluation
Activity Book:
Evaluation criteria:
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise family vocabulary.
- Recognise school vocabulary.
- A chant (‘I spy’)
- A song (‘Here’s…’).
- A story with visual cues.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Grammar
Understand and apply grammar rules correctly: Unit 2 quiz Diagnostic Test-
(Active Teach resources section) Review 1:
- Language structures: This is my mum/dad/brother/sister/teacher etc…
Here’s my bag/book/pencil case. How are you? -I’m fine.
Phonics
Reflection on learning.
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and point and say (PB pages 26 and 28), Listen and stick (PB page 27)
Listen and sing (PB page 28)
Play a game (Snap! Unit 3a PB page 27 and Unit 3b PB page 29).
Listen to the story. Then act out (PB page 26).
Listen, read and follow the story ‘Look at my pet’ (PB pages 38-39).
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: Make a class pets
survey using vocabulary learned in the unit.
Use their own abilities working in activities individually (AB pages 18-21) while
familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (‘what about
you?’ PB page 29).
This competence is developed throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 3a PB page
27) and cut-outs (PB games pages 27 and 29)
Develop social skills and character traits like respect, cooperation and team
work: play games (PB pages 27 and 29)
Get used to work in activities to create ideas, to plan and act out, etc.: Cut-out:
cards for ‘Snap!’ game PB pages 27 and 29)
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 26
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Pets).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Ask and answer questions politely
using ‘please’ and ‘thank you’))
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets.
- Learn and reflect on care of pets, animals etc. (PB pages 26-29).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Play game in pairs, listening and speaking to one another and taking turns
appropriately (PB page 29).
Formative Evaluation
Self-evaluation
Activity Book:
Evaluation criteria:
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise vocabulary about animals.
- Recognise vocabulary about colours.
- Understand Basic classroom instructions.
- A song (‘Have you got a pet?’).
- A story with visual cues (Story Time 1-‘Look at my pet’)
- Understand questions and answers.
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
- Animals: pet, hamster, guinea pig, rabbit, cat, dog, snake, bird.
- Colours: pink, grey.
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating, use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
Review 2.
I. OBJECTIVES
-
Recognize and reproduce sounds, rhythm, accentuation, and intonation:
- Initial letter sounds /k/g/
- Rhythm and intonation.
Develop effective language-learning practices.
- Use prior knowledge.
- Follow instructions
- Remember new words.
- Logical thinking: label tick chart correctly, make connections between
pictures and diagrams.
- Reflect on their own work and self-evaluate themselves at the end of the
Unit.
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and point and say (4a PB page 30 and 4b PB page 32), Look and say (4a
PB page 31) Listen and sing (4b PB page 32).
Play a game (4b PB page 33) and ‘People are different’ (PB page 35).
Draw and Say (‘Your project’ for ‘People are different’ PB page 35).
Listen to the story. Then act out (PB page 30).
This competence is develop throughout the unit through the following activities:
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 4b AB page
24).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: ‘this is my friend (PB page32).
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
your friend (AB page 25) Draw and say ‘Your project!’ (Social sciences section
PB page 35)
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Social sciences ‘Extra’-Describe themselves (TB page
34) Reading story aloud ‘Look at my pet’ PB page 38-39
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life and society values-‘Everyone is different’).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns in Unit 4a ‘Look and say
PB page 31) Play game (Unit 4b PB page 33)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Poster projects with
stickers, cross-curricular worksheets (Social sciences section ‘People are
different).
- Social Sciences: Learning that everyone is different.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 35).
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Round-up TB page 35).
Formative Evaluation
Summative evaluation
Tests:
Self-evaluation
Activity Book:
Pupil’s Book:
Evaluation criteria:
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
-Recognize vocabulary about animals.
-Recognise vocabulary about parts of the body.
-Recognise vocabulary that describe facial features.
-Recognise vocabulary about colours.
-Understand and follow classroom instructions.
-A song (This is my friend).
-A story with visual clues (Look at my pet).
-Understand questions and answers.
- Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics:
- Be able to read the names of different body parts.
- Be able to read the names of different animals.
- Be able to read phrases that express: person and article.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace and copy animal names, colours and body parts.
-
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts:
Vocabulary
- Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears.
- Adjectives: long, short, straight, curly, small, big, scary.
Grammar
Teaching Programme – Yazoo 1
Understand and apply grammar rules correctly:
- Language structures: I’ve got/haven’t got, He/she’s
got/haven’t got…
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating, use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
-Picture Dictionary & Cross curricular links activity with CD2 Tracks05 & 06
Pupil’s Book:
-
BLOCK 4. Socio-cultural aspects and intercultural awareness
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
5a-They’re cars
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and stick (5a PB page 41) Listen and match (5b PB page 43), Listen and
sing (5b PB page 42), Listen, point and say the words (5a PB page 40, 5b PB
page 42).
Play a game (5a PB page 41, 5b PB page 43).
Listen to the story. Then act out (5a PB page 40).
This competence is develop throughout the unit through the following activities:
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 5a PB page
41).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: ‘Are they your (dolls)? Unit 5b, “I’ve
got a (doll) word chain unit 5b)
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
Unit 5a AB page 28 and unit 5b AB page 31)
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of unit 5a.
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Toys).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns when playing games).
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 43).
Formative Evaluation
Summative evaluation
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of 5b- what about you? What’s your favourite
toy? (AB page 31)
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
-Be able to read vocabulary about toys.
-Be able to read vocabulary about colours.
-Be able to read understand simple questions about toys.
-Be able to read and follow a story with visual clues.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace, copy and complete vocabulary about toys.
-
Teaching Programme – Yazoo 1
BLOCK 3. Knowledge of the language.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of unit 5b-What about you? What’s your
favourite toy? (AB page 31)
Science: Materials
Review 3
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and chant (Alphabet warm up in 6a PB page 44), Listen and sing (‘Can
you…?’ in 6b PB page 46), Draw and say (Your project in Sciences section PB
page 49)
Play a game (Unit 6a PB page 45 and unit 6b PB page 47).
Listen to the story. Then act out () Unit 6a PB page 44.
This competence is develop throughout the unit through the following activities:
Teaching Programme – Yazoo 1
Understand and use learning strategies in the classroom: Collect classroom
objects to play game in science section about materials.
Use their own abilities working in activities individually (AB pages 32-36) while
familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (‘what about
you?’ AB page 35).
Use the reference materials: Cross-curricular links (PB page 103).
Begin to manage effectively a set of strategies, resources of intellectual work:
(Picture dictionary (PB page 100)).
Develop critical thinking: (To play team game in quiz in Review 3 PB page 51).
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with cut-outs (Unit 6a PB page
45). Work with stickers (Unit 6b AB page 34).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: ‘Can you…?’ Unit 6b PB page 46)
Chant in the round-The alphabet (Unit 6a warm-up PB page 44)
Get used to work on activities to create ideas, to plan and act out, etc.: Actions
game (Unit 6a PB page 45) ‘Your project’ (Science section PB page 49)
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit (PB page 44)
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns while playing games,
greet one another and praise others.)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets (Materials).
- Social Studies: Learning about actions and things they can do.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 45).
- Play game in a pair, listening and speaking to one another and taking turns
appropriately (Round-up TB page 49).
Formative Evaluation
Summative evaluation
Self-evaluation
Activity Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review
target vocabulary.
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral
form, about familiar and interesting topics (Review 3 Diagnostic tests in PB
and AB):
-Be able to read the numbers from 1 to 6.
-Be able to read action vocabulary.
-Be able to read vocabulary about toys.
Write words, common phrases and expressions with a purpose following a
model (Review 3 Diagnostic tests in PB and AB):
- Be able to write the numbers 1 to 6.
- Be able to trace, copy and complete action vocabulary.
- Be able to trace, copy and complete toy vocabulary.
- Be able to trace, copy and complete simple phrases.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts:
Vocabulary
-Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly
-Toys: puzzle, train, robot, doll, ball.
Grammar
-Language structures: can, can’t, Yes, I can, No, I can’t, Look at…It’s…
They’re…
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review
target vocabulary.
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen point and say (PB pages 52 & 54) Listen and sing (PB page 54)
Play a game (PB pages 53 & 55).
Listen to the story. Then act out (PB page 52).
This competence is develop throughout the unit through the following activities:
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 7a PB page
53).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: ‘Where’s my (brother) Where is he?
PB page 54).
Get used to work in activities to create ideas, to plan and act out, etc.: Act out
(PB page 52) Mime (Round-up TB page 53).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of Unit 7a (PB page 52).
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Home life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Take turns when playing games and
asking and answering questions (Unit 7a PB page 53 Unit 7b PB page 55)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers
(Unit 7a PB page 53).
- Social Studies: learning about the places where things belong to into eh
home and garden (Units 7a & 7b).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is developed in the Unit through:
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (PB page 55).
V. EVALUATION
Formative Evaluation
Self-evaluation
- Self-evaluation activity at the end of each Unit (‘I can do it!’ worksheet)
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
-Be able to read vocabulary about house and home.
-Be able to read simple questions (‘Where’s…(mum)? And answers (She’s in …)
-Be able to read animal names.
-Be able to read the numbers from 1 to 10.
-Be able to read and follow a story with visual clues.
Write words, common phrases and expressions with a purpose following a
model:
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Active Teach Resources section:
Teaching Programme – Yazoo 1
-Unit 7 quiz
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
Review 4.
I. OBJECTIVES
Interdisciplinary language:
- School objects: book, pencil, crayon, bag, robot.
- People: girl, boy.
- Toys: car, teddy, doll.
- Animals: cat, dog, rabbit, hamster.
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Begin to recognize and reproduce the sounds, rhythm stress and intonation.
-The sounds: /θ/ð/
Identify and use the lexical terms:
-Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf.
-Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven,
twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
twenty.
-School objects: book, pencil, crayon, bag, robot.
-People: girl, boy.
-Toys: car, teddy, doll.
-Animals: cat, dog, rabbit, hamster.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and chant (PB page 60), Listen and sing (PB page 58), Listen and say
what’s next (PB page 60), Listen and mime (‘Extra’ TB page 56) Listen, point
and say (PB pages 56, 58, 64)
Play a game (PB page 59).
Listen to the story. Then act out (PB page 56). Act out a story (Where’s Molly?).
This competence is develop throughout the unit through the following activities:
This competence is developed throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers & cut-outs (Unit 8b
AB page 44 & PB page 59).
Develop social skills and character traits like respect, cooperation and team
work: Sing songs, rhymes and chants: ‘Let’s Tidy up!’ (PB page 58, It’s a (red)
house…It’s number (thirteen) (PB page 60).
Get used to work in activities to create ideas, to plan and act out, etc.: Mime
‘Extra’ TB page 56, ‘Present: ‘Your project’ (PB page 61).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB pages 64-65.
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school and home life).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Listen and respond appropriately to
classmates (Presentations of ‘Your project’)
Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets (Unit 8b AB page 44 & PB page 59).
- Social Studies: learning about the places where things belong to (‘Tidy up the
toys (PB pages 58-59).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
Teaching Programme – Yazoo 1
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Round-up TB page 61).
Formative Evaluation
Summative evaluation
Self-evaluation
Activity Book:
Pupil’s Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
- Be able to read the numbers from 1-20.
- Be able to read vocabulary about objects.
- Be able to read vocabulary about places in the home.
- Be able to read simple questions and answers.
- Be able to read a story with visual clues.
Be able to trace, copy and complete vocabulary about places in the home. Write
words, common phrases and expressions with a purpose following a model:
- Be able to write their names.
- Be able to write the numbers 1-20.
- Be able to trace, copy and complete vocabulary about objects.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
Pupil’s Book:
-Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen, point and say (PB pages 66, 68), Listen and sing (PB page 68).
Play a game (PB page 67 and 69).
Listen to the story. Then act out (PB page 66). Act out being in a restaurant (PB
page 67). Mime (TB ‘Extra’ Page 66)
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
Use their own abilities working in activities individually (AB pages 48-51) while
familiarizing with pre-reading and pre-writing.
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 9a PB page
67). Work with cut-outs (PB pages 67, 69).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: Sing song (PB page 68).
Get used to work in activities to create ideas, to plan and act out, etc.: Act out
being in a restaurant ‘Extra’ (TB page 67). Draw (AB page 48, 51).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 66).
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life/ food and restaurants).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Listen and share as others read,
speak, mime etc.
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with stickers,
cross-curricular worksheets.
- Social Studies: learning about foods and personal preferences.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Count, Identify and use vocabulary about numbers (vote and make a class
survey).
Teaching Programme – Yazoo 1
Interpersonal, social and civil competence
- Act out being in a restaurant in a small group, listening and speaking to one
another and taking turns appropriately (TB page 67).
- Act out the story with whole class, listening and speaking to one another and
taking turns appropriately (PB page 66).
Formative Evaluation
Summative evaluation
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit. (What about you? Page
51).
- Active Teach Resources section:
- ‘I can do it! Worksheet.
Evaluation criteria:
Understanding the main idea and most relevant details in oral texts with the
help of linguistic and non-linguistic elements related to the contents of the Unit:
- Recognise the characters.
- Recognise and use the vocabulary for names of food and drink.
- Recognise and understand questions and answers.
- A song ‘Do you like…?’ (PB Page 68).
Teaching Programme – Yazoo 1
BLOCK 2. Reading and writing
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
- Be able to read the unit vocabulary.
- Be able to read a story with visual clues.
- Be able to read questions and answers.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace, copy and complete the unit vocabulary.
- Be able to write letters-T/F.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
- Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich,
crisps, apples, tomatoes.
Grammar
Phonics
Reflection on learning.
- Self-evaluation activity at the end of each Unit. (What about you? Page
51).
- Active Teach Resources section:
- Unit 9 Quiz.
- ‘I can do it! Worksheet.
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
Science: Food.
Review 5.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and sing (PB page 72), Listen, point and say (PB pages 70, 72).
Play a game (PB page 75 and PB page 77).
Listen to the story. Then act out (PB page 70). Mime actions (PB page 70 & 72).
Present a project (PB page 75).
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
Use their own abilities working in activities individually (AB pages 52-56) while
familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (‘what about
you?’ AB page 55 and Review 5 Page 57).
Use the reference materials: Cross-curricular PB page 104).
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 10b AB page
54).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: Sing song: ’Stand up!’. Word chain:
game: ‘I like rice’.
Get used to work in activities to create ideas, to plan and act out, etc.: ‘Your
project’.
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 70.
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Hobbies/interests/sports/activities).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Recognise different people have
different interests.
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Poster projects with
stickers, cross-curricular worksheets.
- Science: learning about different food and where it comes from.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Play game in a small group, listening and speaking to one another and taking
turns appropriately (PB page 77).
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Round-up TB page 75).
Formative Evaluation
Summative evaluation
Unit 10 quiz.
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of Unit. (‘What about you? Page 55).
- Review 5 (page 57).
Pupil’s Book:
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
- Be able to read the numbers from 1 to 10.
- Be able to read and answer simple questions.
- Be able to read and follow simple instructions.
- Be able to read a story with visual clues.
-
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to copy, trace and complete the vocabulary of the unit.
- Be able to write simple sentence answers to questions.
- Be able to write simple descriptions about favourite food.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of Unit. (‘What about you? Page 55).
- Review 5 (page 57).
Pupil’s Book:
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen point and say (PB pages 78 & 80), Listen and sing (PB page 80)
Play a game (PB page 81).
Listen to the story. Then act out (PB page 78). Mime (TB ‘Extra’ page 78).
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
Use their own abilities working in activities individually (PB pages 78-81) while
familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it: (‘What about
you? AB page 61).
Use the reference materials: Cross-curricular pages in the PB.
Begin to manage effectively a set of strategies, resources of intellectual work:
(Picture dictionary, Pupil CD).
Teaching Programme – Yazoo 1
Develop critical thinking: (Ask and answer logical questions, match words and
pictures).
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with stickers (Unit 11a PB page
79).
Develop social skills and character traits like respect, cooperation and team
work: Sing songs, rhymes and chants: ‘Are you wearing your (hat)? (PB page
80)
Get used to work in activities to create ideas, to plan and act out, etc.: Play the
game (PB page 81). Mime and Act out (PB page 78)
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 3
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life).
Competence in interaction with the physical world
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves: Take turns while playing games. (PB
page 79, 81)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Poster projects with
stickers, cross-curricular worksheets (PB page 79).
- Social Studies: learning about the different clothes we wear.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Survey with whole class, listening and speaking to one another and taking turns
appropriately (warm-up TB page 81).
Formative Evaluation
Self-evaluation
Activity Book:
- Self-evaluation activity at the end of each Unit: ‘What about you?’ (AB
page 61).
Active Teach Resources section:
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
-Be able to read vocabulary about clothes.
-Be able to read vocabulary about colours.
-Be able to read a story with visual clues.
-Be able to read questions and answers and instructions.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
- Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes.
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
- Self-evaluation activity at the end of each Unit: ‘What about you?’ (AB
page 61).
Active Teach Resources section:
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
Review 6.
I. OBJECTIVES
Recycled language:
- Dance, sing, jump, fly, skip, name, shout, favourite, toy, doll,
plane, train, book, school, pet, friend, hamster, cat, dog, red,
T-shirt, hat, coat, sweater, trousers, dress, shorts, white, apple,
doll, living room, shiny, animal, mum, girl, boy.
- Look at me! Here’s a …for you.
- Numbers 1-20.
Show a receptive attitude towards those who speak a different language than
their own.
Learning about the language, lifestyle and culture of English-speaking world.
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and sing (PB page 84), Listen, point and say (PB pages 82, 84, 90).
Play a game (PB page 87).
Listen to the story. Then act out (PB page 82).
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
This competence is develop throughout the unit through the following activities:
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with drawings (Social Science PB
page 87).
Develop social skills and character traits like respect, cooperation and team
work: Sing songs, rhymes and chants: “Let’s have a party!’ (PB page 84).
Get used to work in activities to create ideas, to plan and act out, etc.: Draw
and trace (AB page 65), ‘Your Project’ (PB page 87).
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Acting out the story of the Unit PB page 82.
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(school life, describe the weather).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Take turns to ask and answer
questions)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Poster projects with
cross-curricular worksheets.
- Social Studies: learning about the weather.
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Play game with whole class, listening and speaking to one another and taking
turns appropriately (Extra! TB page 83).
Summative evaluation
Tests:
- Unit 12 Quiz.
Self-evaluation
Activity Book:
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
- Be able to read the numbers from 1 to 20.
- Be able to read vocabulary from Book 1.
- Be able to read a story with visual clues.
- Be able to read questions, answers and instructions.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating, use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Activity Book:
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.
Book Day.
I. OBJECTIVES
Read simple words and phrases learned previously in real and pretend situations
and oral interactions.
Begin to use reading strategies: visual and verbal context.
Write words and phrases, previously learned through oral interactions and
readings to be able to communicate and share information socially.
Begin to use reading learning programmes.
Show interest in the care and presentation of written work.
Linguistic competence
All sections and activities of the Unit contribute to the development of the
communication aspect of the linguistic competence, especially the activities:
Listen and sing (PB pages 92-93, 95, 97), Listen, point and say (PB page 96).
Perform (PB pages 92-93).
Listen to the story. Then act out (TB page 96)
This competence is develop throughout the unit through the following activities:
Understand and use learning strategies in the classroom: make a portfolio with
the vocabulary learned in the Unit.
Use their own abilities working in activities individually (Make a book, make a
lantern) while familiarizing with pre-reading and pre-writing.
Reflect on what they have learned and how they have learned it.
Use the reference materials: Cross curricular (PB page 104).
Begin to manage effectively a set of strategies, resources of intellectual work:
(My Picture Dictionary & CD3).
Develop critical thinking: (Vote following class survey).
Be responsible with the work and activities of the Unit, by organizing their
personal work as a strategy for learning: Work with materials (Make a lantern, a
book PB pages 95, 97).
Develop social skills and character traits like respect, cooperation and
teamwork: Sing songs, rhymes and chants: The Yazoo Music Show, I love
books’.
Get used to work in activities to create ideas, to plan and act out, etc.: The
Yazoo Music Show, Make a book, Act out story from ‘Book Day’.
Develop and value personal qualities like initiative, perseverance and
overcoming difficulties: Perform in front of an audience (the Yazoo Music Show),
Get started on strategies to review and reflect on their own learning and self-
evaluation.
Immerse in the language, tradition and culture of the English-speaking world
(Festivals and Book Day).
Part of this competence is the awareness of the physical space; it's social
interactions and human activities and abilities to interact in it.
- Show respect to others and themselves:(Listen, respond, take turns to
present and perform)
- Perceive and interact with the physical space throughout the knowledge of
cross-curricular lessons and interdisciplinary sections: Projects with cross-
curricular worksheets (Festivals PB page 104).
- Social Studies: learning about festivals and traditions in other countries
(Chinese New Year).
Mathematical competence
Mathematical competence consists in the ability to use and relate numbers, basic
number operations, symbols, and mathematical thinking. Also, the use and
knowledge of basic Maths skills and concepts (different types of numbers,
measurements, symbols, geometry concepts, among others).
This competence is develop in the Unit through:
- Perform with whole class, listening and speaking to one another and taking turns
appropriately (PB pages 92-93).
Formative Evaluation
Summative evaluation
Self-evaluation
Pupil’s Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).
Evaluation criteria:
Read and identify words and simple phrases presented previously in oral form,
about familiar and interesting topics:
-Be able to read the numbers from 1 to 20.
-Be able to read vocabulary from Book 1.
-Be able to read a musical script.
-Be able to read questions, answers and instructions.
Write words, common phrases and expressions with a purpose following a
model:
- Be able to write their names.
- Be able to trace, copy and complete the vocabulary in Book 1.
Teaching Programme – Yazoo 1
- Be able to complete simple sentences.
Identify, apply and use the vocabulary of the unit and structures within familiar
contexts.
Vocabulary
- New Year: dragon, lantern, present, money, head, fireworks, Happy New
Year!
- Book Day: story, brave, pirate, day, mouse.
Grammar
Phonics
Reflection on learning.
Use basic strategies on learning to learn, like asking for help, use gestures while
communicating; use a picture dictionary and identifying some personal aspects
that might help them learn.
Evaluate if basic teaching strategies are helping them in their learning process.
(Self-evaluation):
Pupil’s Book:
- Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37).
To show interest and curiosity for learning a foreign language and to recognize
the linguistic diversity as an opportunity to enrich their lives.