Inglés 3 Años PDF
Inglés 3 Años PDF
Inglés 3 Años PDF
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Teacher•s Guide
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(Foreign Language)
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Collective work desig ned, crea ted, produced and
directed by:
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Actiue Engtish is a teaching -
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S .D. P rince Hans - Adam II and the
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Uni on Research Deue lopment Projects
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in Cost a Rica in elementary schools
pot e ntial It enhances acad emic resu lts, self - esteem, irnagination, creatiuity. team building and self
- expressi on Besi d es. it fa c ilit.ot.es clear uerba l ; non - uerbal communication, teaching / learning in a
Actiue Engli s h is a s upportiue . brain - friend ly teaching approach, inuoluing the learner as a whole. mind.
body , and emotion.s. lt includes impo rtant l<e y e le m e nt s from : (Fletc her, 2000)
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1. Brain Gym
2. Mind Mapping
A non - linear method of note taking which links key words and ideas showed by colour coding or
symbols.
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A method which fosters positiue psychological growth
in addition to sharing information. Learning is facilitated
or inhibited by psychological or enuironmental factors.
It was deueloped by Dr. Georgi Lozanou.
- Actiue Concert - The teacher plays a tape of classical music while reading a text ..
- Passiue Concert - The teacher reads with clear pronunciation and at a normal speed while
Baroque music is playing.
This refers to the fact that while we Learn something w e use our own set of strate . .
specific strotegies
. uory according. to . whot. a nd how we learn. each of us tends to deuelog,es Wh,Le
preference. It ,s known a s Ne u ro lingu1 st1c Programming Bandler a nd G rin P Aa ct·
• d e r .s Nod e l (v 1sual
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Engl,sh / 3 years al d
COREFO
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6 . Multiple Intelligences
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It was deueloped by Howard Gardner. He discouered eight
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intelligences: musical, bodily - kinaesthetic, spatial, logical
/ mathematical, linguistic, interpersonal, intrapersonal,
naturalistic. He stated that each person is capable to
deuelop each intelligence in different leuels. Spencer and
Miguel Kagan proposed a new way to apply the Multiple
Intelligences in a class.
They soy that there are three uisions far education and
these are: Matching , Stretching and Celebrating.
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It is important to use clear, direct language that is free of sarcasm. With words, tone of uoice. facial
expression and body posture, you can communicate calmness and respect. In this way , you will auoid
shaming and judging children, keep the facus on the positiue behauiour you want to see, and reduce
the likelihood of power struggles. Reinfarcing language identifies and affirms students' specific positiue
actions and encourages them to continue their appropriate behauiour.
Creating a positiue learning enuironment in your classroom will allow your students to feel comfartable,
safe and engaged and students will be more open to actiuely participating in class.
The fallowing guidelines will help you use this kind of language to highlight a uariety of student
strengths: their skills, their attitudes, or the process they used to do an assignment (Northeast
Foundation far Children, 2013)
Affirmations help eliminate doubts and negatiue thoughts that can create tension, confusion and fears
about learning capabilities. Affirmations replace stale, worn - out or negatiue mind chatter with more
positiue ideas and concepts.
When you are writing affirmations. remember to keep them simple. It can be one phrase or a simple
sentence in the present tense.
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'· Learning is fun .
I learn uery easily .
I enjoy learning .
I am reaching all my goals .
Learning is a relaxing e xperience.
I c an learn whateuer I wish.
Learning and remembering are easy for me.
I r emember perfectly.
Other kinds of Affirmations which can be utilized throughout the class are Posit iue Suggestions for:
(W':J le r. 1990)
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It is one of t he si n e qua non condit ions for meoningful long term learning as it enab les the n eo-cortex t o
function . Moreouer it s timulates the d es ire to learn (os well as the des ire to teach!), e li m inates learning
blocks , and improues relationships in t he classroom a s well as generating an o uera ll feeli ng of ease.
To be achieued, ph1.:J s ical, os w e ll os psycho logical, com for t s are uer'.:l impor tont.
Affirmotions con be written on pos ters ond placed oro und t he room in obu ious ond n ot - so - obu io us
locotions. and thereb1.:J f unction os positiue s ublimina l influences . (Instituto Neues Lernen , n / d )
Students thriue in enuironments where they fee l s afe. nurtured o n d respected . All s tud ents, euen
those who houe leorning diffi c ulties ond extroordinory personal cholle n ges . can do well when th ey are
ph1.:J s icolly comfortoble , m e ntolly motiuoted ond emo tionally s upported .
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E11gl1sh / 3 years old
COREFO
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It is especiolly criti c o[ t hot y o u wor l-< prooctiu e ly to c re ote o pos itiue learning enuironment when you
houe students who ore foste r c hildren , ho u e s uffe r e d abuse or n eg lect, houe tronsferred sc hools multiple
times . come from di s oduontog e d boc l-<ground s or houe se u e r e o codemic. social or emotionol difficulties .
This is on e xt rem e ly impo r tont - ond fu n - port of c r e oting o p ositiu e leorning enu ironme nt.
Your clossroom should be o dynom ic ond e ngaging place to be for your s tudents .
If you ore a f fo r d e d your own classroom . thi s is muc h eas ie r t han if you houe to go from closs to class
- although it 's still possible . In your own classroom . res e ru e a p o r t ian of the woll for eoch closs thot
y ou teach . This allows them to feel that they belong in the classroom. Yo u c an olso use the w a lls to
reenforce y our core ideols . such as community. by posting photos of s tudents . gro up photos and student
w o rk
If yo u haue to moue from room to room. haue o portoble poster for each group you teac h . ond t h is
w ill estab lish a s im ilor sense of belonging . Keep their post projects so that they 1-<now that the ir wor k is
uo lued.
Anot her aspect of ombience in the classroom is how it is physicolly set up. Agoin. this should r e flect
your core ideols . Desks orronged in rows does not allow for o uery communal otmosphere. so you may
w o nt to come in just before your class and rearronge the desks in o circle. groups or pairs. Remember to
moue them bacl-< when you·re finished in the room. (Create o Positiue Leorning Enuironment, n/d)
Wh e n students feel respected . supported, appreciated and ualued, learning comes much more easily .
These steps will help you create a positiue enuironment in your classroom that helps each child reach
t he ir full potential: (McFarland . 2012)
1. Get t o kn ow each student as a person as soon as possible after meeting them. Haue each student
com plete o suruey and/or write o biogrophy . This con giue you ualuoble information that w ill he lp
y ou find out who he or she is o s o person ond how you con best teach ond support them .
2. Spend t ime with s tudents indiuiduolly euery doy . It's crucial to make personal connections w ith yo u r
s tudents . The y n eed to know they ore importont to you.
3. Fill your clossroom with positiue messoges ond quote s. Mol-<e it impossible for s tude nts in your
clossroom to not fe e l thot they ore eoch destined for greotnes s .
LI . Prouide frequent positiue feedback Let stude nts 1-<now that the y are doing a good job. Tell them that
you notice their efforts ond oppreciote t heir ha r d work P r oise is o powe rful positiue rnotiuationol
tool.
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Giue students outlets for expression. Create a special place to display student art and writing .
Prouide a box for students to place slips of paper with concerns written on them. Set up a mailbox
where students can send you either signed or anonymous notes about classroom issues.
Allow students to make appointments with you to talk priuately about ouerwhelming problems.
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issues and dilemmas.
8 . Make it clear that eueryone in your classroom is to conduct themselues in a respectable manner.
t reat others w ith respect and respect the property of others.
9. Make d iscipline about accountability and growth instead of punishment. Giue students who
exhibit inappropri ate behauiours a place to cool off and calm down. Haue them reflect about the
unacceptable behauiour they engaged in. discuss other ways they could haue handled the situation
and c ommit t o t a king action steps to insure that it will not happen again.
10 . Do euer'.:lthing '.:! º u can t o make the ph'.:lsical enuironment of your classroom as comfortable and
cheerful as possible. Prou ide floor cushions. beanbag chairs and inspiring artwork Clean out your
attic . basement or garage. Yo u will probably find tons of items to enliuen your classroom collecting
dust in those spaces.
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Multi - sensory
Internalization
Learning actiuities
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English / 3 yea rs old
COREFo
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Presentation. - We need to create a pos itiue learning e nuiro n me nt and to re moue IJO Ur learning
barriers. Start w ith relaxation actiuities . Negatiue emotions hinde r lear ning .
a . Multi- sensorlj.-We integrate the different learning c hanne ls: ui s ual. a ud itor lj. kinesthetic. gus tator'd
and olfactorlj. We call VAKOG. With our multi sen sorlj teaching m ethod t he ph1j si cal enuironment
will be positiue.
b. Texts.- Texts are based on dialogues with their respectiue translations to facilitate understanding of
the message and that the student feels free stress.
II. Actiuation. - We haue a uariety of actiuities. You know we need good balance between passiuity and
actiuity . It is called "learning by doing". It is based on learning styles and multiple intelligences .
a . Learning Actiuities . The games are wonderful tools that help a ssimilating the target material
and learning . They are also real skill builders. enhance uerbal fluency . reduce stress. deuelop
organizational skills. and extend long term memory.
b. Atmosphere . Music in the background. posters on the wall. the chairs in a semi-circle fac ilitate the
communication, eye contact with euerybody. and the uisibility of the posters and cards. (Instituto
de Desarrollo Profesional - Uladislao Gámez Solano, 2009)
III .Creatiue Transfer. - Each learner actiuely creates his own knowledge . The actiuities used in the
creatiue transfer phase including drama. creatiue writing . etc. facilitate this process leading to
natural. spontaneous communication.
a . Actiuities. - Wide range of actiuities: Sketches. role plays. drama. creatiue transfer.
Drama. This creatiue process releases energy while fostering linguistic and intellectual
deuelopment. Drama is definitely a motiuator. interactiue. authentic. consolidate knowledge. and
integrate experiences.
b. Internalization. - You put the information into your own words. added it to -your experience. and
drawn IJOUr own conclusions. (Instituto de Desarrollo Profesional -Uladislao Gámez Solano. 2009)
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Suc.c.ess Br-eeds 4
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COREFO English / 3 yeors old
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We should know that euery brain is unique and constantly changes as we interpret and re - assess
experience. This suggests that if we use lesson plans which engage and stimulate seueral of these brain
oreas. our students will become more effectiue learners because this is how the brain itself naturally
operates. (Fletcher. 2001)
Two Hemispheres
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hemisphere seems to be, analytical. logical, time -
sensitiue processing. The right seems to be more holistic .
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intuitiue. inuolued with sensory perception rather than
with abstract cognition.
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different strengths of the two hemispheres . but in how
they engage together in the learning process by us ing
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music, uisuals and uisualization. (Fletcher. 2001)
The Corpus Colossum is a thick bond of white tissue (nerues fibres) lying below and connecting the two
hemispheres. It acts a s a bridge between them . Most sensory input to the brain swiftly crosses uia The
Corpus Colossum. This applies to visual. touch and auditory input. (Fletcher. 2001)
This is formed fro m the nerue cells running from the body uia the spinal column. It is sometimes called
the repti lian or reflex broin. Various clumps of cells in the brain stem determine the brain's general leuel
of alertness . and regulate heartbeat. blood pressure. and breathing.
Mouement built into the lesson . sorne fresh air. the o pportunity for the reflex brain to raise the heart
beat ond get o x1::Jgen to where it is needed. wi ll re lieue the stiffn ess and tension caused by s itting still
and great l1::J improue concentratio n leuels. (Fletcher. 2001)
Th is little brain is also connect e d w ith mouement. Our broins ore som e how connected in O uery basic
WO'::J to the concept of mou e m e nt . We will meet thi s fa sc inating on.d apparently uery basic connection
between mouíng and learníng aga in when we c ons ider leorning s ty les ond bodily _ kinesthetic _
íntellíg ence. (Fletcher. 2001)
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Eng lish / 3 yeors ald COREFO
The Limbic System
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Emotions are generated in this region . The li mbic s y s t e m c ompri ses a n umbe r o f closely connected
elements. At a basic leuel. students n eed t he s ec urity of l<no wing w here they are going and the s urety
that if they miss something it will be recycle d later on . The role of the limbic s y stem will be ue ry euident
when we look at the impact of e motion on memory , and think abo u t self - e s teem and c onfidence.
(Fletcher. 2001)
-·WJlliNM#·1!ffi§litti.
PACE (It means: Positiue, Actiue, Clear and Energetic) is good the first thing in the morning . ofter breol<s.
before sports. or wheneuer we need to refocus before o test.
Cross Crawl
Cross Crawl accesses both brain hemispheres simultaneously , ond stimulates receptiue os w e ll os
expressiue hemispheres of the brain. facilitating integration.
Brain Buttons
The Brain Buttons (soft tissue under the collar bone to the left and right of the breastbone) ore
massaged deeply with one hand while holding the nauel with the other hand.
Cook 's Hook - ups connect all the energy circuits in the body at one time and get the electrical energy
in the body mouing when it is blocked. (Dennison, 1989)
Water
Water is an excellent conductor of electrical energ'.:j. The human bod'.:J is made up of 2/ 3 (about 70%)
water. In a relaxed state, with proper water and nutrition, the bod'.:J is h'.:jdrated. Water is essentia l to
proper lymphatic function . (Dennison, 1989)
Reference: Cohen. Isabel and Goldsmith. Marcelle; Hands On. How to use Brain Gym in the classroom;
based on the work of Paul and Gail Dennison.
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English / 3 years old
COREFO
8::o 3 YEARS
~ DAILY ROUTINES
Classroorn Farnily Boy- girl, parts Food, fruit, Places of the Farrn anirnals. The weather. ParD:J it erns.
objects. colour, rnernbers. of the body, drinks, colours cornrnunity. land anirna ls , clothes. Christrnas
shapes parts of the parts of the workers, water a nirna ls. colours. objects. toys.
house. colour, face, ernotions, places of work, wild a nirna ls tempera tu res. colours.
shapes. objects senses, rneans of nurn bers nurnbers
VOCABULARY REVIEW of the house nurnbers transportation
2 Hearing and repeating rhyrning words that finish with -ed: red- bed; -ue: blue- glue; -ow: yellow - pillow; -een: green- queen
3 Hearing and repeating rhyrning words : head- bed: nose- rose; leg - bed; feet - sweet
~ Hearing and repeating rhyrning words: one- sun; two - glue: three- tree
s Hearing and repeating rhyrning words that start with C: car, can, cap, cat and P: park, plane, pilot, painter, pan
6 Hearing and repeating rhyrning words that start with CH: chick, chair, cheese, children and SH: sheep, s ha rk, ship, s hell
1 Hearing and repeating rhyrning words that finish with - y: rainy - tiny : sunny - funny : cloudy - oldy: windy - tidy
8 Hearing and repeat ing rhyrning words that start with A: ant, apple; C: c up, cat; M: rnouse, rnoon
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He or she listens actiuely and ldentify greeting s a nd farewell s Greetings and fa rewells (C11 Identify greetings and farewells through a song.(Cl.1)
understands correctly words (Cl.1) Personal introduction (Cl. 2: C2.1: C2.5) Recognize the sequence of a story about personal
...J information sequencing pictures. Cl.2)
and/or simple expressions
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Recogni se the sequence of a story Rhyming words (Cl.3: C2.2)
o enuironment. (Cl)
about personal introduct,on. (C12)
Classroom objec ts (Cl.3: C2.2: C2.3:)
Match pictures according of personal presentation
J: Express simple phrases from the say ing a story .(C2.1)
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(1)
He or she expresses using story. (C2 1) Colours (C2 4:)
Identify rhyming words completing and colouring
words and/or simple classroom objects. (Cl.3)
Identify pictures that rhyme with
~ expressions related to his or her
classroom objects. (Cl.3)
w enuironment to communicote Name classroom objects t hat rhyme with other
z (C2) Neme pictures that rhyme with pictures (C2.2)
>- classroom objects. (C2.2) Complete. colour and neme classroom objects (C2.3)
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Neme classroom objects. (C2.3) Describe classroom objects and colours following the
He or she listens a ctiuely and Identify family members. (Cl.1) Family members. (Cl.1: C2.5: C2.6) Identify family members matching with a line. (Cl.1)
understands correctly words Identify rooms of the house.Cl.2) Rooms of the house (Cl.2: C2.1) Identify rooms of the house sticking stickers. Cl.2)
and/or simple expressions Put in arder pictures and neme rooms of the house.
related to his or her Express words about rooms of the Colours (Cl.3: C2.2: C2.3: C2.5: C2.6)
house and /or simple expressions (C21)
Shapes (C2.3:)
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enuironment . (Cl)
from the story . (C2.1) ldentify and match pictures that rhyme. (Cl.3)
He or she expresses using Objects of the house (C2.4:)
:I: Identify rhyming words (Cl.3) Point to the pictures and soy rhyming words. (C2.2)
words and/ or simple
~ expressions rela ted to his or her Express nemes of colours that Neme colours and shapes of the parts of a house.
(C2.3)
enuironment to communica te . rhyme. (C2 2)
1 ~ (C2) Neme colours and shapes. (C2.3)
Match objects and rooms of the house and describe
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~- them saying short sentences. (C2.4)
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Describe objects of the house.
.. Paste photographs and describe his or her family tree
(C2.4) (C2.5)
Describe his ar her family tree .
(C2.5)
He or she Listens actiuely and Identify his or her genre. (Cl.1) Mole - female (C11) Identify and color children according to thei r genre.
understands correctly words Identify feelings .Cl.2) Feelings (Cl .2: C2.1) (CU)
¡¡¡ and/or simple expressions
l: Express words about feelings. (C2 1) Parts of the human body. (Cl.3: C2.2: Identify and put in arder a story. (Cl.2)
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related to his or her
<Q. ~ enuironment. (Cl) Identify rhyming words. (Cl.3) C2.5:) Colour a path and express a boy·s feelings. (C21)
ii, ::> Neme rhyming wo rds (C2.2) Parts of the face (C2.3:) Identify. c ut and paste pictures that rhyme. (Cl.3)
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word s and/or simple The senses (C2.4)
a:i Describe parts of the fa ce. (C2.3) Trace. colour and neme pictures that rhyme. (C2.2)
-;¡; < expressions related to his or her
o Express actions related to senses Cut. paste and neme parts of the face . (C2.3)
;¡¡ ...J enu ironment to communicate.
o ...J (C2.4) Put in arder a domino and soy sentences. (C2.4)
(C2)
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Describe hi s or her body (C2.5) Cut. paste and neme parts of the body. (C2. 5)
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He or she listens octiuely ond
understonds correctly words
Identify fru it ond food. (C1.1) Fruit and food (Cl.1: Cl.2: C2.1: C2 .7) Identify and poste pictures into the containers. (C1.1)
f11 l: Identify the sequence of o story. Colours (C1.2: C2.1: C2.11: C2 6) Identify and put in order scenes.(Cl2)
ond/or simple expressions (Cl 2)
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Describe fruits from the story. (C2.1)
Rhyming words (CU: C2 2) Match, colour ond describe fruits. (C21)
> enuironment. (Cl) tvl(C2 3: C2.LL C2.6:) Identify ond match pictures that rhyme. (Cl.3)
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He or she expresses using
Identify rhyming pictures. (C1.3) Numbers (C2.Ll;) Soy numbers ond objects thot rhyme. (C2.2)
words ond/or simple Soy rhyming words. (C2.2) Drinks (C2.5:)
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l: Circle and name food he or she likes. (C 2.3)
¡¡; expressions reloted t o his or her
:::r ::, Describe food he or she likes. (C2.3) Desc ribe food soying colour ond quanti ties. (C2.Ll)
w > enuironment to communicote.
Express how mony food he or she Describe his or her lunchbox using high freq uency
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(C2) sees. (C2Ll) words. (C2 5)
ul Describe his or her lunchbox. (C2 5)
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0_ , He or she listens octiuely ond Identify places in the community. Places of my community (C1.1; C2.5) Identify and match pictures of ploces.(Cl.1)
understonds correctly words (C1.1) Community workers (C1.2; C2.1; C2.5:) Identify and poste community workers .(Cl.2)
ond/o r simple expressions Identify the community workers Initiol sounds with letters C ond p (Cl.3; Describe peo ple using high freq uency words (C2.1)
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reloted to his or her
enuironment. (C1)
from o story. (C1 .2) C2.2 ) Recognize ond colour pictures t hot rhyme. (Cl.3)
1-1 Nome community workers from tvleons of tronsportotion (C 2.3 ; c 2 _5;) Classify pictures ond nome them (C2.2)
z He or she expresses using the story . (C2.1) Numbers (C .Ll) Troce ond nome pictures of meons of tronsportotion.
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words ond/or s imple
l: expressions reloted to his or her
Identify initiol sounds of letters (C2.3)
l: with C ond P. (C1.3) Count ond soy phroses obout objects and numbers
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enuironment to communicote.
(C2) Nome objects whose initiol sounds (C2.Ll)
ore C ond P. (C2 .2) Colour, poste ond nome elements of his or her
> Nome meons of tronsportot1on.
. community. (C2.5)
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(C2.3)
Express phroses using pictures ond
numbers from 1 to Ll {C2 .Ll)
Describe his or her community
elements. (C2.5)
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• He or s he listens a ctiuely and
understands correctly words
· Identif-y di fferent types of weather.
(Cl.1)
· The weather (C1.1: Cl.2: C2 .6)
• Clothes (Cl.2 : C21: C2 .3: CVl: C2 .5: C2 6)
• Adjec tiues (CU: C2.2)
• Identify and join the weather pictures (CU)
· Identify. cut and paste clothes.(Cl.2)
· Complete. colour and name clothes. (C2.1)
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~ and/or simple expressions · Recognize elements from lhe s tory
M obout clothes and weather. (Cl.2) · Identify. match ond colour pictures. (C1.3)
..1 reloted to his or her • Colou rs (C2.3)
enuironment. (C l) · Cut. paste and name pictures that rhyme. (C 2_2)
a: · Name elements from th e story
w · He or she expresses using about clolhes. (C2.1) • Complete. colour and name clothes that he or sh 1.
l: wearing.(C2.3) e s
words ond/ or simple
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expressions related to his or her
· Idenlify rhyming pictures. (Cl.3)
· Express odjectiues thot rhyme. · Play a game and soy what he or she is wearing. (C 2_4)
enuironment to communicote.
~ (C2) (C2.2) • Put on clothes to his or her paper doll and d
(C2.5)
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w · Describe clothes ond colours.
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(C2.3)
· Express what he or she is weoring.
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lt develops listening and speaking
skill s through a story or tal e.
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Students learn about sound s by counting,
j oi ning and dividing phonernes.
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Englis h through mea ningful ac tiviti es. th ro ugh playful activities with concrete
materia l.
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MY PIOJfCT
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integrate other area s. (C LIL)
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My new schooll My family Al/ about me/ Yummy, yummy, My communlty Anlmals, anima/si What's the weather
/lke?
lt's a celebration
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yummyl
69 85 10 1
37 53 117
5 21
Animals' habitot My clothes My birthdoy presents
Lunchbox time! Com munity workers
Hi 1 /'m Poul My house /'m hoppy
71 87 103
39 55 179
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Toble-sroble Blue, glue Leg, egg One, sun C orP Sh or ch Hanny, Andy ond Jenny A,C, M n
75 91 107
27 43 59 123
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57 73 89 105 121
9 25 41
13 29 45 61 77 93 109 125
My clamoom objem Building my house This is my face l like Means of transportation Let~ draw anima/si My friends' clothes This is Chrisrmos
15 31 47 63 79 95 111
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Helping my car! Whors rhis? Domino senses How many apples? Count and soy l like sea anima/s Picking up rhe clorhes My robot is brawn
17 n ff e 81 97 113 129
Puppets My family tree My body puppet My lunchbox My community Animal cap Paperdo/1 My favourite toy
19 35 51 67 83 99 115 131
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maestra y saludan
act iv it ies sitt ing on th e te acher and greet pi so.
o se despiden de
fl oor or forewel l t o their o Escuchan la canc ión del sus compa ñeros
o List en to the song from part ners waving enlace de Youtube y cantan moviendo sus
Youtube link and sing their hands. realizando movimientos. monos.
doing movements. . . . .. .. . . . . .. . . . . . . . . . ... o Escuchan a la maestra ... .... . ········ · ··· ·· ····
saludarles: Hola. Mi nombre
o Listen to t heir teacher
soyi ng Heli o. My name's ...1 . .. . .. . .. ·· ··· .... ..... . . es .
o Re piten el saludo y dan sus
o Repeat the greet ing and : ~ Uso de TIC
soy the ir nome s :TQ TIC o
nombres.
Reciben la -ficha de trabajo
o Rece ive t he hondout ond o Canción: Hola.
o Song: Hi. Heli o. Good y describen lo que ven.
describe what they see. Adiós
bye o Escucha n la canción y
o Listen to the song and https/ /wwwyoutube.
https://www.yout ube. señala n las imágenes.
po int to the pictures. com /wotch?v =svS0
com/wat ch?v = svSO o Cantan ju ntos haciend o UikccrY
o Sing tog ether doing
UikccrY movi mientos.
movement s.
... .... ...... ... ... .... .. ....... ..··· ···· ····· ·· ••'
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) ............... _ __.,._ ...... --- - .,... - - -- . . . - - - - - - • • ,,ir,,,-,,¡ .... , . .. , , . . . . , . . . ~ , .... ,,. . ..... :
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Expected learning out comes: Recognise the sequence of a story
about personal introduction.
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! G.:J Desarrollo de la clase
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Actíviood pan~ b
díversiood
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Cut the scenes.
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··· · ·· · · · ·· · · . .... ... .. .... .. , .. .
Listen and paste the scenes in order in another sheet of paper. (CD
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Track 02) • Escucha las escenas en otra hoja de papel. (CD Track 02)
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