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Sunshine4

Programme

_____________________________

Area of Foreign Languages

English

Unit Hello

Teaching Programme - Sunshine 41

I. OBJECTIVES Introduce oneself and meet the Sunshine characters again. Talk about what appears in the book. Ask classmates their names and about their personal circumstances. Talk about oneself. Learn vocabulary about classroom objects.

II. CONTENT1. Listening, Speaking and Conversation

Be able to introduce oneself and meet the Sunshine characters again. Be able to talk about what will appear in the book. Be able to ask classmates their name and about other personal circumstances. Be able to talk about oneself.

2. Reading and Writing Understand a word string about the seasons. Write questions reading the answer.

3. Language learning through use

3.1. Linguistic knowledge

Lexis and structures

What’s your name?; How are you?; Where are you from?; How old are you?; When’s your birthday?

(I’m) (nine) years old; My birthday is in (March); My best friend is... Seasons and months; weather adjectives and names of classroom objects.

Receptive language

Do you remember me?; Who am I?; Enjoy yourselves!

3.2. Reflection on language learning Behave in an ordered and organised way when participating in activities. Respect classmates in dialogues and conversations as well as adhering to turn-

taking conventions. Participate in the games and activities proposed. Pay attention to the teacher’s explanations and follow their instructions. Show interest in written English. Show interest in reading and writing in English. Show interest in others’ contributions and be curious about information

received.

4. Socio-cultural aspects and intercultural awareness Respectful and attentive attitude in class. Typical questions and answers when meeting classmates.

III. Basic Competences Linguistic competence: introductions and greetings. Interpersonal, social and civic competence: sharing personal information.


IV. Assessment Completion of the section activities: About Me! – I can... Direct observation by the teacher of the learners’ participation in the different

activities proposed.


Unit 1 Fun at school

I. OBJECTIVES Learn vocabulary for school subjects. Count from 20 to 50. Learn a song and mime in order to revise contents of the unit. Understand a story by applying familiar vocabulary. Learn several chants. Recite a chant in order to practise pronunciation. Understand and answer questions about oneself and about school timetables. Consolidate and assess the contents of the unit.


Learn vocabulary for school subjects. Sing a song and review numbers from 20 to 50. Be able to understand a story containing key vocabulary items. Be able to present and practise I’m / he’s / she’s good at... Be able to learn a chant containing familiar linguistic content. Be able to practise the phrase He’s got (English) on (Friday). Revise numbers. Be able to practise the /t/ and /θ/ sounds Be able to understand questions and answer them.

2. Reading and Writing Understand a text about children’s games. Reply to questions in writing.




Music, Maths, English, Art, P.E. Numbers from 20 to 50. My favourite subject is (Maths). I’ve got (Maths) on (Tuesdays). I’m very good at/I’m not very good at (Maths).

Receptive language

This is the (English) corner; This is the (first/ next) clue; The winners are... He is the (P.E.) teacher. This is the (Music) room./I’m in the (English) class.

Subjects; snakes; ladders; dice; counters; timetable; stick; stickers; teddy bear; hopscotch; the cat and mouse game.

3.2. Reflection on language learning Behave in an ordered and organised way when participating in activities. Respect classmates in dialogues and conversations as well as adhering to turn-

taking conventions.


Participate in the games and activities proposed. Pay attention to the teacher’s explanations and follow instructions. Show interest in reading and writing in English. Show interest in others’ contributions and be curious about information

received.

4. Socio-cultural aspects and intercultural awareness Learn some games from the Anglo Saxon world. Extend knowledge of school.

III. Basic Competences Linguistic competence: school subjects Mathematical competence: counting from 1 – 50, simple sums. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: talking about one’s favourite subject. Cultural and artistic competence: children’s games. Learning-to-learn competence: matching numbers to text. Autonomy and personal initiative: identifying what has been learnt in each unit

by using a self assessment form.

IV. Assessment Completion of the unit’s evaluation sheet (Evaluation Sheet 1). Completion of the unit test (Test 1). Completion of the section activities: About Me! – I can... Completion of self-assessment exercises I can... in the Activity Book. Direct observation by the teacher of the learners’ participation in the different



Unit 2 Can you play?

I. OBJECTIVES Learn the names of some musical instruments and sports. Talk about what we can do, and the instruments and sports we can play. Understand and formulate questions related to the above. Sing a song in order to learn the pronunciation of the English alphabet. Recognise words when they are spelt. Consolidate and assess the contents of the unit.


Learn the names of musical instruments. Get to know the structure I can play (the drums). Be able to sing a song. Learn vocabulary related to sports. Be able to listen to and read a story containing the key vocabulary and structures

in the unit. Start to practise the structure I can/can’t play (the violin). Learn the alphabet through a chant. Be able to review numbers 1 to 26. Be able to read and listen to a text. Review the pronunciation of the alphabet. Learn a game to practise the key structure Can you...?

2. Reading and Writing Familiarise yourself with string instruments. Write about the sports you do.




(I) can play (the guitar); (You) can’t play (the violin). Can you play (tennis)? Yes, I can; No I can’t. Guitar; flute; recorder; piano; drums; violin; cello Basketball; tennis; volleyball; football.

Receptive language

How do you spell your name?; What a fantastic show! Can (John) play (the trumpet)?; No (he) can’t; Yes (she) can. What’s your

favourite sport?

3.2. Reflection on language learning Participate actively in activities and games performed in class. Listen to and respect classmates in dialogues and conversations. Collaborate in a team in order to achieve a shared goal.


Pay attention when listening to the teacher, classmates and to listening texts. Respect and value own art work and that produced by others. Compete appropriately against other teams. Show interest in listening to and reading texts in English. Enjoy using own body to express oneself.

4. Socio-cultural aspects and intercultural awareness Introduction to the world of music and musical instruments.

III. Basic Competences Linguistic competence: musical instruments and sports, the alphabet. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: talking about sports you do or like. Cultural and artistic competence: talking about instruments and music you like. Learning-to-learn competence: using tables to test understanding. Autonomy and personal initiative: filling in an illustrated dictionary to revise

vocabulary.




Unit 3 Treasure hunt

I. OBJECTIVES Learn the names of elements and island places found in stories. Understand and give instructions related to movements. Learn location exponents: The treasure is in the cave. I’m on the hill. Understand and formulate very simple descriptions of places. Learn the numbers from 50 to 100.


Know the aims of the unit. Get to know the numbers from 50 to 100 and extend language for giving

directions. Be able to listen to and read a story including the key vocabulary and

structures in the unit. Practise expressions used to give directions. Be able to understand descriptions of places. Learn a chant. Practise numbers 50 to 100. Include structures for describing places when reciting a chant. Be able to describe our pirate island. Be able to perceive the difference in pronunciation between the endings -teen/-

ty.

2. Reading and Writing Understand a story about lost treasure. Write high numbers.




Hill, river, cave, rocks, forest, beach, treasure (chest), map, money, museum. Turn left; turn right; go straight ahead; go up; go down (the hill); go across (the

river); go into (the cave); turn around. On the left/ right; there is a (cave).

Receptive language

I’m tired! It’s dark. What’s in the treasure chest? Can you find my treasure? Wooden leg; quick; dig; mummies; coins; gold; silver; attic.

3.2. Reflection on language learning Display a positive attitude towards English. Show interest in the narration of a story and listen to it attentively.


Enjoy learning English through songs and stories. Listen to others in dialogues and group conversations, adhering to turn-taking

norms and the social conventions governing linguistic exchanges. Participate actively in the games and activities proposed in class.

4. Socio-cultural aspects and intercultural awareness Introduction to the world of archaeological treasures, as they are kept in

international museums. Facts about the British Museum.

III. Basic Competences Linguistic competence: maps and geographical elements, giving directions. Mathematical competence: counting from 1 to 100, simple sums. Competence in knowledge and interaction with the physical world: using maps to

find a place. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: solving a problem or enigma in a

group. Cultural and artistic competence: the value of museums. Learning-to-learn competence: using drawings to follow instructions. Autonomy and personal initiative: identifying what has been learnt in each unit





Unit 4 What a day!

I. OBJECTIVES Learn phrases for describing activities. Understand time phrases. Learn to tell the time, to the hour, and including half-past, quarter past and

quarter to. Learn some superlatives. Learn a song and a chant containing the key contents in the unit. Talk about own daily routines: the every day activities related to different times

of the day. Write about own daily routines. Talk about someone else’s daily routines and answer questions related to them. Play a game and recycle the unit contents. Revise and state what has been learnt in this unit and in previous units.


Know the aims of the unit. Learn phrases for describing activities, time phrases and times. Learn a song containing key vocabulary. Learn some superlatives. Be able to read and listen to a story containing key vocabulary and structures. Start practising telling the time. Be able to the time in relation to daily activities. Be able to Listen to, read and answer questions about daily routines. Learn a chant related to daily routines. Be able to talk about daily routines. Be able to answer questions about someone else’s daily routines. Notice the hard consonant sound /h/. Be able to read and listen to a text about superheroes. Be ableto recycle the contents of the unit.

2. Reading and Writing Understand a little girl talking about her every day activities. Write about the daily routine.




Get up; have a shower; go to school; have lunch; do homework; watch TV; go to bed.

What time do you get up? At (seven o’clock). She goes to bed at (half past nine). He is the tallest/the strongest/the best.

Receptive language


Who is (the strongest)?; (We) are the best; This is my day; Let’s warm up! Hurry up!; nil-nil, one nil; (I’m) tired!

3.2. Reflection on language learning Listen to and respect classmates in dialogues and conversations. Collaborate with a team in order to achieve a common goal. Listen attentively to the teacher, classmates and to listening texts. Participate actively in class games and activities. Respect and value own art work and that produced by others. Cooperate with own team to ensure its success. Compete against other teams appropriately. Show interest in listening to and reading to texts in English.

4. Socio-cultural aspects and intercultural awareness Balance in the ratio of male and female characters in illustrations and texts. Characters from international comics.

III. Basic Competences Linguistic competence: daily routines, telling the time. Mathematical competence: telling the time. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: playing a board game in a group. Cultural and artistic competence: super heroes. Learning-to-learn competence: marking words to learn how to pronounce them. Autonomy and personal initiative: filling in an illustrated dictionary to revise

vocabulary.




Unit 5 King of the jungle

I. OBJECTIVES Learn the names of some wild animals. Learn vocabulary related to the life of animals and name some parts of their

body. Understand questions about the characteristics of animals and their lives, and

answer them. Write descriptions and describe animals orally. Learn a song and recite a chant containing the key contents in the unit. Listen to a story which recycles previous content and the contents in this unit. Compile a story book which recycles the contents of the unit. Undertake a group task to recycle the contents of the unit. Work on the comprehension of an authentic text about animals in danger of

extinction.


Learn the names of some wild animals. Learn a song containing the key vocabulary in the unit. Understand questions about the characteristics of animals and answer them. Listen to a story which recycles previous content and key contents in the unit. Notice the pronounced ‘s’ ending for the 3rd person singular as opposed to the

3rd person plural. Describe animals. Learn a chant as well as parts of the body and the vocabulary related to the life

of animals. Notice the spelling of the diphthong /aI /. Listen to a text about animals in danger of extinction. Make up a story which recycles the contents of the unit.

2. Reading and Writing Read about animals in danger of extinction. Describe my favourite wild animal.




It eats (meat); It lives (in the jungle); They eat (grass); They live (in the jungle). Strong; small; big; spots; tall; fast; nice; jungle; grassland; grass; meat; fish.

Receptive language

What have (leopards) got? Where do (antelopes) live? What do (rhinos) eat? What can (giraffes) do? Don’t touch my (head)! I’m the king of the jungle!

3.2. Reflection on language learning


Participate in the games and activities proposed. Look after the materials used for art work. Listen to others in dialogues and group conversations, adhering to turn-taking

norms and the social conventions governing linguistic exchanges. Enjoy learning English through chants and songs. Show effort and interest in improving own linguistic production. Work in an organised manner during group work showing respect for

classmates. Show initiative and interest in participating in oral communication activities of

different types, such as group conversations, dialogues, stories, explanations, games, etc...

4. Socio-cultural aspects and intercultural awareness Get to know the world of wild animals. Raise awareness of the situation of animals in danger of extinction.

III. Basic Competences Linguistic competence: jungle animals. Competence in knowledge and interaction with the physical world: animals in

danger of extinction. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: looking after animals. Cultural and artistic competence: acting out a story. Learning-to-learn competence: completing sentences and matching them to

drawings. Autonomy and personal initiative: identifying what has been learnt in each unit





Unit 6 My town

I. OBJECTIVES Learn the names of places in a city. Learn a song describing actions and places in the city. Read and listen to a story containing the key structures in the unit (exchange

questions and answers in order to describe actions in the present.) Describe actions in the present. Follow a model text in order to write a postcard in which we describe our town. Read a factual text to extend expressions and key vocabulary items. Consolidate and assess the contents of the unit.


Understand the names of places in a city. Learn a song containing key contents in the unit. Understand statements indicating location. Listen to a story containing key contents. Be able to formulate sentences in the present continuous by answering

questions. Learn a chant containing key structures. Write descriptions in the present continuous. Be able to read and write a letter describing your hometown. Learn a chant containing key contents. Practise the pronunciation of the –ing ending. Read an authentic text to learn further expressions and key vocabulary items. Design a street and play a game which involves describing it. Talk about favourite activities. Interpret the story.

2. Reading and Writing Understand a web page about a famous park. Write an essay about mi town or city.




Supermarket, library, restaurant, swimming pool, sports centre, cinema, town; toy shop.

Next to, opposite, on the (left). (I’m) swimming, reading, playing (tennis), eating (spaghetti). Where are you

going?, I’m going to the (library);What are you doing?, I’m eating (my sausages).

Receptive language


Oh dear!; Sorry, Mum!; These children are riding horses; You can go cycling!!

3.2. Reflection on language learning Behave respectfully to others in dialogues and conversations. Enjoy and respect own art work and that produced by others. Show initiative and interest in participating in oral communication activities of

different types, such as group conversations, dialogues, stories, explanations, games, etc...

Show effort and interest in improving own linguistic production. Participate actively in class games and activities. Display a positive attitude towards English. Show interest in the narration of a story and listen to it attentively. Enjoy learning English through songs and stories. Listen to others in dialogues and group conversations, adhering to turn-taking

norms and the social conventions governing linguistic exchanges.

4. Socio-cultural aspects and intercultural awareness Think about what we do to have fun in our hometown and note similarities and

differences to typical activities in England and particularly London.

III. Basic Competences Linguistic competence: leisure activities. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: describing the place where you live. Cultural and artistic competence: Hyde Park. Learning-to-learn competence: using cut-outs to talk to class mates. Autonomy and personal initiative: filling in an illustrated dictionary to revise

vocabulary.




Unit 7 I want to be a…

I. OBJECTIVES Recycle previous linguistic exponents and vocabulary items: He’s got (physical

descriptions); parts of the face; adjectives tall and short. Learn some jobs, noticing the position of the indefinite article a before them. Listen to and read the story of Aladdin. Learn a song containing the key vocabulary items. Sing a chant and describe the characters in the story. Listen to the story: Charlie and the Chocolate Factory. Consolidate and assess the contents of the unit. Remember the stories in which we have encountered our friends throughout the

course.


Understand the aims of the unit. Learn the words for some jobs. Sing a song containing key vocabulary items. Practise the structure (He’s) a (policeman). Listen to the story of Aladdin. Learn the structure: I/he want/wants to (be a prince). Practise previous structures and vocabulary items. Be able to sing a chant and describe the characters in a story. Memorise the structure Do you want to be a...? Be able to read a text in which a boy describes himself and write a similar one. Be able to learn to pronounce the –er suffix. Listen to the story of Charlie and the Chocolate Factory. Perform the story of Aladdin using cut-outs.

2. Reading and Writing Understand an article about a well know film. Complete in writing a text which describes some people.




Teacher, baker, pilot, dancer, football player, policeman/policewoman, doctor. Adjectives to describe physical appearance: Fat/thin; ugly/beautiful/handsome;

rich/poor. What do you want to be?/I want to be (a pilot); What does Andrei want to

be?/He wants to be... do you want to be a (football player)?

Receptive language

They are doing a jigsaw; Can you find...?; Here’s the doctor; My mum is a doctor; I want to be a prince; I don’t want to be a princess; I want you to be


free!; I want to be Aladdin’s wife. Magic lamp; genie; magician; ugly. He’s short/fat/thin/tall; He’s got short hair/brown eyes/a long nose.!

3.2. Reflection on language learning Listen to others in dialogues and group conversations, adhering to turn-taking

norms and the social conventions governing linguistic exchanges. Enjoy learning English through chants and stories Show effort and interest in improving own linguistic production. Work in an organised manner in group work and show respect towards

classmates. Participate actively in class activities. Show interest in others’ contributions and be curious about information

received.

4. Socio-cultural aspects and intercultural awareness Learn to enjoy reading stories and watching children’s films.

III. Basic Competences Linguistic competence: jobs and professions. Data processing and digital competence: searching for more information on

Internet. Interpersonal, social and civic competence: professions Cultural and artistic competence: Charlie and the Chocolate Factory by Roald

Dahl. Learning-to-learn competence: assessing progress at the end of the unit. Autonomy and personal initiative: identifying what has been learnt in each unit





Unit Festivals: Christmas and Carnival

I. OBJECTIVES Celebrate Christmas by learning a carol and making a Christmas card. Extend Christmas vocabulary. Celebrate carnival together by singing a song a making a mask. Describe carnival costumes.


Learn by sharing different ways of celebrating Christmas and respecting differences.

Be able to get to know the traditions associated to carnival in England.

2. Reading and Writing Read the text of a song while listening to it. Understand sentences describing people.




Father Christmas, presents, star, reindeer, sleigh, etc. Sentences for Christmas greetings. Funny hat, crown, witch’s hat, etc. The (king) is wearing a...

Receptive language

Silent Night; calm; bright; I wish; make a wish. It’s Carnival; time to sing and dance; time to have some fun; carnival mask.

3.2. Reflection on language learning Show interest in others’ contributions and be curious about information

received. Show effort and interest to improve own linguistic production. Display a positive attitude to the characters in the unit and towards English in

general. Participate and collaborate with classmates in class games and activities. Listen attentively to listening texts and the teacher’s explanations. Enjoy learning English through songs and stories.

4. Socio-cultural aspects and intercultural awareness Shares forms of celebrating Christmas and respect cultural differences. Get to know carnival traditions in England.

III. Basic Competences Linguistic competence: Christmas and Carnival.


Cultural and artistic competence: Christmas and Carnival

IV. Assessment Direct observation by the teacher of the learners’ participation in the different



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