Key competences Linguistic competence: Use language to communicate in the classroom (L. 1 to 10) Mathematical, science and technological competence: Solve easy Maths problems (L. 9) Digital competence: Use Poptropica English Islands digital tools (L. 1 to 10) Social and civic competence: Talk about playing safely (L. 5) Cultural awareness and expression: Be aware of other children’s life (L. 7 to 8) Learning to learn: Reflect on what has been learnt and self-evaluate progress (L. 10) Initiative and entrepreneurship: Develop one’s own criteria and social skills (L. 1 to 10)
• Can talk about nature
Nature: animal, birds, clouds, flowers, insects, mushrooms, pond, rock, sun, trees, ants, worms, spiders, butterflies, roses, wind, sky, rainbow Directions: North, East, South, West Places: library, park, museum, playground
Skills (From Global Scale of English Learning Objectives – for Young Learners)
Speaking • Can recite a short, simple rhyme or chant • Can use cardinal numbers up to twenty • Can name everyday objects in their immediate surroundings or in pictures, if guided by questions or prompts • Can answer short, simple questions related to basic personal information, using a single word or phrase • Can sing a basic song from memory • Can take part in basic games that use fixed expressions or rhymes • Can use ‘there’ + ‘be’ to express presence/absence Listening • Can recognise isolated words related to familiar topics, if spoken slowly and clearly and supported by pictures or gestures • Can recognise familiar words and phrases in short, simple songs or chants • Can recognise familiar words in short phrases and sentences spoken slowly and clearly, if supported by pictures or gestures
Reading • Can understand basic sentences naming familiar everyday items, if supported by pictures • Can read aloud short, familiar phrases with intelligible pronunciation • Can follow the sequence of events in short, simple cartoon stories that use familiar key words. • Can get the gist of short, simple texts on familiar topics, if supported by pictures • Can extract specific information (e.g. facts and numbers) from simple informational texts related to everyday life (e.g. posters, leaflets) Writing • Can write simple sentences about familiar things, given prompts or a model
How many animals are there? How many birds are there?
There’s one purple animal. There are two blue birds. There aren’t any spiders. Yes, there is. / No there isn’t.
There are some spiders.
Is there a rainbow? Is there any wind? Are there any ants?
Yes, there’s some wind. / No, there isn’t any wind.
Yes, there are. / No, there aren’t. At the library. / At the museum.
Where are they? / Where is he?
birds, numbers, park, playground
fair, hair, tear, hear, pair, chair, year, near
CLIL (Maths): plus, minus, equals, count Wider World (Where we play): beach, sea, bucket, sand, board game
CLIL and Wider World language
Cross-curricular contents • Maths: plus, minus and equal signs • Natural Science: nature around us • Art and Music: song, pronunciation rhyme • Language and Arts: reading a story, acting out, telling a story • Language Skills: answering questions, reading riddles Socio-cultural aspects • Finding out about places where children play in other parts of the world • Comparing customs • Thinking about the influence of the environment on games
Phonics • air , ear (hair, hear) • blending sounds Topics • Nature • Animals • Numbers and colours Values • Play outside. Play safely! Songs and chants
• Display projects in the classroom. • Display flashcards and wordcards in the classroom while working with this unit. • Decorate the class with different nature landscapes. • Use the internet to find information about nature in other planets. • Make a board game and play with a friend. • Play games from the Games bank. • Photocopiables
• Letters for parents. When you begin Unit 1, complete and give pupils a copy of the Unit letter (see digital tools). This explains what pupils are going to learn in this unit. • Home–School link. Encourage pupils to play their board game with their parents.
• Playing with others Learning strategies • Using previous knowledge • Using memorisation to learn new words • Identifying rules about the use of There is / There are… • Logical thinking: solving problems • Critical thinking: comparing cultures • Collaborative learning: pair and team work • Self-assessment
• Chant: There’s a pond, a blue pond • Song: How many birds are there? Stories • Unit opener: Nature on a planet • Island Adventure, Chapter 1
Self-assessment • I can recognise nature words. • I can ask and answer questions about how many there are. • I can talk about where children play.
Resources • Pupil’s Book p. 12 • Activity Book p. 8
• Photocopiable 1.7 • Picture dictionary (Activity Book p. 104) • Test Booklet p. 8
• Grammar reference (Pupil’s Book p. 112) • Unit 1 Extra practice (Activity Book p. 96)
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