Our work

THE SCHOOL

OBJECTIVES

1. Observe and identify the elements and common places of school and relate them to their respective uses: classroom, dining hall, toilets, playground and gym.

2. Know and assess classroom objects and materials, and identify their uses by analysing their organisation: blackboard, table, bag, bin, pencil, book, computer…

3. Stimulate interest in active participation in school activities by creating an orderly environment and promoting healthy habits: read, write, play, do research, do exercise, wash your hands, eat…

4. Identify and assess different jobs performed at school by showing respect towards the people that do them: headteacher, caretaker, teachers, cleaner, dinner lady…

5. Relate to others in a balanced manner by following social behaviour rules at school, in research projects and in groups: be on time, greet people, put your hand up to speak, pay attention, respect silence, wait your turn, help, share, do research and participate in group tasks.

ASSESSMENT CRITERIA1. Distinguish and identify the classroom, the dining hall,

the toilets, the playground and the gym according to their use.

2. Distinguish and organise classroom objects, and rule out objects that do not belong in the classroom.

3. Identify possible actions and behave in an orderly manner with the use of objects and elements available at school.

4. Establish interdependent relationships with school workers by identifying their activities: to be in charge, to teach, to open the doors, to clean the school, to work in the dining hall.

5. Identify and apply behaviour rules for the appropriate organisation and performance of research and group work.

BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

BASIC COMPETENCES / SUBCOMPETENCES

ASSESSMENT CRITERIA ACTIVITIES

Competence in linguistic communicationCommunicate, verbally and in writing, simple mes-sages.

1, 4, 5 1,2,3,5

Speak, listen and, in gen-eral, participate in dialogue and debate in an organised and clear manner.

5 3,8,9

Use specific vocabulary from each area as an in-strument for language en-richment.

1, 2, 3, 4, 5 1,2,3,4,5,6,7,8,9

Apply the actions that define linguistic communic-ation (speaking, reading, writing…) to specific pur-poses.

2 1,2,3,4,5,6,7,8,9

Process information from oral and written sources.

1, 2 1,2,3,4,5,6,7,8,9

Mathematical competenceManage basic mathematical elements, such as different types of numbers, meas-urements, symbols, geo-metrical elements, etc. in real situations and in simu-lations of daily life.

2, 5 6,7

Competence in knowledge and interaction with the physical worldAdequately perceive the physical space where life and human activity de-velop, both at a large scale and in the immediate sur-roundings.

1, 4 8,9

Develop the ability to inter-act with surroundings and solve problems involving objects and their locations.

1, 2, 3 1,4,7,8,9

Social competence and citizenshipBe aware of social values, assess and reconstruct these values in an affective and rational way in order to progressively create a sys-tem of values and behave accordingly when facing a conflict and making de-cisions.

3, 5 9

Practise communication and negotiation skills in or-der to reach agreements as a way to resolve conflicts, both at a personal and so-cial level.

3, 5 8,9

Participate actively and re-sponsibly in group learning activities, respecting the group’s operating rules.

5 1,2,4,8,9

Competence in autonomy and personal initiativeDemonstrate assertiveness and flexibility, as well as so-cial skills to relate to oth-ers, cooperate and work in groups: empathise with oth-ers, value others’ ideas, communicate and negoti-ate.

4, 5 9

Unit DictionaryVocabularyBag.-carteraBoard.-pizarraBook.-libroChair.-SillaComputer.-ordenadorClock.-relojDesk.-pupitreDoor.-puertaEraser.-goma de borrarGlobe.-globo terráqueoHead.--DirectorJanitor.-ConserjeNotebook.-cuadernoPen.-bolígrafoPencil.-lápizPencil case.-estuchePupil.-Alumno/aRuler.-reglaScissors.-tijerasSecretary.-secretario/aTeacher.-Profesor/aWindow.-ventanaActions.-AccionesCut.-CortarGo to.-Ir aListen.-EscucharObey.-ObedecerRead.-LeerPlay.-JugarWrite.-Escribir

Colours.-ColoresBlue.-AzulGreen.-VerdeRed.-RojoYellow.-Amarillo

1/2 Match and colour and Write the words

3.Write the name of the objects and then listen and write.

4. Cut and paste

5. Match and write the words

6. Order the letters and form the words

7.Use the code to figure out each word and write it on the line and then match

8.Let’s Play!

Stand up and try to do what your teacher says

9 Final taskThe final task of this didactic unit is to elaborate a dictionary for our classroom. You have to work in group of 2 people.The dictionary has to include the expressions and words studied in the unit: When you finish your work, we have to place the pictures on the walls. You can do this in different colours, shapes or sizes.

AT HOME

OBJECTIVES

1. Identify and compare different types of houses and recognise external characteristics of the student’s own house.

2. Recognise and compare different rooms of the house by identi-fying their differences: bedroom, bathroom, kitchen, living room.

3. Associate household objects and the rooms where they belong: bed, shower, towel, wardrobe, fridge, television…

4. Relate household objects to activities that take place in each particular room.

5. Identify family members and relate them when interpreting a simple family tree: three direct generations (grandparents, un-cles and aunts, parents, cousins, sons and daughters)

ASSESSMENT CRITERIA

1. Identify some types of houses, as well as external characteristics of the building in relation to where the student lives.

2. Locate and identify parts of a house and their differ-ences: bedroom, bathroom, kitchen, living room.

3. Recognise, distinguish and locate household objects in the appropriate location: bed, shower, towel, wardrobe, fridge, television…

4. Distinguish objects from different rooms according to their use.

5. Recognise family members, interpret and make a sim-ple family tree of three generations: grandparents, un-cles and aunts, parents, cousins, sons and daughters.

BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

BASIC COMPETENCES / SUB-COMPETENCES

ASSESSMENT CRITERIA ACTIVITIES

Competence in linguistic communicationUse specific vocabulary from each area as an instrument for language enrichment.

2, 3, 4, 5 2,3,16,20,4,5,6,7,8,11,13,10,16,1,12

14,15,17,18,19Communicate and dialogue with the objective of establish-ing links and constructive rela-tionships with the environment.

1, 2, 3, 2,3,16,20,4,5,6,7,8,11,13,16

Process information from oral and written sources.

2, 5 2,3,16,20,1214,15,17,18,19

Mathematical competenceIdentify and organise objects according to particular spatial criteria.

3, 4 4,5,6,7,8,11,13,16,1,10,16

Interpret information from dif-ferent types of graphs and simple numerical word prob-lems of daily life.

2 2,3,16,20

Competence in knowledge and interaction with the physical worldAdequately perceive the phys-ical space where life and hu-man activity develop, both at a large scale and in the immedi-ate surroundings.

1, 2 2,3,16,20

Develop the ability to interact with surroundings and solve problems involving objects and their locations.

3, 4 4,5,6,7,8,11,13,16,1,10

Understand the characteristics of present societies, their grow-ing diversity and their evolu-tional character, as well as the contributions that different cul-tures have made to human pro-gress.

1, 5 12,14,15,17,18,19

Competence in learning how to learnApply new knowledge and skills in similar situations and in dif-ferent contexts.

1, 5 12,14,15,17,18,19

Demonstrate personal compet-ence in order to stimulate mo-tivation, self-confidence and the joy for learning.

1, 5 12,14,15,17,18,19

Competence in autonomy and personal initiativeDemonstrate assertiveness and flexibility, as well as social skills to relate to others, co-operate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.

5 12,14,15,17,18,19

Unit DictionaryRooms.- HabitacionesBathroom.-Cuarto de bañoBedroom.-dormitorioKitchen.-cocinaHall.-entradaLiving room.-salón

Garden.-jardínVocabularyCupboard.-armarioBox.-cajaTable.-mesaBed.-camaLamp.- LámparaWardrobe.- armarioBasin.-lavaboBirds.-pájaros Useful expresions I can see……… -Yo puedo verI’ve got……-Yo tengo She ‘s .-Ella estáHe ‘s.-El estáFamilyMum.-mamáDad.-papáGranny.-abuelaGrandad.-abueloBrother.-hermanoSister.-hermanaCousin.-primo/primaAunt.-tiaUncle.-tíoPrepositions

On In Under

Ejemplo :La tV está encima de la mesa The tV is on the tablePicture Dictionary

Write in your language_aunt =_ bathroom =_ bed =_ bedroom =_ brother =_ cousin =_ daughter =_ family =

_ father =_ fridge =_ grandparents =_ house =_ kitchen =_ living room =_ mother =_ parents =_ room =_ shower =_ sister =_ sofa =_ son = _ television uncle = _ wardrobe =

Activities1-Colour the objects that are in the wrong room.Write the name.1

____-----

----

2-Complete the words with the letters from the box.

ed oo ch th oo ng oo

Livi_ _ r_ _m B_ _r_ _m kit_ _en

Ba_ _ r_ _m

3-Match the words with the pictures.

Bedroom

Living room

1 l kitchen

Livin Bathroom g

4- Complete the sentences.

shower fridge bed sofa

2 In my bathroom there is a ________________.In my living room there is a ________________.In my kitchen there is a ____________________.In my bedroom there is a_________________.

5-Write the numbers

6-Put the words in order :

SEDBEID LBETA

OFAS

CAHIR

ABLTE

AMLP

7-Write:

8-Complete the sentences:In my room there is a......

9-Listen and write the number:

10-Match the objects with the rooms.

11-Write according to the code.

12-Trace the right text according to the picture.

13-Match and trace the words.

13-Colour the dots.Trace the word.

14-Colour the balloonsgrandfather = blue sister = purplegrandmother = green brother = orange

mother = yellow father = red1

15-Circle the right answer.

My aunt is my mother’s brother / sisterMy grandfather is my father’s mother / fatherMy cousin is my uncle’s son / brotherMy grandmother is my mother’s mother / daughter

16-Match and trace the words.

17-Find the family members

18-Write the name of your family

19-Draw your family

20-Colour the rooms

FINAL TASK

Draw your house and your family in the rooms.

Our bodies

OBJECTIVES1. Relate the stages of life of people with physical appearance

and appropriate activities of each key phase: baby, child, adult, elderly person.

2. Recognise and distinguish physical features of people and their changes with time when observing reality, pictures of different moments and stages of life, etc.

3. Identify main body parts and understand that people’s physical features vary.

4. Distinguish the sensory organs and the corresponding sense: sight, hearing, smell, taste and touch.

5. Use the senses appropriately and care for the sensory organs in a healthy way; avoiding loud noises, sun exposure without protection, watching television too close to the screen.

6. Recognise activities and elements that affect feelings and moods and actions we can do with our bodies.

7. Identify and recognise different disabilities that people may have.

ASSESSMENT CRITERIA1. Identify people according to their physical appearance

and relate to activities they can perform in a particular stage of life: baby, child, adult, elderly person.

2. Distinguish physical features of different people and their evolution, both in images of different stages of life of the same person as well as in images of different people.

3. Identify body parts and relate them to their names.4. Relate each sensory organ with the corresponding

sense: sight, hearing, smell, taste and touch.5. Distinguish between appropriate and inappropriate

activities for the proper functioning and health of the sensory organs and the senses.

6. Identify activities and factors that are directly related to feelings and actions that we can make with our bod-ies.

7. Identify and be aware of the different disabilities.BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

BASIC COMPETENCES / SUBCOMPETENCES

ASSESSMENT CRITERIA ACTIVITIES

Competence in linguistic communication

Communicate, verbally and in writing, simple mes-sages.

1, 3, 4 1,2,3,6,8,10,11, 22 to 46, 48, 49

Apply language usage rules, as well as linguistic and non-linguistic skills, to exchange communication.

1, 2, 4 1,2,3,4,5,6,8, 48, 49

Communicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical judgements in a coherent way.

6 1,2, 48, 49

Use specific vocabulary from each area as an in-strument for language en-richment.

1, 3, 4 1,2,3,6,7,8,9,10,11 to 21, 22 to 46

Process information from oral and written sources.

1, 2, 3, 4, 5, 6 1 to 21, 22 to 46, 48,49

Mathematical competenceIdentify and organise objects according to particular spatial criteria.

3, 4 7,9,11 to 21

Competence in knowledge and interaction with the physical worldAdequately perceive the physical space where life and human activity de-velop, both at a large scale and in the immediate sur-roundings.

5 7, 22 to 46

Use knowledge of the hu-man body, nature and hu-man interaction with nature to discuss con-sequences of different life styles, and to adopt a healthy mental and phys-ical life style in a beneficial social and natural environ-ment.

1, 2, 3, 4 1,2,3,4,5,6,7,8,9, 10 , 47

Apply autonomous healthy habits related to self care (nutrition, exercise, sleep…).

5 47

Social competence and citizenshipEvaluate differences and simultaneously recognise equal rights among differ-ent groups, in particular between men and women.

2 1,2,4,5,5,8

Demonstrate solidary be-haviour with people that suffer any type of discrim-ination.

2 4,5,58

Competence in learning how to learnApply new knowledge and skills in similar situations and in different contexts.

2, 4 4,5,6,8, 22 to 46

Learn from others and with others.

1, 2, 3, 4, 5 1,2,3,4,5,6,8, 58, 22 to 46

Competence in autonomy and personal initiativeAssess what is done and self-assess, draw conclu-sions and evaluate im-provement possibilities.

5 8, 47

Demonstrate assertiveness and flexibility, as well as social skills to relate to oth-ers, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negoti-ate.

4 22 to 46

1 Colour , Label and mime:

BABY CHILD ADULT ELDERLY PERSON

--------- -------------- -------------- ------------ ----------- --------------------

2-Who is who????

CLUES:♥ CARLA has blond hair.♥ Ben is wearing a tie.♥ Julia has white hair.♥ Junior has blond hair♥ Martha is wearing a green t-shirt.♥ Amelia has short brown hair.♥ Mathew is wearing a light blue sweeter.♥ Robert has a moustache.♥ Betty has red hair.♥ Luke is wearing a pair of glasses.♥ Jacky is a baby.♥ Carmen has two ponytails.♥ Mark is wearing a shirt with stripes.♥ Nelda has short hair.

Solutions:

1. Ben

2. Julia

3. Junior

4. Marta

5. Amelia

6. Mathew

7. Robert

8. Betty

9. Luke

10. Carla

11. Jacky

12. Carmen

13. Mark

14. Nelda

3-Spot the differences:blond/long/blue eyes/short/curly/straight…

1 2

3 4

Number 1:Before…………………………………………………………………………..Now …………………………………………………………………………………Number 2:Before…………………………………………………………………………..Now………………………………………………………………………………….Number 3:Before…………………………………………………………………………..Now………………………………………………………………………………….Number 4:Before………………………………………………………………………..Now……………………………………………………………………………….

Final taskMake a collage with pictures of your family members and describe them physically.