PLAYSCHOOL PLUS
Starter - A - B
AREA OF FOREIGN LANGUAGES
ENGLISH
PRE-PRIMARY
TABLE OF CONTENTS
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT................................................................................................................3
THEORETICAL JUSTIFICATION FOR THE PROJECT..........................................5
OBJETIVES.....................................................................................................................5
CONTENTS.....................................................................................................................6
KEY COMPETENCES.................................................................................................13
ASSESMENT CRITERIA.............................................................................................15
PROGRAMME OF UNITS: Playschool Plus Starter...............................................17
PROGRAMME OF UNITS: Playschool Plus A........................................................52
PROGRAMME OF UNITS: Playschool Plus B........................................................90
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DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
Pre-Primary, 2nd Level
School
Street
Town Province Postcode
TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1234
DISTRIBUTION OF PUPILS
Pre-Primary, 2nd evelYear:
Number of pupils Number of groups
1st year 2nd year3rd year
ORGANISATION OF SPACE AND TIME
Material Resources Available in the School
(omit those which are not relevant)
Video recorder TV Radio cassette player / CD player Video camera Computers Interactive whiteboard
(Write here any remarks concerning when, how and why these resources are used.)
Special Resources Available in the School
(omit those which are not relevant)
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Language classroom Language lab Computer room Playground Gym Theatre Library
Criteria for Using Common Spaces
(Write here any remarks concerning when, how and why these resources are used for English classes.)
Distribution of Classroom Space
(omit those which are not relevant)
Distribution of desks in rows U-shaped distribution of desks Specific corners: class library, cross-curricular subjects, games, crafts, etc. Others.
OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO
OTHER GROUPS
(Write here any educational or educational-recreational activities planned)
Participant group/s
Participant teachers
Term/Dates Outing and activity descriptions
Remarks
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THEORETICAL JUSTIFICATION FOR THE PROJECT
Learning a foreign language is considered an enriching component of Pre-
Primary education, both because of the cultural needs of our times and the high degree
of compatibility of the procedures involved in learning English with the aims proposed
by the Organic Law 2/2006 of 3rd May.
The ability of small children for learning languages is well-known and
acknowledged by most experts, as well as the possibility of incorporating the teaching
of English into the general Pre-Primary Education methodology. Learning a foreign
language from such a young age requires language acquisition to take place in a
recreational and stimulating environment in order to train children for a continued
process which will span from Primary to Secondary Education. Children who maintain
this kind of contact with a foreign language during Pre-Primary will develop, almost
effortlessly, attitudes and abilities (especially listening comprehension and
pronunciation) which will help them throughout their student years.
OBJETIVES
1. The aim of Pre-Primary education is to contribute to the physical, emotional,
social and intellectual development of boys and girls.
2. Both levels will be focused on emotional development, movement and body
control habits, on communication and language, on guidelines for coexistence
and social relations, as well as on discovering the environment’s physical and
social characteristics. Girls and boys will also be encouraged to form a positive
and balanced self-image and to acquire personal autonomy.
Pre-Primary education will contribute to the development of abilities in girls and
boys which will enable them to:
a) Get to know their own bodies as well as the others’, and their possibilities of
action. Learn to respect differences.
b) Observe and explore their family, natural and social environment.
c) Acquire progressive autonomy in their daily activities.
d) Develop their emotional abilities.
e) Interact with others and progressively acquire basic coexistence and social
relations guidelines, as well as practice solving conflicts peacefully.
f) Develop communicative skills and ways of expressing in different languages.
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g) Start acquiring logical-mathematical skills, as well as reading and writing,
movement, expression and rhythm skills.
CONTENTS
The three pre-primary fields of experience are:
Self-knowledge and personal autonomy
Knowledge of the environment
Languages: Communication and representation
It is worth noting that the aim of this project’s materials is for the teaching method
not to be limited to learning English. On the contrary, due to the fact that they cover
knowledge which is close to the children’s experiences, they will also be in touch with
concepts, procedures and attitudes related to identity and personal autonomy, physical
and social environment and communication and representation. Teaching English will
provide the opportunity to include these areas as a whole, as well as to prove their
interdependence. Therefore, the activities suggested by our method will not only
enable children to learn English but will also be used as a communication tool which
will allow them to discover and get to know their bodies and to acquire a positive image
of themselves and their classmates, in order to adopt an autonomous behaviour with
basic health and well-being habits and to start and develop their social relations with
other children and with adults.
Methodological Principles of Pre-Primary English Teaching
Adequate Linguistic Input
For Pre-Primary children, learning a foreign language is very similar to the
process of learning their mother tongue. The child should get in touch with a simple but
natural language that is not limited to a few words from a particular vocabulary group,
but which constitutes the tool to access the world around them. In other words, the
sentences in the Class Materials unit are as important as those which describe the
daily routine in English class.
Coordination with Tutors
In this stage, English is taught as a communication and representation tool, and
therefore becomes part of the general curriculum, which makes it possible to cover a
series of concepts, procedures and attitudes that fit Pre-Primary perfectly. This is why
coordination with the children’s tutors is essential for English learning to be approached
together and as a whole with other curriculum areas. It is also very important that, at
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the beginning of the school year, English teachers and tutors reach an agreement so
that the topics dealt with in Class Materials match up with those in other areas. The
order of the method’s units is not unalterable; because they are punched worksheets,
these units can be arranged so that they match up with the topics dealt with by the
tutors.
Class Routines
One of the foundations of the Class Materials are the routines integrated into
the course in order to develop both socio-cultural competence (children learn what they
should expect from their class and what is expected from them) and communicative
competence (children acquire a new communication tool and a series of strategies to
understand and be understood). Every lesson presents an identical structure which is
completed with the different versions of the same type of games and activities.
Short Activities
The ability to pay attention and to concentrate is very limited in Pre-Primary
children. This fact has been taken into account when creating the sequence of activities
suggested in Class Materials. The teacher should not spend too long on a particular
activity, on the other hand, classes should be taught so that activities follow one
another dynamically. This is the reason why it is not advised to devote more than ten
minutes to each of them.
The Silent Period
New English language learners experience what linguists call the “silent period”.
In this stage, they refuse to speak English; nevertheless, they are able to hear
everything and to use what they hear to organize their notions about how this new
language works. It is more important to offer them plenty of opportunities to understand
how the language works than to insist on them uttering certain words or sentences. In
order for them to do that, they will be provided with different answer possibilities
according to each type of learner. This way, if we ask a question, they will have the
opportunity of showing that they have understood it by means of a physical answer. For
instance, we can ask children to stand up, to raise the flashcard which has the
requested picture or to go to the corresponding wagon in the poster. By imitating the
way the first language is acquired, we will provide them with positive answers which will
allow them to communicate.
Parent-Teacher Collaboration
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Teachers should also maintain close contact with parents by explaining them
what they can expect from their children and the teaching method that is going to be
developed, as well as providing them with clues which can help them support their
children during their learning process. It is usually a good idea to do an end-of-the-year
play where students can sing their favourite songs and share their achievements with
their parents.
Integrating Class Materials with the Aims of Second-Level Pre-Primary
Class materials have been designed so that their Objectives match those of the
Pre-Primary stage set by the 1630/2006 Spanish Royal Decree of 29th December,
which established minimum teaching standards for Second-Level Pre-Primary (see a
list of Objectives below). In short, we use class materials to help children, by means of
English, to get to know their body in order to develop a positive image of themselves; to
observe and explore their immediate surroundings; to get to know other cultural
expressions; to represent and evoke the different aspects of reality that they have
experienced, learnt or imagined; to achieve more and more affective and emotional
security; to use language in a way that suits different situations in order to understand
and be understood; to express ideas, feelings, experiences and desires; and to acquire
good eating and hygiene habits.
Next, the Objectives of each of the three Pre-Primary fields will be described:
1. Self-Awareness and Personal Autonomy
This field of knowledge and experience is concerned, at the same time, with the
gradual building of personal identity, the establishment of affective relationships with
others and personal autonomy as inseparable processes which are necessarily
complementary. This field’s contents are grouped and make sense because they are
complementary to the rest of the fields and should be interpreted within the educational
proposals, from the perspective of global action and learning processes.
In order to contribute to self-knowledge and personal autonomy, teachers should
encourage playing as a privileged activity integrating action with emotions and thought
and favouring social development.
School, especially at this age, is a particularly suitable sphere to enrich self-
knowledge and personal autonomy building processes, as long as it offers an
educational intervention adapted to the different individual needs within a context of
well-being, security and affection.
Contents are divided into four parts; body and self-image, playing and movement,
activity and daily life and personal care and health.
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Focusing on these topics is inherent in any Pre-Primary class. Furthermore, the
stories and topics dealt with in the class materials are meant to develop each pupil’s
personal autonomy as well as their self-knowledge. In English class, games and
movement are a key factor.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To create an accurate and positive self-image through the interaction with
others and the gradual identification of one’s traits, possibilities and limitations,
by developing self-esteem feelings as well as personal autonomy.
2. To get to know and represent one’s body, their elements and some of its
functions, thus discovering possibilities of action and expression and
coordinating and evincing expressions and movements.
3. To identify one’s feelings, emotions, needs or preferences, and to be able to
name them, express them and communicate them to others, also identifying
and respecting those of other people.
4. To carry out, more and more autonomously, regular activities and simple tasks
to solve everyday problems, thus enhancing self-confidence and the ability to
take the initiative, as well as developing strategies to satisfy their basic needs.
5. To adapt their behaviour to the needs and requirements of the others by
developing respectful, helpful and collaborative habits and avoiding submissive
or dominant behaviours.
6. To make progress in acquiring habits and attitudes related to security, hygiene
and improving one’s health by appreciating and enjoying daily situations of
balance and emotional well-being.
2. Physical, Natural, Social and Cultural Realms
This field of knowledge and experience is intended to help children in their process
of discovering and representing the different contexts which form the childhood realm,
as well as to make it easier for them to become a part of it in a reflective and
participatory manner. The field’s contents make sense because they are
complementary to the rest of the fields and should be interpreted within the educational
proposals, from the perspective of global action and learning processes. Therefore, the
realm cannot be understood without using the different languages, the same that
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oriented movements must be carried out from the knowledge of one’s body and its
spatial location.
Throughout this stage, boys and girls discover that they belong to the social realm.
School life implies establishing broader experiences which will bring them closer to
knowing people and interpersonal relationships, thus generating ties and developing
attitudes such as trust, empathy and attachment, which constitute the solid foundation
of socialization. When developing these emotional relationships, expressing and
communicating one’s own experiences, emotions and feelings will be taken into
account in order to build their own identity and favour coexistence.
Gradually, pupils will approach some of their own cultural features. Cultural
diversity makes it advisable to teach children social customs and traditions from an
open and integrating perspective which allows them to learn the different cultural
traditions and expressions that are present in the society and thus create respectful
and appreciatory attitudes towards them.
The importance of new technologies and their current incorporation to our society
makes it advisable for children to identify the role these technologies have got in their
lives, by becoming interested in learning about them and beginning to make use of
them.
Contents are divided into three parts; Physical realm, objects, relationships and
dimensions, getting closer to nature, culture and life in our society. Foreign Language
materials can bring these topics closer to students by means of stories, videos and
other materials and teaching activities.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To observe and explore the environment actively, thus interpreting significant
situations and facts and showing interest in learning about them.
2. To interact with the others, in a way that gets more balanced and satisfactory
each time, gradually internalizing social behaviour rules and adapting their
behaviour to them.
3. To get to know different social groups who share similar experiences as well as
some of their traits, cultural productions, values and lifestyles, thus generating
trust, respect and appreciation.
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4. To get started with Maths skills by handling objects and collections in a
functional way, identifying their attributes and qualities and establishing group,
classification, order and quantification relationships.
5. To learn and value the basic components of the natural realm and some of its
relationships, changes and transformations, thus developing careful, respectful
and responsible attitudes regarding its conservation.
3. Languages: Communication and Representation
Even though it can be useful within other fields, the most important field for Foreign
Languages is that of communication and representation. This field of knowledge and
experience is also aimed at improving the relationship between the child and the
environment. The different forms of communication and representation are a link
between the outer and the inner world, as they are instruments which make it possible
to represent reality, express thoughts, feelings and experiences and interact with
others.
When using different languages, children will discover the most suitable way to
adapt each of them to the different realities or dimensions of the same reality. This
way, it will be easier for them to adapt each language’s codes to their communicative
intentions, thus getting closer to using those languages in a more personal and creative
way.
The different forms of communication and representation integrated in this field are:
verbal language, plastic language, musical language, body language, audio-visual
language and the language of information and communication technologies, which, in a
certain way, incorporates the former ones.
On the other hand, oral language is especially important at this stage, it is the main
learning tool, it controls behaviour and articulates experiences, feelings, ideas,
emotions and so on. Verbalization, that is, expressing with words what they are
learning, thinking and feeling, is an essential tool to build their personal identity, to
learn, to learn to do and to learn to be. Oral language will encourage, by means of
different interactions, the access to ways that get more and more conventional and
complex.
In the second level of Pre-Primary the aim is for children to discover and explore
reading and writing by stirring up their interest and consolidating it. The functional and
meaningful use of reading and writing in the classroom will lead them, with the
appropriate educational intervention, to start learning some of the properties of written
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texts and its conventional characteristics, whose acquisition must be accomplished in
the first level of Primary Education.
Likewise, it is also necessary for them to develop positive attitudes towards their
own language as well as the others’ by awakening their sensitivity and curiosity
towards learning other languages. When introducing a foreign language, such curiosity
will be valued as well as the gradual approach to the meanings of messages within
known communication contexts, mainly in daily class routines.
Audiovisual language and information and communication technologies which are
present in children’s lives, require an educational approach that gets boys and girls
started in the comprehension of audio-visual messages and their correct use.
Objectives
In this field, the aim of educational intervention will be to develop the following
abilities:
1. To use language as a communication, representation, learning and enjoyment
tool, as well as to express ideas and feelings and value oral language as a way
to relate to others and regulate coexistence.
2. To express emotions, feelings, desires or ideas by means of oral language and
through other languages, by selecting the one that suits the intention and the
situation better.
3. To understand intentions and messages of other children and adults by
adopting a positive attitude towards their own language as well as the foreign
one.
4. To understand, reproduce and recreate some literary texts by displaying
attitudes of appreciation, enjoyment and interest towards them.
5. To get started in the social use of reading and writing by exploring how they
work and appreciating them as communication, information and enjoyment
tools.
6. To approach the knowledge of works of art expressed in different languages
and to make artistic representation and expression activities by means of
various techniques.
7. To get started using a foreign language orally in order to communicate during
class activities as well as to show interest and enjoy participating in these
communication exchanges.
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KEY COMPETENCES
The Spanish Organic Law of Education (LOE) defines the curriculum as
consisting of both traditional components (objectives, contents, teaching methodology
and assessment criteria) and key competences. Even though it is not until the 4 th year
of Primary Education that students take part in the so-called diagnostic evaluation, in
which they will have to show the acquisition of certain competences, during the second
level of Pre-Primary basic competences of education can be taught reasonably. This
evaluation in Primary Education does not affect students academically speaking, but
the fact that the results are used to help schools make decisions regarding the way
students should learn, gives us an idea of how educational processes are affected by
this, and thus become more functional.
An educational process based on the key competences differs from a
knowledge centred model where the theoretical information often seems to be
disconnected, in that it is based on the acquisition of integrated competences and basic
practical skills. These skills can be proved by the students. In short, a competence is
knowledge put into practice, integrating skills and attitudes in problem-solving within a
variety of contexts. “Competence” has been graphically and concisely defined as
knowledge in action, that is, using knowledge and abilities in specific situations (real
contexts, different from the ones in which the competence has been acquired),
activation of resources or knowledge the student has (although they may think they do
not have it because they have forgotten it).
There is an aspect that must be emphasized, what is called the combined
nature of competence: students use what they know in order to show that they can put
it into practice and that they know how to proceed. This way, it is proved to us that a
competence integrates the different contents worked on in the classroom (concepts,
procedures and attitudes), which is an example of the pupil’s comprehensive
education. To sum up, we are acknowledging that school not only provides the student
with technical and scientific knowledge, but also with citizenship skills, which is why
they have to show certain civic and intellectual attitudes which entail respect for others,
responsibility and teamwork.
There is also another important feature of competences: they allow students to
cope with the constant updating which takes place in any field of knowledge. Academic
education takes place in school during a limited period of time, but the need for
personal and/or professional training never ends. Competence based training in, for
example, the use of information and communication technologies will allow students to
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use this tool in order to gather the information needed in a particular time (obviously,
after an analysis of the quality of the material has been performed). If, in addition, we
take into account the fact that it is often impossible to cover the whole content of the
curriculum in sufficient depth, the importance of training students in the competence of
learning to learn is clear.
In our education system, the key competences that should be acquired by students
during their compulsory education, in order to deal with the demands of their personal
and professional life, are the following:
Linguistic competence.
Mathematical competence.
Competence in knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic competence.
Cultural and artistic competence.
Learning-to-learn competence.
Autonomy and personal initiative.
Contribution of the Foreign Languages Field to the Acquisition of Key
Competences
Learning a foreign language contributes directly to the acquisition of linguistic
competence by completing, enriching and adding new aspects of comprehension and
expression to the general communicative competence of the student. A communicative
approach to language learning contributes to the development of this competence in
the same way as the first language does.
Foreign languages are essential to the development of this competence with
regard to oral discourse because listening and speaking are given special importance
at this stage. Likewise, because the ability of expression is developed, learning a
foreign language improves the general communicative competence.
When language is acquired, it is used as a vehicle for the process of human
thought and as an instrument for the interpretation and representation of reality. This
subject contributes to the development of competence in learning to learn because
general linguistic ability increases and offers potential resources for comprehension
and expression.
This subject is also a vehicle for the development of social and civic
competence. Languages are used by speakers as a means of social communication
and to become part of the common culture of different communities and nations. They
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are also, to a great extent, a vehicle for cultural communication and transmission,
encouraging respect, interest in and communication with speakers of other languages,
and recognition and acceptance of cultural and behavioural differences.
All the above-mentioned competences are currently directly related to data
processing and digital competence. Using digital resources as learning tools is inherent
in the subject and its everyday use directly contributes to the development of this
competence.
This subject area specifically includes an approximation to cultural statements
which are common in the countries where the target language is spoken, thereby
contributing to the acquisition of artistic and cultural competence by introducing
students to artistic works or authors who have contributed to their creation, as well as
to children’s literature.
Knowledge of a foreign language also contributes in different ways to the
acquisition of competence in autonomy and personal initiative. The teaching
programme encourages cooperation and the management of personal skills and
resources and social and negotiating skills within the “self-knowledge and personal
autonomy” field. This means setting up activities which lead to the development of
initiatives and decision making in the planning and organization of work, thereby
developing autonomy and personal initiative.
Finally, although competence in knowledge of and interaction with the physical
world and mathematical competence are not specifically mentioned in Foreign
Languages Objectives, given the nature of the course materials, many opportunities to
develop these competences as well can be found during in class.
ASSESMENT CRITERIA
Even though Playschool focuses on motivating children more than on pointing
out their achievements, a control of their progress is important in order to be able to
carry out an individualized progress monitoring. Because children are just starting to
learn, the first year of Second-Level Pre-Primary’s assessment can be based on a
direct observation of their development. It is more important to encourage them to
participate by congratulating them for their progress and giving them small rewards. To
spend time, in short, establishing the foundations of their future language learning and
making them self-confident.
Progress monitoring is a constant work from the second year of Second-Level
Pre-Primary on. It can be carried out in any given moment by asking several questions
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at story-time, paying attention to the children while they work on their tables and
observing how they manage during class activities.
Assessment criteria can be divided in two sections:
Class Activities
Follows class instructions
Tries to communicate with the teacher/Monkey Puppet
Listens and understands songs/rhymes
Tries to take part in songs/rhymes (lyrics, actions or both)
Is able to follow the story
Takes part in games
Completes worksheets
Completes crafts and is careful with them
Answers instructions nonverbally
Answers instructions verbally
Recognizes key vocabulary of the unit and starts saying it in English
Attitude and General Remarks
Shows interest in learning
Makes an effort
Participates
Is self-confident in class
Respects class routines and rules
Develops gross motor skills
Develops fine motor skills
Cooperates with classmates
Listens to classmates
Respects speaking turns
COURSE MATERIALS (omit those which are not relevant)
1st year
Pre-Primary, 2nd level
Playschool Plus Starter – Oxford University Press
Teacher’s Book, Class Book, Audio CDs, Teacher’s
Resource Pack, DVD, Teacher’s CD ROM
2nd year
Pre-Primary, 2nd level
Playschool Plus A – Oxford University Press, Teacher’s
Resource Pack, DVD, Teacher’s CD ROM
3rd year
Pre-Primary, 2nd level
Playschool Plus B – Oxford University Press, Teacher’s
Resource Pack, DVD, Teacher’s CD ROM
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PROGRAMME OF UNITS: Playschool Plus Starter
STARTER UNIT: HELLO ROCKET! HELLO STAR!
TOPIC
Introductions, greetings, goodbyes.
OBJECTIVES
To introduce and greet the book’s characters: Monkey, Rocket, Star.
To learn and practice saying Hello and Bye-Bye.
To listen, sing and mimic the vocabulary song: Numbers song.
To introduce and practice numbers 1 to 4.
To establish learner-friendly routines.
ACTIVE LANGUAGE
New: Hello, bye-bye, Monkey, Rocket, Star, one, two, three, four.
PASSIVE LANGUAGE
Hello, Bye-bye, Good morning/afternoon, Time to go!, See you tomorrow, See you next
lesson, Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What’s
this?, Who’s this?, What colour is it?, What number is it?.
COMMUNICATIVE STRUCTURES
Hello. Goodbye.
PROCEDURES
Lesson 1
Greeting, introducing Monkey and singing the Hello song.
Introducing characters, becoming familiar with the Pocket Poster and the
character flashcards. Activities and games with both things.
Putting character stickers on the correct place (Stick on Rocket, Stick on Star,
CB, page 1).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs.
Lesson 2
Using the number Flashcards and the Pocket Poster to practice vocabulary.
Learning, singing and mimicking the Numbers Song in order to consolidate the
lesson’s vocabulary.
Colouring and counting stars (Colour, CB, page 2)
Lesson 3
Using the flashcards and the Pocket Poster to practice the numbers vocabulary.
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Activities and games with number mini-flashcards in order to practice
recognizing and expressing numbers (CB, page 47).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Playing with flashcards: Rocket or Star? (TB, page 33)
Photocopy Master 1: Draw your face and colour (TB, page 33).
Lesson 2
The addition game (TB, page 35).
Photocopy Master 2: Make a hello/bye-bye puppet (TB, page 35).
Lesson 3
Mini-flashcards game (TB, page 37).
Photocopy Master 3: Colour and count the blocks (TB, page 37).
Photocopy Master 12 and 13: Picture Dictionary (TB, page 37).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
When students get to know and identify the characters in the book, they will
also form an idea of themselves, thus expressing and enjoying their own
identity within an encouraging class environment.
The aim is for students to form an accurate and positive self image through their
interaction with others and the gradual identification of their own traits,
possibilities and limitations, thus developing feelings of self-esteem and
personal autonomy.
Physical, Natural, Social and Cultural Realms
Students are initiated into maths through activities with numbers and numerical
representations.
Languages: Communication and Representation
Oral language is especially relevant as a learning, representation,
communication and enjoyment tool, as well as for expressing ideas and
feelings. Children learn to greet each other and introduce themselves.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
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UNIT 1: IT’S RAINING
TOPIC
Colours, clothes.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: It’s raining.
To listen and practice the story song: It’s raining, it’s sunny.
To introduce the colour vocabulary and practice it.
To work on the unit’s pop-out (the weather sign) and use it in order to practice
its words.
To transfer the unit’s vocabulary to a real life context by means of the Weather
Cross-curricular Poster.
To link the unit with another subject (Natural and Social Science: The Weather)
and develop their knowledge of the world through the English language.
Crafts: It’s sunny! It’s raining! It’s cloudy! To expand the weather topic.
To personalize a creative activity: drawing a pair of boots and painting them any
colour they choose.
ACTIVE LANGUAGE
New: Red, yellow, green, blue, boots, hat.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-4.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
It’s raining. It’s sunny.
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
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Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song: It’s raining. It’s sunny.
Putting character stickers on the correct character (Stick on the boots on
Rocket and Star, CB, page 3).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (colours) and using the Pocket Poster to
practice it.
Working on the pop-out with the sign indicating whether it is sunny or raining
and play a game with it (CB, Unit 1, Pop-out It’s raining).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Lifting up the pop-out when the story says it is raining or it is sunny.
Singing and mimicking the story’s song: It’s raining. It’s sunny (CD). Lifting up
the pop-out, according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the colours flashcards to practice it.
Listening, singing and mimicking the vocabulary song: Splish! Splash! Splosh!
Connecting and using lines to match each circle with its corresponding pair of
boots (Match, CB, page 4).
Lesson 4
Using the Pocket Poster and the colour flashcards and mini-flashcards to
review the vocabulary.
Listening and mimicking the unit’s song: Splish! Splash! Splosh!
Focusing once more on the unit’s story with The Big Story Book: It’s raining.
Listening to it on the CD. Using the colour mini-flashcards whenever they are
mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic:
weather and clothes. Using the Cross-curricular Poster: Weather. Acting the
TPR actions in order to reinforce the vocabulary and the structures learnt.
Drawing the sun or the rain in the correct picture, thus showing that the student
has understood (Draw the rain and the sun. CB, page 5).
Lesson 6
Oxford University Press – Playschool Plus 20
Watching the unit’s story on DVD for the second time (It’s raining, it’s
sunny) and mimicking it.
Completing a drawing by colouring its parts as instructed (Colour, CB,
page 6).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing the Starter Unit: counting (TB, page 39)
Activity for story consolidation (TB, page 39).
Lesson 2
Playing with flashcards: Red and yellow (TB, page 41).
Using the pop-out for a mimicking game (TB, page 41).
Lesson 3
Colour puddles (TB, page 43).
Photocopy Master 4: Make a weather sign.
Lesson 4
Which colour? (TB, page 45).
Colour tables game (TB, page 45).
Lesson 5
The pop-out game (TB, page 47).
Make a hat (TB, page 47).
Lesson 6
Performance (TB, page 49).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 49).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice colour vocabulary.
Practicing and mimicking the vocabulary song (Splish! Splash! Splosh!).
Personalizing an activity: drawing a pair of boots and colouring them with the
student’s favourite colour.
Extension Lesson
Extension of the weather topic by making a craft.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should use three
card stock sheets to make three collages: one for sunny weather, one for rain
and another one for a cloudy day.
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DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children become more and more autonomous in their daily activities; they learn
to move within the classroom, enhance their self-confidence, improve their
ability to take the initiative and learn to satisfy their basic needs. All this things
make them feel comfortable with the environment and so they are able to
communicate their opinions and interests confidently.
Physical, Natural, Social and Cultural Realms
The topic in this unit is connected with the children’s environment. They have to
observe changes on the weather and are encouraged to pay attention to them
with the Unit’s story and the Routine Poster.
Languages: Communication and Representation
Plastic language is a good way of expressing themselves and sharing with
others. Children start showing interest in colours and shapes and develop their
aesthetic sense and their own taste, thus contributing to their all-round
development.
By means of body performances and activities, children are encouraged to use
mimicry techniques and physical theatre as a support for oral communication.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
, WASH, WASH!
TOPIC
Parts of the face.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Wash, wash,
wash!.
To listen and practice the story song: Wash, wash, wash!.
To introduce the vocabulary of the parts of the face and practice it.
To introduce, practice and mimic the vocabulary song: Happy face.
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To work on the unit’s pop-out (painted face and clean face) and use it in order
to practice its words.
To transfer the unit’s vocabulary to a real life context by means of the Animal
faces Cross-curricular Poster.
To link the unit with another subject (Science: Animal Faces) and develop their
knowledge of the world through the English language.
Crafts: Make a big lion face to expand the animal faces topic.
To personalize a creative activity: Draw your best friend’s face.
ACTIVE LANGUAGE
New: face, eyes, nose, mouth, big.
Review: red, blue, green, yellow. Hello, bye-bye. Rocket, Star, Monkey. Numbers 1-4.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Wash, wash, wash! I’m happy.
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song: Wash, wash, wash!
Putting stickers of the parts of the face on the correct place (Stick on the eyes
and mouth, CB, page 7).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (parts of the face) and using the Pocket
Poster to practice it.
Working on the pop-out with the painted face and the clean face and playing a
game with it (CB, Unit 2, Pop-out Wash, wash, wash!).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Pointing at the parts of the face on the pop-out whenever they are
mentioned in the story.
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Singing and mimicking the story’s song: Wash, wash, wash! (CD). Lifting up the
pop-out, according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the flashcards of the parts of the face to practice it.
Listening, singing and mimicking the vocabulary song: Happy face.
Connecting and using lines to match each part of the face with its
corresponding character (Match, CB, page 8).
Lesson 4
Using the Pocket Poster and the colour flashcards and mini-flashcards to
review the vocabulary.
Listening and mimicking the unit’s song: Happy face.
Focusing once more on the unit’s story with The Big Story Book: Wash, wash,
wash!. Listening to it on the CD. Using the face mini-flashcards whenever its
parts are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic:
Animal faces. Using the Cross-curricular Poster: Animal faces. Acting the TPR
actions in order to reinforce the vocabulary and the structures learnt.
Matching each part of the face with its corresponding animal (Match, CB, page
9).
Lesson 6
Watching the unit’s story on DVD for the second time (Wash, wash,
wash!) and mimicking it.
Completing a drawing by colouring the face like Rocket’s picture on the
story (Colour, CB, page 10).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 1 (TB, page 53)
Activity for story consolidation (TB, page 53).
Lesson 2
Playing with flashcards: Build a face (TB, page 55).
Using the pop-out for a mimicking game (TB, page 55).
Lesson 3
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Double ring song times (TB, page 57).
Photocopy Master 5: Complete and colour Monkey’s face (TB, page 57).
Lesson 4
Mini-flashcards snap (TB, page 59).
Monkey’s Nose Game (TB, page 59).
Lesson 5
Looking at animal faces (TB, page 61).
Make a hippo’s mouth (TB, page 61).
Lesson 6
Performance (TB, page 63).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 63).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the vocabulary of the
parts of the face.
Practicing and mimicking the vocabulary song (Happy face).
Personalizing an activity: draw your best friend’s face
Extension Lesson
Extension of the subject with the topic of animal faces.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a big
lion face with a paper plate, paint, paintbrushes, black paper, glue, and yellow,
orange and brown wool.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through the knowledge of their own body (parts of the face) and how it works,
children discover possibilities for action and expression, identify their own
features and develop self-esteem and personal autonomy.
Students make progress in acquiring habits and attitudes related to security,
hygiene and improving one’s health by appreciating and enjoying daily
situations of balance and emotional well-being.
Physical, Natural, Social and Cultural Realms
In this unit, children observe and explore some of the different contexts which
form their environment (school), thus making it easier to be part of it and
continue learning about the world that surrounds them.
By learning to relate to people (at school), children internalize social norms of
behaviour and adjust their own conduct to them.
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Languages: Communication and Representation
Children express feelings, desires or ideas by means of oral language and
other languages, choosing the one that suits their intention as well as the
situation they are in.
Children approach audio-visual language and information and communication
technologies. They also start establishing the differences between reality and
audio-visual representation.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
PLUS UNIT: TRAIN RIDE
TOPIC
Train ride.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Train ride.
To listen and practice the story song: Chuff! Chuff! Chuff!.
To introduce the vocabulary of trains and practice it.
To introduce, practice and mimic the vocabulary song: Off we go!.
To work on the unit’s pop-out, Train ride, and use it in order to practice its
words.
To transfer the unit’s vocabulary to a real life context by means of the Wheels
Cross-curricular Poster (wheels on the different means of transport).
To link the unit with another subject (Science: Wheels and Mechanisms) and
develop their knowledge of the world through the English language.
Crafts: Make a train to expand the topic of wheels and trains.
To personalize a creative activity: Draw your favourite train.
ACTIVE LANGUAGE
New: train, station, fast, slow, train driver, guard, wheels, little.
Review: Rocket, Star, Monkey, Hello, bye bye. It’s sunny. Red, yellow, blue, green,
orange. Numbers 1-4.
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PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song: Chuff! Chuff! Chuff!.
Putting stickers of the parts of the face on the correct place (Stick on the train
driver and the guard, CB, page 11).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (trains) and using the Pocket Poster to
practice it.
Working on the train ride pop-out and playing a game with it (CB Plus Unit,
Train ride Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Making the train go slow and fast like in the story.
Singing and mimicking the story’s song: Chuff! Chuff! Chuff!.(CD). Lifting up the
pop-out, according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the train ride flashcards to practice it.
Listening, singing and mimicking the vocabulary song: Off we go!.
Connecting and using lines to match each part of the face with its
corresponding character (Match, CB, page 12).
Lesson 4
Using the Pocket Poster and the train ride flashcards and mini-flashcards to
review the vocabulary.
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Listening and mimicking the unit’s song: Off we go!.
Focusing once more on the unit’s story with The Big Story Book: Train ride.
Listening to it on the CD. Using the train ride mini-flashcards whenever the
words are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic:
wheels. Using the Cross-curricular Poster: Wheels. Acting the TPR actions in
order to reinforce the vocabulary and the structures learnt.
Matching each wheel with its corresponding means of transport (Match and
draw the wheels, CB, page 13).
Lesson 6
Watching the unit’s story on DVD for the second time (Train ride) and
mimicking it.
Completing a train drawing by colouring each part as instructed
(Colour, count the carriages. CB, page 14).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 2 (TB, page 67)
Activity for story consolidation (TB, page 67).
Lesson 2
Playing with the pop-out: Up, up, up! (TB, page 69).
Fast and slow (TB, page 69).
Lesson 3
Make a noise! game (TB, page 71).
Photocopy Master 6: Draw the passengers. Colour the train. (TB, page 71).
Lesson 4
Go to the station game (TB, page 73).
Actions game (TB, page 73).
Lesson 5
Make a tractor collage (TB, page 75).
How many wheels? (TB, page 75).
Lesson 6
Performance (TB, page 77).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 77).
Review Lesson
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Using mini-flashcards and the Pocket Poster to practice the vocabulary of
trains.
Practicing and mimicking the vocabulary song (Off we go!).
Personalizing an activity: draw your favourite train.
Extension Lesson
Extension of the subject with the topic of train rides and wheels.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a train
using shoe or cereal boxes, cardboard tubes, paint, paintbrushes, glues and
strings.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Get to know their body, its parts and some of its functions, thus discovering
action and expression possibilities and coordinating and improving their
coordination and control over expressions and movements. Physical activities
and habits where the child has to participate and move, such as mimicry and
dance, are very important.
Physical, Natural, Social and Cultural Realms
In order to learn and understand how reality works, the child explores,
establishes connections, compares and so on. The current unit deals with this
using trains and the way they work.
Children relate to others in a more and more balanced way, gradually
internalizing social behaviour norms and adjusting their conduct to them.
Languages: Communication and Representation
Children begin to understand the intentions and messages of other kids and
adults, thus adopting a positive attitude towards their own language and the
foreign one.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
UNIT 3: THE BLUE BALLOON
TOPIC
Oxford University Press – Playschool Plus 29
Party food.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: The blue
balloon.
To listen and practice the story song: Happy Birthday, Star!.
To introduce food vocabulary and practice it.
To introduce, practice and mimic the vocabulary song: My party.
To work on the unit’s pop-out (balloon), and use it in order to practice its words.
To transfer the unit’s vocabulary to a real life context by means of the Oranges
Cross-curricular Poster (producing and collecting oranges in order to make
orange juice).
To link the unit with another subject (Natural and Social Science: Plants and
How they Grow) and develop their knowledge of the world through the English
language.
Crafts: Make a toy balloon to expand the topic.
To personalize a creative activity: Draw your favourite party food.
ACTIVE LANGUAGE
New: grapes, juice, ice cream, cake, balloon, orange, orange juice, tree.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-4, red, blue, yellow, green,
orange.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Up, down, Happy birthday!
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song: Happy Birthday, Star!.
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Putting party stickers on the correct place (Stick on the candles and the blue
balloon, CB, page 15).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (food) and using the Pocket Poster to
practice it.
Working on the blue balloon pop-out and playing a game with it (CB Unit 3, The
blue balloon Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Moving the balloon pop-out when they hear up/down.
Singing and mimicking the story’s song: Happy Birthday, Star!.(CD). Lifting up
the pop-out, according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the food flashcards to practice it.
Listening, singing and mimicking the vocabulary song: My party.
Colour food pictures as instructed (Colour, CB, page 16).
Lesson 4
Using the Pocket Poster and the food flashcards and mini-flashcards to review
the vocabulary.
Listening and mimicking the unit’s song: My party.
Focusing once more on the unit’s story with The Big Story Book: The blue
balloon. Listening to it on the CD. Using the food mini-flashcards whenever the
words are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic: the
process oranges undergo from the tree to the juice bottle. Using the Cross-
curricular Poster: Oranges. Acting the TPR actions in order to reinforce the
vocabulary and the structures learnt.
Making a mini-book with the pictures provided (Make a mini-book, CB, page
18).
Lesson 6
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Watching the unit’s story on DVD for the second time (The blue
balloon) and mimicking it.
Go over the lines that connect the characters with the corresponding
food (Follow the paths. CB, page 18).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit: Train ride (TB, page 81)
Activity for story consolidation (TB, page 81).
Lesson 2
Flashcards game: Find the party food (TB, page 83).
Statues game using the pop-out (TB, page 83).
Lesson 3
Plasticine party (TB, page 85).
Photocopy Master 7: Make a birthday cake. Make a birthday card. (TB, page 85).
Lesson 4
Mini-flashcards game: It’s a party! (TB, page 87).
Mini-flashcards game: I love cake! (TB, page 87).
Lesson 5
Orange tree poster (TB, page 89).
Make orange juice (TB, page 89).
Lesson 6
Performance (TB, page 91).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 91).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the food vocabulary.
Practicing and mimicking the vocabulary song (My party).
Personalizing an activity: draw your favourite party food.
Extension Lesson
Extension of the subject with the topic of balloons and toys.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a toy
balloon using a balloon, a pair of card stock feet, markers, sticky tape and
coins.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Oxford University Press – Playschool Plus 32
Learning to identify and express feelings, as well as tastes and preferences
(related with food, for instance), fosters a good knowledge of themselves and
their own features.
Children make progress in acquiring healthy habits and attitudes, thus
appreciating and enjoying daily situations of balance and emotional well-being.
Healthy eating habits are also encouraged by focusing on the fruit on the
birthday party table and, specifically, the interdisciplinary lesson of orange
growth and how to make orange juice with them.
Physical, Natural, Social and Cultural Realms
Through the topic of food, children gradually internalize social behaviour norms
and adapt their conduct to them. They learn norms related to eating and sharing
an eating space with other kids as well. They also observe and recognize some
signs of cultural identity related to eating habits.
Languages: Communication and Representation
Children begin to understand, reproduce and recreate some literary texts by
showing their appreciation towards them, enjoying them and being interested
on them. They work with songs and stories and perform simple roles.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
UNIT 4: ROCKET’S CAR
TOPIC
Toys.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Rocket’s car.
To listen and practice the story song: The red car.
To introduce food vocabulary and practice it.
To introduce, practice and mimic the vocabulary song: Look! Look! Look!.
To work on the unit’s pop-out (sandbox with toys), and use it in order to practice
its words.
To transfer the unit’s vocabulary to a real life context by means of the Circles
Cross-curricular Poster (Circles).
To link the unit with another subject (Maths: Geometric shapes) and develop
their knowledge of the world through the English language.
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Crafts: Make a teddy bear to expand the circles topic.
To personalize a creative activity: Draw your favourite toy.
ACTIVE LANGUAGE
New: car, teddy, scooter, book, sand, book.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-4. Blue, green, red, yellow,
orange.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I like the red car best!
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time (Big Story Book:
Rocket’s car), with and without the CD. Introducing and mimicking the story’s
song: The red car.
Putting car stickers on the correct place (Stick on blue car and the red car, CB,
page 19).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (toys) and using the Pocket Poster to
practice it.
Working on the pop-out of the sandbox with toys and playing a game with it (CB
Unit 4, Rocket’s car Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Lifting the flaps of the toys pop-out one by one, to see what is
underneath.
Singing and mimicking the story’s song: The red car (CD). Lifting up the pop-
out, according to what the song is saying.
Lesson 3
Oxford University Press – Playschool Plus 34
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the toys flashcards to practice it.
Listening, singing and mimicking the vocabulary song: Look! Look! Look!.
Connecting and using lines to match each toy with its corresponding figure
(Match, CB, page 20).
Lesson 4
Using the Pocket Poster and the toys flashcards and mini-flashcards to review
the vocabulary.
Listening and mimicking the unit’s song: Look! Look! Look!.
Focusing once more on the unit’s story with The Big Story Book: Rocket’s car.
Listening to it on the CD. Using the toys mini-flashcards whenever the words
are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic:
geometric shapes. Using the Cross-curricular Poster: Circles to talk about
circles. Acting the TPR actions in order to reinforce the vocabulary and the
structures learnt.
Colouring and counting the circles (Colour and count the circles on each toy,
CB, page 21).
Lesson 6
Watching the unit’s story on DVD for the second time (Rocket’s car)
and mimicking it.
Completing and colouring cars as instructed (Colour. CB, page 22).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 3 (TB, page 95)
Activity for story consolidation (TB, page 95).
Lesson 2
Flashcards game: Where’s the scooter? (TB, page 97).
Mimicry game using the pop-out (TB, page 97).
Lesson 3
Go to the toy you like best game (TB, page 99).
Photocopy Master 8: Make and do the jigsaw. (TB, page 99).
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Lesson 4
Tidy up! (TB, page 101).
Musical cushions (TB, page 101).
Lesson 5
Circle prints (TB, page 103).
Circle biscuits (TB, page 103).
Lesson 6
Performance (TB, page 105).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 105).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the face vocabulary.
Practicing and mimicking the vocabulary song (Look! Look! Look!).
Personalizing an activity: draw your favourite toy.
Extension Lesson
Extension of the subject with the topic of circles.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a teddy
bear using different sizes of yellow, orange or brown circles, a white teddy bear
template and glue.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Playing is a privilege. Through this activity children learn to interact with others,
share with others and work with their classmates, respecting turns in a game or
whenever they answer the teacher’s questions. This will create a positive and
accurate image of themselves.
Children make progress in acquiring habits and attitudes related to safety,
hygiene and health: for example, they learn to take care of their friends and that
playing safe is important. They also become more and more interested in
outdoor activities.
Physical, Natural, Social and Cultural Realms
By learning actions and games, children learn to relate with others in a more
balanced and satisfactory way, thus internalizing social behaviour norms and
adapting to them.
Children observe and explore their environment actively, as well as the objects
and materials available there, how they work and how they are used on a daily
Oxford University Press – Playschool Plus 36
basis. They also learn about their position in space as well as the position of
objects, about relative positions and movement.
Languages: Communication and Representation
Body language has to do with moving your body as well as with expressions,
actions and movements and with a communicative and representative intention.
Symbolic play and physical theatre are also a way to show their emotions and
display their knowledge of the world.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
PLUS UNIT: HAPPY LITTLE FISH
TOPIC
Fish and frogs.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Happy little fish.
To listen and practice the story song: I’m a happy little fish.
To introduce the fish vocabulary and to practice it.
To introduce, practice and mimic the vocabulary song: Swim and jump.
To work on the unit’s pop-out (from tadpole to frog), and use it in order to
practice its words.
To transfer the unit’s vocabulary to a real life context by means of the Frogs
Cross-curricular Poster (From tadpole to frog).
To link the unit with another subject (Natural and Social Science: The evolution
of animals) and develop their knowledge of the world through the English
language.
Crafts: Make happy little fish in order to expand the fish topic.
To personalize a creative activity: Draw your favourite frog or fish.
ACTIVE LANGUAGE
New: Fish, frog, swim, jump, tail, legs, egg, tadpole.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-4. Little.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Oxford University Press – Playschool Plus 37
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time (Big Story Book:
Happy little fish), with and without the CD. Introducing and mimicking the story’s
song: I’m a happy little fish.
Putting stickers of the parts of the face on the correct place (Stick on the fish
and his friend, CB, page 23).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (fish) and using the Pocket Poster to
practice it.
Working on the pop-out of “from tadpole to frog” and playing a game with it (CB
Plus Unit, Happy little fish Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Lifting the flaps while listening to the story.
Singing and mimicking the story’s song: I’m a happy little fish (CD). Lifting up
the pop-out, according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the happy little fish flashcards to practice it.
Listening, singing and mimicking the vocabulary song: Swim and jump.
Colouring the little fish (Colour, CB, page 24).
Lesson 4
Using the Pocket Poster and the little fish flashcards and mini-flashcards to
review the vocabulary.
Listening and mimicking the unit’s song: Swing and jump.
Focusing once more on the unit’s story with The Big Story Book: Happy little
fish. Listening to it on the CD. Using the little fish mini-flashcards whenever the
words are mentioned in the story.
Oxford University Press – Playschool Plus 38
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic: from
tadpole to frog. Using the Cross-curricular Poster: Frogs. Acting the TPR
actions in order to reinforce the vocabulary and the structures learnt.
Colouring the frog picture and folding the page to make a zigzag book (Colour
the frog. Make a zigzag book, CB, page 25).
Lesson 6
Watching the unit’s story on DVD for the second time (Happy little fish)
and mimicking it.
Finding frogs and fish in a picture, circling them and counting them
(Circle and count the fish and frogs. CB, page 26).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 4 (TB, page 109)
Activity for story consolidation (TB, page 109).
Lesson 2
Pop-out game: Jump, little frog! (TB, page 111).
Mime game: Let’s swim! (TB, page 111).
Lesson 3
Fish statues game (TB, page 113).
Photocopy Master 9: Colour and count the frogs.
Lesson 4
Mini-flashcards game: Wait for it! (TB, page 115).
Go Fishing! Game (TB, page 115).
Lesson 5
Make a play dough frog (TB, page 1117).
Jump across the lily pads (TB, page 117).
Lesson 6
Flapping fish game (TB, page 119).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 119).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the happy little fish
vocabulary.
Practicing and mimicking the vocabulary song (Swim and jump).
Personalizing an activity: draw your favourite frog or fish.
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Extension Lesson
Extension of the subject with the topic of fish.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make happy
little fish with a fish template, tissue paper, silver and golden paper, glue, ice
lolly sticks or straws.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children become more and more autonomous in their daily activities, thus
improving their self-confidence and their ability to take the initiative and to
develop strategies in order to satisfy their basic needs.
Pop-out activities help children improve their fine motor skills.
Physical, Natural, Social and Cultural Realms
Children learn to know and appreciate the basic elements of nature and some
of its connections, thus developing attitudes of care, respect and responsibility
on its preservation.
Languages: Communication and Representation
Children start reading socially and practicing some pre-writing skills, thus
exploring how writing works and appreciating it as a communication, information
and enjoyment tool. Worksheets deal with different aspects of visual-manual
coordination through crafts and simple activities such as joining the dots, going
over the lines, and so on. The purpose of Big Story Books is to expose children
to written words in a passive way.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
UNIT 5: TWIG’S RABBIT
TOPIC
Pets.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Twig’s rabbit.
To listen and practice the story song: Hop away!.
To introduce the animals vocabulary and to practice it.
Oxford University Press – Playschool Plus 40
To introduce, practice and mimic the vocabulary song: My pet.
To work on the unit’s pop-out (animals), and use it in order to practice its words.
To transfer the unit’s vocabulary to a real life context by means of the Pets
Cross-curricular Poster (Pets).
To link the unit with another subject (Natural and Social Science: Animals and
Pets) and develop their knowledge of the world through the English language.
Crafts: Make rabbit ears in order to expand the pets topic.
To personalize a creative activity: Draw yourself with your pet.
ACTIVE LANGUAGE
New: bird, cat, dog, rabbit, carrot.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-4. Teacher. Red, yellow,
green, blue, orange, ear.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’ve got a (cat).
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time (Twig’s rabbit), with
and without the CD. Introducing and mimicking the story’s song: Hop away!.
Putting animal stickers on the correct place (Stick on the rabbit and the carrot,
CB, page 27).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (pets) and using the Pocket Poster to
practice it.
Working on the pets pop-out and playing a game with it (CB Unit 5, Twig’s
rabbit Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Unfolding the animal flaps when they are mentioned in the story.
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Singing and mimicking the story’s song: Hop away! (CD). Lifting up the pop-out,
according to what the song is saying.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the pets flashcards to practice it.
Listening, singing and mimicking the vocabulary song: My pet.
Connecting and matching each character with their corresponding pet (Match,
CB, page 28).
Lesson 4
Using the Pocket Poster and the animals flashcards and mini-flashcards to
review the vocabulary.
Listening and mimicking the unit’s song: My pet.
Focusing once more on the unit’s story with The Big Story Book: Twig’s rabbit.
Listening to it on the CD. Using the animals mini-flashcards whenever the
words are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic: pets.
Using the Cross-curricular Poster: Pets. Acting the TPR actions in order to
reinforce the vocabulary and the structures learnt.
Match each pet with its food (Follow the paths, CB, page 29).
Lesson 6
Watching the unit’s story on DVD for the second time (Twig’s rabbit) and
mimicking it.
Connecting each pet with its silhouette and grouping them inside a closed
curved line (Group the pets with their silhouettes. CB, page 30).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit: Happy little fish (TB, page 123)
Activity for story consolidation (TB, page 123).
Lesson 2
Flashcards game: Pets and toys (TB, page 125).
Mime game with the pop-out (TB, page 125).
Lesson 3
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Walk like a cat, fly like a bird! game (TB, page 127).
Photocopy Master 10: Draw and colour your favourite pet (TB, page 127).
Lesson 4
Envelope game with the mini-flashcards (TB, page 129).
Action song game (TB, page 129).
Lesson 5
Meat or vegetables? (TB, page 131).
Feed the bird craft activity (TB, page 131).
Lesson 6
Performance (TB, page 133).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 133).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the pets vocabulary.
Practicing and mimicking the vocabulary song (My pet).
Personalizing an activity: draw yourself with your pet.
Extension Lesson
Extension of the subject with the topic of pets.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make rabbit
ears with card stock, paints, wool or cotton and card stock strips.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Routines learnt in class will help them act with certain autonomy, thus
enhancing their self-confidence and self-esteem. Moreover, it will boost the
spirit of collaboration and respect for the group. Children are encouraged to
listen to each other, respect different opinions and appreciate the work of
others.
Physical, Natural, Social and Cultural Realms
This unit deals with the relationship between children and pets, learning and
exploring actively and interpreting several situations and significant facts and
showing interest in learning. When working on topics related to animals, each of
them is explored in its environment, such as the country or the house.
Children also learn to appreciate basic nature elements, thus becoming
conscious, respectful and responsible regarding its preservation. In this case,
they learn how to take care of their pets.
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Languages: Communication and Representation
Musical language is encouraged in every unit by means of songs and rhymes
which make it possible to develop abilities related to perception, the use of
instruments, body movement and creation that emerge when listening
attentively, exploring, handling and playing with sounds and music.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
UNIT 6: GET READY!
TOPIC
Human and animal families.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Get ready!.
To listen and practice the story song: Don’t stop!.
To introduce the family vocabulary and to practice it.
To introduce, practice and mimic the vocabulary song: The family song.
To work on the unit’s pop-out (the spoon and the egg), and use it in order to
practice its words.
To transfer the unit’s vocabulary to a real life context by means of the Animal
families Cross-curricular Poster (Pets).
To link the unit with another subject (Science and Natural and Social Science:
Human or animal families) and develop their knowledge of the world through
the English language.
Crafts: Make ducklings puppets in order to expand the animal families topic.
To personalize a creative activity: Draw your family.
ACTIVE LANGUAGE
New: daddy, mummy, family, egg, spoon, lion, duck.
Review: Rocket, Star, Monkey, Hello, bye-bye. Numbers 1-3. Blue, red, yellow, green.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Oxford University Press – Playschool Plus 44
PROCEDURES
Lesson 1
Greeting, using the Pocket Poster as well as the unit’s flashcards and singing
the Hello song (in every lesson).
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song: Don’t stop!.
Putting animal stickers on the correct place (Stick on the eggs, CB, page 31).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs (in every
lesson).
Lesson 2
Introducing the unit’s key vocabulary (family) and using the Pocket Poster to
practice it.
Working on the pop-out of the spoon and the egg and playing a game with it
(CB Unit 6, Get ready! Pop-out).
Watching the unit’s story on DVD. Performing the story with the pop-out they
have made. Raising the spoon and the egg every time they hear the word egg.
Singing and mimicking the story’s song: Don’t stop! (CD). Managing not to drop
the pop-out egg from the spoon.
Lesson 3
Reviewing and introducing new key vocabulary. Using the Pocket Poster and
the family flashcards to practice it.
Listening, singing and mimicking the vocabulary song: The family song.
Colour the family’s t-shirts according to the instructions (Colour, CB, page 32).
Lesson 4
Using the Pocket Poster and the family flashcards and mini-flashcards to review
the vocabulary.
Listening and mimicking the unit’s song: The family song.
Focusing once more on the unit’s story with The Big Story Book: Get ready!.
Listening to it on the CD. Raising the family mini-flashcards whenever the words
are mentioned in the story.
Lesson 5
Consolidating knowledge and understanding of the interdisciplinary topic:
animal families. Using the Cross-curricular Poster: Animal Families. Acting the
TPR actions in order to reinforce the vocabulary and the structures learnt.
Oxford University Press – Playschool Plus 45
Connect by drawing a curved line around the lion family and another one
around the duck family (Group the lion family and the duck family, CB, page
33).
Lesson 6
Watching the unit’s story on DVD for the second time (Get ready!) and
mimicking it.
Connecting each character with the corresponding mother or father (Match. CB,
page 34).
Rewarding students with stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 5 (TB, page 137)
Activity for story consolidation (TB, page 137).
Lesson 2
Circle game: Winner! (TB, page 139).
Character flashcard game (TB, page 139).
Lesson 3
Go to mummy and daddy using the pop-out (TB, page 141).
Photocopy Master 11: Follow the paths and find the families (TB, page 141).
Lesson 4
Circle game (TB, page 143).
Find the baby! (TB, page 143).
Lesson 5
Matching families game (TB, page 145).
Grouping animal families (TB, page 145).
Lesson 6
Performance (TB, page 147).
Photocopy Masters 12 and 13: Picture Dictionary (TB, page 147).
Review Lesson
Using mini-flashcards and the Pocket Poster to practice the family vocabulary.
Practicing and mimicking the vocabulary song (The family song).
Personalizing an activity: draw your family.
Extension Lesson
Oxford University Press – Playschool Plus 46
Extension of the subject with the topic of animals.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make
duckling puppets with a duck template, sticky tape or glue, a straw or an ice
lolly stick and collage material: pieces of cloth, paper or feathers and buttons.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children make progress in the acquisition of healthy habits and attitudes,
appreciating and enjoying daily family situations of balance and well-being, for
instance, by enhancing their interest in outdoor activities and having contact
with animals, their family and nature.
Physical, Natural, Social and Cultural Realms
They get to know different social and family groups which are close to their
experience, as well as some of their characteristics, cultural productions, values
and ways of life, thus generating attitudes of trust, respect and appreciation.
Languages: Communication and Representation
Children express feelings, desires and ideas by means of oral language and
other languages, selecting the one that suits their intention and the context
better. The idea is for them to have the opportunity of expressing their tastes
and opinions and to encourage them to speak English when they have
something to say or express.
They carry out activities of artistic representation and expression by using
different techniques. Plastic expression is an integral part of the project as a
means of expression and for sharing with others.
Assessment Criteria
Because children are just starting their learning process, assessment during the
first year of Second-Level Pre-Primary can be based on the direct observation of their
development.
HOLIDAYS
Happy Halloween
TOPIC
Halloween.
OBJECTIVES
To introduce Halloween vocabulary and celebrate Halloween in English.
To listen to and practice the story song: The pumpkins song.
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To consolidate language through a Class Book stickers activity.
ACTIVE LANGUAGE
New: pumpkin, orange.
Review: Colours: red, blue, green, yellow. Face, eyes, nose, mouth. Numbers 1-4.
PROCEDURES
Greeting, and singing the Hello song.
Introducing and practicing the unit’s vocabulary with the pumpkins and colours
flashcards (TB, page 150).
Listening, singing and mimicking the unit’s song: The pumpkins song (TB, page
150).
Putting a sticker on the correct place of a worksheet (Stick on the pumpkin.
Colour. Count the pumpkins, TB, page 35).
Tidying up and saying bye-bye with the songs Tidy up and Bye-bye.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 14: Make a pumpkin counting book (TB, page. 151).
Photocopy Master 15: Match the pumpkins with the same faces. (TB, page. 151).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Happy Christmas
TOPIC
Oxford University Press – Playschool Plus 48
Christmas.
OBJECTIVES
To introduce Christmas vocabulary and to put it into practice.
To listen to and practice the Christmas song: The star song.
To learn how to celebrate Christmas in English.
To consolidate language through several Class Book activities, like a stickers
one.
ACTIVE LANGUAGE
New: Christmas, star, tree, Happy Christmas.
Review: Hello. Numbers 1-4. Red, blue, yellow, green.
PROCEDURES
Lesson 1
Greeting, and singing the Hello song.
Introducing the Christmas vocabulary with the star flashcard (TB, page 152).
Listening, singing and mimicking the unit’s song: The Star song (TB, page 152).
Playing a circle game (TB, page 153).
Putting a sticker on the correct place of a worksheet and trace and colour trees
(Stick on the star. Trace and colour the trees, TB, page 36).
Tidying up and saying bye-bye with the songs Tidy up and Bye-bye.
Lesson 2
Greeting, and singing the Hello song.
Practicing the Christmas vocabulary with the star flashcard and playing a game
with it (TB, page 154).
Singing and mimicking the Christmas song.
Colouring and making a Christmas card (Colour the tree and the star, TB, page
37).
Tidying up and saying bye-bye with the songs Tidy up and Bye-bye.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
I’m a tree! TPR activity (TB, page 153).
Photocopy Master 16: Decorate the star (TB, page 153).
Lesson 2
Happy Christmas, Monkey! (TB, page 155).
Photocopy Master 17: Match the trees (TB, page 155).
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DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Springtime
TOPIC
Spring.
OBJECTIVES
To introduce spring vocabulary and celebrate its coming in English.
To listen to and practice the spring song: The springtime song.
To consolidate language through a stickers Class Book activity.
ACTIVE LANGUAGE
New: flowers, rabbits, birds.
Review: Red, blue, yellow, green. Numbers 1-4.
PROCEDURES
Greeting, and singing the Hello song.
Introducing and practicing the spring vocabulary with the flowers flashcard (TB,
page 156).
Listening, singing and mimicking the unit’s song: The springtime song (TB,
page 156).
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Putting a sticker on the correct place of a worksheet and colour flowers and
leaves (Stick on the flowers. Colour the flowers, TB, page 38).
Tidying up and saying bye-bye with the songs Tidy up and Bye-bye.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 18: Find, circle and count the birds and rabbits (TB, page 157).
Photocopy Master 19: Colour the rabbit. Stick on a tail (TB, page 157).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
PROGRAMME OF UNITS: Playschool Plus A
STARTER UNIT: HI! HELLO
TOPIC
Greetings, goodbyes.
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OBJECTIVES
To introduce and greet the book’s characters: Monkey, Rocket, Star, Twig and
Melody.
To learn and practice saying Hello and Bye-Bye.
To introduce and practice numbers 1 to 6.
To encourage children to participate by singing the unit’s vocabulary song
(Number song).
To establish learner-friendly routines.
ACTIVE LANGUAGE
New: Hello
Monkey, Rocket, Star, Twig and Melody
Yes/No
Bye-bye
One, two, three, four, five, six.
PASSIVE LANGUAGE
Hello, Bye-bye, Good morning/afternoon, Time to go!, See you tomorrow, See you next
lesson, Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What’s
this?, Who’s this?, What colour is it?, What number is it?.
COMMUNICATIVE STRUCTURES
Hello. Goodbye. How many?
PROCEDURES
Lesson 1
Greeting, introducing Monkey and singing the Hello song.
Introducing the four characters, becoming familiar with the Pocket Poster and
the character flashcards. Activities with both of them.
Connecting by drawing lines on a picture, on the front and the back of the four
book characters (CB, page 1).
Tidying up and saying goodbye with the Tidy up and Bye-Bye songs.
Lesson 2
Using the number Flashcards and the Pocket Poster to practice vocabulary.
Learning and singing a song in order to consolidate the lesson’s vocabulary.
Counting characters. Tracing and recognizing numbers (CB, page 2)
Lesson 3
Practicing and reviewing the numbers vocabulary.
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Activities with number mini-flashcards in order to practice recognizing and
expressing numbers (CB, page 3 and 63).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Bring Monkey to me: Playing with the character flashcards (TB, page 35)
Photocopy Master 1: Make the character finger puppets (TB, page 35).
Lesson 2
Count with me (TB, page 37).
Photocopy Master 2: Make a number spinner and play with it (TB, page 37).
Lesson 3
What’s missing? (TB, page 39).
Stand in line (TB, page 39).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
When students get to know and identify the characters in the book, they will
also form an idea of themselves.
Routines learnt in class will help them act with certain autonomy, thus
enhancing their self-confidence and self-esteem. This will also boost the spirit of
collaboration and group respect. Children are encouraged to listen to each
other, respect different opinions and value the work of others.
Physical, Natural, Social and Cultural Realms
Students are initiated into maths through activities with numbers and numerical
representations.
Languages: Communication and Representation
Oral language is especially relevant as a learning tool. Children learn to greet
each other and introduce themselves.
UNIT 1: WHERE’S MONKEY?
TOPIC
Parts of the face.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Where’s
Monkey?.
To listen and practice the story song: Ooh Ooh Monkey!.
To introduce the vocabulary of the parts of the face and practice it.
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To introduce the vocabulary chant and practice it: Monkey says.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s make a cake!.
To personalize the topic with a creative activity: draw yourself.
To work on the unit’s pop-out (Monkey’s mask) and use it in order to practice its
words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (play dough monkey. Learning body parts).
ACTIVE LANGUAGE
New: Ears, eyes, nose, mouth, face, hair, hands, cake. Arms, legs, tail.
Review: Hello. Numbers 1-6. Bye-bye.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Where’s (Rocket)?, Ooh Ooh Rocket!, Here’s Rocket!, It’s Monkey!, Hurray!, Where?,
Monkey says…, Touch your (nose)!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Draw a line from the characters to the toy box in order to find Monkey (Follow
the paths to find Monkey, CB, page 3).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Finding and marking where characters are hidden (Find and circle. CB, page 4).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
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Introducing the vocabulary chant and practicing it. Joining the dots of a picture
and colouring it (Trace and colour. CB, page 5).
Lesson 4
Reviewing the vocabulary chant and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Joining the dots of Melody’s picture (Trace and colour. CB, page 6).
Lesson 5
Watching the interdisciplinary section on the DVD: making a cake.
Matching the pictures of the senses with the corresponding part of the
face/body (Match, CB, page 7).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (cake).
Drawing your reflection on a mirror (Draw your face, CB, page 8).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the monkey’s mask pop-out and playing with it (CB, Unit1, Where’s
Monkey? Pop-out).
Acting the story and singing the song (CD) while wearing the masks.
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing the Starter Unit: counting (TB, page 41)
Where’s Rocket? (TB, page 41).
Lesson 2
The bag game (TB, page 43).
Hide Monkey game (TB, page 43).
Lesson 3
Hurray! (TB, page 45).
Photocopy Master 3: Complete Monkey’s face.
Lesson 4
What is it? game (TB, page 47).
Pairs game (TB, page 47).
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Lesson 5
Senses Mime game (TB, page 49).
Let’s make a cake! (TB, page 49).
Lesson 6
Who is it? (TB, page 51).
Be my mirror! (TB, page 51).
Lesson 7
Ooh Ooh Monkey! (TB, page 53).
Photocopy Master 11: Make a Monkey invitation. Make an invitation to go to the story’s
play.
Lesson 8
Monkey Mask game (TB, page 55).
Photocopy Master 12 and 13: Unit 1 Picture Dictionary (TB, page 55).
Review Lesson
Practicing the vocabulary of the parts of the face.
Practicing the vocabulary chant.
Extension Lesson
Extension of the topic of the parts of Monkey’s face by including other parts of a
monkey’s body.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a play
dough monkey and learn other parts of its body as well as the face. Singing an
alternative chant with other parts of the body.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through the knowledge of their body (parts of the face) and their functions,
children discover possibilities of action and expression, identify their own
features and develop feelings of self-esteem and personal autonomy.
Pop-out activities will help children develop coordination and manual abilities,
and therefore they will feel successful and acquire a positive image of
themselves.
Physical, Natural, Social and Cultural Realms
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In this unit, children observe and explore part of the different contexts which
form their environment (the school), thus making it easier to be part of it and
getting to know the world around them.
By learning to relate to others (at school), children internalize social behaviour
norms and adapt their conduct to them.
Languages: Communication and Representation
Oral language is especially important as a representation, communication and
enjoyment tool. By means of stories and songs, children approach children’s
literature and use oral language, helped by representation and mime
techniques as well as by physical theatre.
Children approach technological tools and audiovisual productions.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize parts of the body and start naming them in English.
They participate by singing the Ooh ooh Monkey song and the Monkey says
“Let’s make a cake” rhyme.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 2: MELODY’S BALLOON
TOPIC
Colours.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Melody’s
balloon.
To listen and practice the story song: Up, up, up!.
To introduce the colour vocabulary and practice it.
To introduce the vocabulary chant and practice it: Monkey says.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s paint the rainbow!. Children learn the
colours of the rainbow in English.
To personalize the topic with a creative activity: make a balloon and colour it.
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To work on the unit’s pop-out (a colourful balloon) and use it in order to practice
its words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (learn how to mix colours).
ACTIVE LANGUAGE
New: red, blue, yellow, green, orange, purple, indigo, violet, rainbow. Pink, white.
Review: Hello. Numbers 1-6. Bye-bye.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’m sleepy!, It’s my balloon!, Come on!, Up, up, up! Wow! The playhouse is (yellow),
Knock, knock, knock, Can I come in?, Come in!. What colour’s this? What colour are
these?, I’m going to mix the colours. Watch!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Work with the Routine Poster: day, weather, birthdays, etc.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Colour the stripes of a balloon with their corresponding colours (Colour by
number, CB, page 9).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Colour the path with the indicated colours (Follow the paths and colour. CB,
page 10).
Lesson 3
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Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary song and practicing it. Finding and marking the
paintbrushes in a picture (Find and circle. CB, page 11).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Identifying and marking identical balloons (Find and colour. CB, page 12).
Lesson 5
Watching the interdisciplinary section on the DVD: watching a rainbow and
learning its colours.
Colouring the rainbow (Colour, CB, page 13).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (rainbow).
Painting a balloon with their favourite colour (Colour your balloon, CB, page 14).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the balloon pop-out and playing with it (CB, Unit2, Melody’s balloon
Pop-out).
Acting the story and singing the song (CD) while wearing the masks.
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 1 (TB, page 59)
Balloon game (TB, page 59).
Lesson 2
Monkey wants blue! (TB, page 61).
Binoculars (TB, page 61).
Lesson 3
Musical colours (TB, page 63).
Photocopy Master 4: Make a colour wheel.
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Lesson 4
TPR colouring activity (TB, page 65).
Find your partner(s) (TB, page 65).
Lesson 5
The colours of a rainbow (TB, page 67).
Let’s make a rainbow! (TB, page 67).
Lesson 6
Monkey’s guessing game (TB, page 69).
Balloon game (TB, page 69).
Lesson 7
TPR pop-out game (TB, page 71).
Photocopy Master 11: Make a colourful balloon invitation. Make an invitation for the
story’s play.
Lesson 8
Traffic lights (TB, page 73).
Photocopy Master 12 and 13: Unit 2 Picture Dictionary (TB, page 73).
Review Lesson
Practicing the colour vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Extension Lesson
Extension of the colour topic: colours obtained by mixing them.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should learn how to
mix colours to obtain the desired ones. Singing a karaoke version of Up, up, up!
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children express and enjoy their own identity in a class environment that
encourages safety and self-confidence through plastic expression (learning the
colours and colouring).
Children adopt habits and attitudes related to safety, hygiene and health, thus
appreciating daily situations of balance and emotional well-being.
Physical, Natural, Social and Cultural Realms
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In order to learn and understand how reality works, children explore, connect,
compare, and so on. This unit deals with this by means of learning the colours.
By observing and thinking about natural phenomena such as rainbows, children
learn about nature. An emotional attachment to nature is the basis to encourage
daily habits of respect, care and coexistence.
Languages: Communication and Representation
Plastic language is a good means of expression and for sharing with others.
Children become interested in colours and shapes and develop their aesthetic
sense and their own tastes, thus contributing to their integral development.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize colours and start naming them in English.
They participate by singing the Up, up, up! song and The playhouse song.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
PLUS UNIT: THE HONEY BEE
TOPIC
Bees and flowers.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: The honey bee.
To listen and practice the story song: Can you see the honey bee?.
To introduce nature vocabulary and practice it.
To introduce the vocabulary chant and practice it: Monkey says.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s make a honeycomb!. Children learn the
process from bees to honey and make a honeycomb.
To personalize the topic with a creative activity: draw your favourite animal.
To work on the unit’s pop-out (the bee and the flower) and use it in order to
practice its words.
To be part of a performance of the story and sing the unit’s songs.
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To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (make a butterfly).
ACTIVE LANGUAGE
New: honey, bee, frog, bird, flower, pond, bee-keeper, honeycomb, tree. Butterfly,
wings, legs.
Review: Numbers 1-6. Colours. Hat.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Buzz, buzz, buzz! All for me!, This way!, The bees make honey, For you and me.
PROCEDURES
Lesson 1
Greeting and singing the Hello song.
Working with the Routine Poster: day, weather, birthdays, numbers, colours,
etc.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Draw the path from bee to honey using lines from picture to picture (Draw the
path from bee to honey, CB, page 15).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Count the objects or animals in the drawings and trace the number
corresponding to the amount of things in each drawing (Count and trace. CB,
page 16).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
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Introducing the vocabulary song and practicing it. Tracing and colouring
pictures, then drawing a line from each animal to its corresponding picture
(Trace and colour. Match. CB, page 17).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Colouring a picture with the indicated colours (Colour and find. CB, page 18).
Lesson 5
Using the Cross-curricular Poster to introduce the interdisciplinary section
where students see pictures of the honey production process. Imitating bees.
Completing and tracing the drawings of a bee and a honeycomb (Trace and
colour, CB, page 19).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the nature flashcards.
Carrying out a TPR activity about the honey production process.
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the pop-out of the bee and the flower and playing with it (CB Plus Unit,
The honey bee Pop-out).
Watching the Plus Story again on DVD: The honey bee.
Acting the story, mimicking it and singing the song.
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 2 (TB, page 77)
Little bees (TB, page 77).
Lesson 2
Bee, frog, bird (TB, page 79).
Buzz, buzz, buzz! (TB, page 79).
Lesson 3
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Find the honey bee (TB, page 81).
Photocopy Master 5: Find and circle the same picture.
Lesson 4
Odd one out (TB, page 83).
Bingo! (TB, page 83).
Lesson 5
Let’s make a honeycomb (TB, page 85).
Honey bee cake (TB, page 85).
Lesson 6
Monkey’s favourite (TB, page 87).
Fly to the flower (TB, page 87).
Lesson 7
Let’s fly, fly, fly (TB, page 89).
Photocopy Master 11: Make a honey bee invitation. Make an invitation for the story’s
play.
Lesson 8
Where’s the bee? (TB, page 91).
Photocopy Master 12 and 13: Plus Unit: The honey bee Picture Dictionary (TB, page
91).
Review Lesson
Practicing the nature vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Drawing and creating a flower (TB, page 92).
Extension Lesson
Extension of the topic of the bee and its parts. Choose another bug as well.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a
butterfly. Singing a karaoke version of Can you see the honey bee?
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children learn how to express and control their own feelings and preferences,
as well as to respect the others through the activities and experiences that take
place in the classroom.
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Physical, Natural, Social and Cultural Realms
Children learn to arrange, establish a sequence and quantify facts and
experiences, learning about and understanding the world around them, its
changes and transformations (the honey production process). This encourages
their respect towards nature.
Languages: Communication and Representation
Classroom language; the teacher’s messages as well as their classmates’
ones, instructions, and so on, develop children’s attention and comprehension,
and make them adopt a positive attitude towards their own language as well as
the foreign one.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize the vocabulary of bees and flowers and start naming them in
English.
They participate by singing the Can you see the honey bee? song and Let’s fly,
fly, fly!.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 3: LET’S PLAY!
TOPIC
Actions and games.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Let’s play.
To listen and practice the story song: Come on!
To introduce the actions vocabulary and practice it.
To introduce the vocabulary chant and practice it: The Monkey action song.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s have an obstacle race!. Children learn
rainbow colours in English.
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To personalize the topic with a creative activity: draw yourself on a swing.
To work on the unit’s pop-out (the backpack and the sticking plaster) and use it
in order to practice its words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (draw animals and colour them in order to learn all the things that they
can do).
ACTIVE LANGUAGE
New: play, jump, run, slide, climb, clap. Fly, swim.
Review: Hello. Numbers 1-6. Bye-Bye, Yes/No, Hurray!, Where’s (Star)?
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Let’s (play), up, down, round and round, I can help!, That’s better!, I can (jump).
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster and the vocabulary learnt so far.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Drawing a line around the games and actions represented on the pictures, in
order of appearance in the story (Draw the path around the playground, CB,
page 21).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Drawing a line from Star to the characters until finding Monkey (Follow the
paths to find Rocket. CB, page 22).
Lesson 3
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Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary song and practicing it. Matching each picture of
Monkey with its corresponding silhouette (Match. CB, page 23).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Identifying and marking six differences on the pictures (Circle six differences.
CB, page 24).
Lesson 5
Watching a DVD about an obstacle race during the interdisciplinary section.
Completing the missing drawings (Count. Draw and complete, CB, page 25).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (playground).
Drawing themselves on a swing (Draw yourself in the playground. CB, page
26).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the pop-out of Star’s backpack and playing with it (CB Unit 3, Backpack
Pop-out).
Acting the story and singing the song.
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit (TB, page 95)
TPR actions activity (TB, page 95).
Lesson 2
Chant (TB, page 97).
Guess the actions circle game (TB, page 97).
Lesson 3
Actions flashcard game (TB, page 99).
Photocopy Master 6: Match (TB, page 99).
Lesson 4
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Pelmanism (TB, page 101).
Snap! (TB, page 101).
Lesson 5
Obstacle course (TB, page 103).
Monkey can (TB, page 103).
Lesson 6
Colours and actions (TB, page 105).
Charades (TB, page 105).
Lesson 7
Star’s backpack (TB, page 107).
Photocopy Master 11: Make a playtime. Make an invitation card for the story’s play
(TB, page 107).
Lesson 8
Help Monkey (TB, page 109).
Photocopy Master 12 and 13: Unit 3: Picture Dictionary (TB, page 109).
Review Lesson
Practicing the actions vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Extension Lesson
Extension of the actions topic to things animals can do.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should expand the
topic of things that animals can do. Singing a karaoke version of The Monkey
action song!
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through the activities in this unit, children learn to interact with the others, to
share and work with their classmates and to respect turns when playing or
asking questions to the teacher. This will create a positive and accurate image
of themselves.
Children make progress in acquiring habits and attitudes related to safety,
hygiene and health: for example, taking care of friends and the importance of
playing safely and increasing their interest in outdoor activities.
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Physical, Natural, Social and Cultural Realms
When learning actions and games, children relate to others in a more and more
balanced and satisfactory way, thus internalizing social behaviour norms and
adapting their conduct to them.
Languages: Communication and Representation
Body language has to do with using their body, expressions, actions and
movement with both a communicative and a representative intention. Symbolic
playing and physical theatre are also ways to display their emotions and
acknowledge the world.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize actions and games, and start naming them in English.
They participate by singing Come on and The monkey action song.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 4: LET’S DRESS UP!
TOPIC
Clothes and costumes.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Let’s dress up!.
To listen and practice the story song: Magic star.
To introduce the colour vocabulary and practice it.
To introduce the vocabulary chant and practice it: In something new!.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s make a costume!. Children learn to create
and complete costumes.
To personalize the topic with a creative activity: make a balloon and colour it.
To work on the unit’s pop-out (the magic wand and the sweets) and use it in
order to practice its words.
To be part of a performance of the story and sing the unit’s songs.
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To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (expand the topic of clothes and costumes and make a pirate hat).
ACTIVE LANGUAGE
New: hat, trousers, socks, T-shirt, shoes, dress, badge, crown. Cowboy, princess,
pirate.
Review: Hello. Numbers 1-6. Bye-Bye, Let’s (dress up!), jump, Hurray!, Yes/No, (You)
can (choose), Look! Red, green, blue.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
ow let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time to
say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’m a (pirate), Look at me!, Snap!, snap!, snap!, Toot!, toot!, toot!, Stop!, stop!, stop!.
Put on (a hat)!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster: day of the week, the weather, birthdays,
numbers, colours and so on.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Match the book characters with the corresponding costumes (Match!, CB, page
27).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Drawing a path from the sweets to a character’s star. Draw them and colour
them properly (Follow the paths. Draw and colour the sweets. CB, page 28).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
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Identifying and counting the clothes of each type on the picture (Count the
clothes. Circle the hats. CB, page 29).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD (TB, page 119).
Colouring Star and Rocket by number (Colour by number. CB, page 30).
Lesson 5
Watching a DVD about costumes and accessories during the interdisciplinary
section.
Classifying and grouping the clothes of two different costumes (Group the
cowboy clothes and the princess clothes. CB, page 31).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (costumes party).
Drawing themselves on a mirror, wearing a costume (Draw your carnival
costume!. CB, page 32).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the pop-out of Star’s magic wand and playing with it (CB Unit 3, Let’s
dress up! Pop-out).
Acting the story with the DVD and the magic wand and singing the song (CD).
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 3 (TB, page 113)
Dressing up game (TB, page 113).
Lesson 2
Short action song (TB, page 115).
Making a fairy collage (TB, page 115).
Lesson 3
Guess the clothes (TB, page 117).
Photocopy Master 7: Colour the clown game (TB, page 117).
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Lesson 4
Two wins (TB, page 119).
Clothes miming game (TB, page 119).
Lesson 5
Make a crown (TB, page 121).
Lucky dip (TB, page 121).
Lesson 6
Colours and clothes (TB, page 123).
Up and down! (TB, page 123).
Lesson 7
Star’s magic wand (TB, page 125).
Photocopy Master 11: Make a magic star invitation. Make an invitation card for the
story’s play.
Lesson 8
Pocket Poster game (TB, page 127).
Photocopy Master 12 and 13: Unit 4: Picture Dictionary (TB, page 127).
Review Lesson
Practicing the actions vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Extension Lesson
Extension of the colour topic: colours obtained by mixing them.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should expand the
topic of clothes and costumes by making a pirate hat. Singing a karaoke version
of In something new!
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through clothes and costumes, children acknowledge their body scheme and
acquire more control over their body, thus being more confident on its
possibilities and having more respect for the others. They learn how to use their
motor, sensory and expressive skills.
Children are encouraged to improve their habits and attitudes related to safety,
hygiene and health: for example, the importance of being generous and sharing
is emphasized.
Physical, Natural, Social and Cultural Realms
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Children observe and explore their environment actively, as well as the objects
and materials available there, how they work and how they are used on a daily
basis. They also learn about their position in space as well as the position of
objects, about relative positions and movement.
Languages: Communication and Representation
Language contributes to the integral development of children by enhancing their
imagination and creativity. They learn by building their own identity, display their
emotions, their knowledge of the world and their perception of reality.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize clothes, and start naming them in English.
They participate by singing Magic star and In something new!.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
PLUS UNIT: HEY, BABY DINO!
TOPIC
Dinosaurs and families.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Hey, Baby
Dino!.
To listen and practice the story song: I’m bigger than you.
To introduce the colour vocabulary and practice it.
To introduce the vocabulary chant and practice it: The family song.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Different kinds of dinosaurs.
To personalize the topic with a creative activity: draw your favourite dinosaur.
To work on the unit’s pop-out (Baby Dino) and use it in order to practice its
words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (Let’s draw a duck family!) to expand the topic of the dinosaur family.
Oxford University Press – Playschool Plus 73
ACTIVE LANGUAGE
New: baby, sister, brother, mummy, daddy, family, dinosaur, egg. Duck, duckling.
Review: Hello. Numbers 1-6. Bye-Bye, (It) can (swim).
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
A bigger dinosaur, I’m your (sister), Crack!, Stamp!, Stamp! Stamp!, Thump!, Thump!,
Thump!, Boom!, Boom!, Boom! I love my family, is?. Big, bigger, fly, swim.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster: numbers and colours.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Completing a jigsaw puzzle by matching each piece with its correct position on
the picture (Find and match, CB, page 33).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Finding and marking the place where the dinosaurs are hidden (Find and circle.
CB, page 34).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary chant and practicing it.
Matching the black and white pictures (members of a family) with the
corresponding pictures in the middle and colouring them (Match and colour. CB,
page 35).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Following the line to cut strips of paper. Mixing them and arranging them
according to the story (Cut and order. CB, page 36).
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Lesson 5
Singing the vocabulary chant. Looking at the dinosaur pictures on the Cross-
curricular poster. Mimicking dinosaurs.
Matching dinosaur silhouettes with their corresponding dinosaur (Match. CB,
page 37).
Lesson 6
Going over the vocabulary with the Pocket Poster, the Cross-curricular poster
and by making a TPR activity (mimicking dinosaurs).
Drawing and colouring their favourite dinosaur from the family (Draw your
favourite dinosaur. CB, page 38).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the pop-out of a baby dinosaur and playing with it (CB Plus Unit, Baby
Dino Pop-out).
Acting the story and singing the song (CD).
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 4 (TB, page 131)
Stamp, stamp, stamp! (TB, page 131).
Lesson 2
Hey, Baby Dino! (TB, page 133).
Bigger and bigger (TB, page 133).
Lesson 3
Family photos (TB, page 135).
Photocopy Master 8: Make and play the family game (TB, page 135).
Lesson 4
I’m bigger than you! (TB, page 137).
Pairs game (TB, page 137).
Lesson 5
Let’s make dinosaur eggs! (TB, page 139).
Dinosaur Footprints (TB, page 139).
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Lesson 6
Pocket Poster game (TB, page 141).
Animal families (TB, page 141).
Lesson 7
I’m bigger than you! (TB, page 143).
Photocopy Master 11: Make a dinosaur invitation. Make an invitation card for the
story’s play.
Lesson 8
Guess the dinosaur (TB, page 145).
Photocopy Master 12 and 13: Plus Unit: Hey, Baby Dino! Picture Dictionary (TB, page
145).
Review Lesson
Practicing the family vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Drawing the student’s family and colouring it.
Practicing the vocabulary chant.
Extension Lesson
Extension of the topic of animal families.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should expand the
topic of dinosaur families to other animal families, such as ducks. Singing a
karaoke version of the Hey, Baby Duckling! song.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Playing is a privilege. With this activity, children learn to share, respect and
work with their classmates, integrating action with emotions and thought and
favouring social development.
Through stories, children learn to identify and express their own feelings and
emotions.
Physical, Natural, Social and Cultural Realms
Children learn to differentiate objects and elements on their environment and to
act before them. They group, classify, arrange by size, compare dimensions
and so on.
Languages: Communication and Representation
Children deal with oral language in a more convenient way in order to achieve
positive communication with their equals as well as with adults, depending on
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the communicative intentions. It is about understanding the different oral
messages by showing an attentive and respectful listening attitude.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize the dinosaur vocabulary, and start naming them in English.
They participate by singing I’m bigger than you and The family song.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 5: CHERRIES
TOPIC
Fruit.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Cherries.
To listen and practice the story song: I’m helping.
To introduce the colour vocabulary and practice it.
To introduce the vocabulary chant and practice it: Cherries are yummy.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s make a fruit salad!. Children learn about fruit
and how to make a fruit salad.
To personalize the topic with a creative activity: draw your favourite fruit.
To work on the unit’s pop-out (a lunch box full of fruit) and use it in order to
practice its words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (plant seeds and observe how they grow).
ACTIVE LANGUAGE
New: apple, orange, banana, cherries, plum, pear, fruit salad, light, water.
Review: Hello. Numbers 1-6. Bye-Bye, For me, Yes/No
PASSIVE LANGUAGE
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Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Can I help you?, I’m helping!, Yum yum!, Oh, no!, Thank you, I’ve got (an apple), For
you, fruit salad.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster: day of the week, the weather, birthdays,
colours, numbers, etc.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Joining the dots of a picture and colouring it as instructed (Trace and colour,
CB, page 39).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Matching the plate or lunchbox with its corresponding fruit and drawing the fruit
(Match and draw. CB, page 40).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary chant and practicing it.
Identifying and joining the dots of the fruit pictures (Trace and colour. CB, page
41).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Finding and marking differences on a picture (Circle six differences. CB, page
42).
Lesson 5
Watching a DVD during the interdisciplinary section, about making a fruit salad.
Matching each whole fruit with its corresponding half (Match. CB, page 43).
Lesson 6
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Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (fruit salad).
Drawing the student’s favourite fruit (Draw your favourite fruit. CB, page 44).
Lesson 7
Using the Pocket Poster to review the vocabulary.
Making the pop-out of a lunchbox and playing with it (CB Unit 5, Cherries: the
lunchbox Pop-out).
Acting the story and singing the song (CD).
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit (TB, page 149)
Paper fruit (TB, page 149).
Lesson 2
Feely bag (TB, page 151).
Confetti fruit (TB, page 151).
Lesson 3
What’s missing? (TB, page 135).
Photocopy Master 9: Count, match and trace the number (TB, page 153).
Lesson 4
Fruit faces (TB, page 155).
Monkey wants fruit (TB, page 155).
Lesson 5
Let’s make a fruit salad! (TB, page 157).
Fun with seeds (TB, page 157).
Lesson 6
Odd one out (TB, page 159).
Lucky dip (TB, page 159).
Lesson 7
Lunchbox game (TB, page 161).
Photocopy Master 11: Make a yummy invitation. Make an invitation card for the story’s
play.
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Lesson 8
Fruits and colours (TB, page 163).
Photocopy Master 12 and 13: Unit 5 Picture Dictionary (TB, page 163).
Review Lesson
Practicing the fruit vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Colouring some photocopies with pictures of the fruit flashcards.
Extension Lesson
Extension of the topic of colours: colours obtained by mixing others.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should learn how
plants grow and their need for water and light to do it. Making a drawing of the
plant they have planted, with water and the sun (Happy plants).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Learning to identify and express feelings, as well as tastes and preferences
(related to food, for instance) boosts a better knowledge of themselves and their
own characteristics.
Children make progress in acquiring healthy habits and attitudes as part of their
self-knowledge; for example, they learn that it is important to eat in a balanced
and healthy way. It also includes a message which says that we have to eat five
pieces of fruit or vegetable a day.
Physical, Natural, Social and Cultural Realms
Through the topic of food, children gradually internalize social behaviour norms
and adapt their conduct to them. They learn norms related to eating and sharing
eating spaces with other kids. They also observe and recognize some cultural
identity signs around them which are related to food.
Languages: Communication and Representation
Children approach audiovisual language and information and communication
technologies; they also start differentiating between reality and audiovisual
representation.
Assessment Criteria
Oxford University Press – Playschool Plus 80
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize the parts of the body, and start naming them in English.
They participate by singing I’m helping and Cherries are yummy.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 6: SHUT THE GATE!
TOPIC
Farms and farm animals.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Shut the gate!.
To listen and practice the story song: Cluck, baaa, quack, mooo!
To introduce the farm vocabulary and practice it.
To introduce the vocabulary chant and practice it: Open the gate, shut the gate!.
To transfer the unit’s vocabulary to a real life context by means of the
interdisciplinary DVD section: Let’s visit the farm!. Children expand the farm
topic by learning about baby animals.
To personalize the topic with a creative activity: draw your favourite animal.
To work on the unit’s pop-out (the farm) and use it in order to practice its words.
To be part of a performance of the story and sing the unit’s songs.
To link the unit with another subject and develop their knowledge of the world
through the English language.
Project (make an animal puppet).
ACTIVE LANGUAGE
New: cow, sheep, duck, hen, horse, farmer, farm.
Review: Hello. Numbers 1-6. Bye-Bye, Yes/No.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
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COMMUNICATIVE STRUCTURES
Yes, please!, I like (sheep), Shut the gate, Rocket!, Oh Rocket!, The farmer’s got a
(cow), Open the gate!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster: numbers, colours.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song.
Counting and marking the number of hens there are on the picture (Circle and
count, CB, page 45).
Tidying up and saying goodbye with the Bye-Bye song.
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Matching the animals with the places where they live (Follow the paths to find
the animal homes. CB, page 46).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary chant and practicing it. Matching the animals in the
border of the picture with the ones inside the picture (Find and match. CB, page
47).
Lesson 4
Reviewing the vocabulary song and using the mini-flashcards to practice it.
Watching the cartoons of the story and its song on the DVD.
Colouring a picture (Colour. CB, page 48).
Lesson 5
Watching a DVD during the interdisciplinary section, about farm animals.
Matching each animal with its baby (Match. CB, page 49).
Lesson 6
Going over the vocabulary with the Pocket Poster, the interdisciplinary section
DVD and the cross-curricular flashcards (the farm).
Drawing the student’s favourite animal (Draw your favourite animal. CB, page
50).
Lesson 7
Using the Pocket Poster to review the vocabulary.
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Making the pop-out of a farm and playing with it (CB Unit 6: Shut the gate! Pop-
out).
Acting the story and singing the song (CD).
Lesson 8
Acting the story and singing the chant with the pop-out as well as optional
props.
Rewarding students by giving them stickers and an end-of-the-year diploma
(Photocopy Master 20).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Units 4 and 5 (TB, page 167)
How many? (TB, page 167).
Lesson 2
Animal circle game (TB, page 169).
Secret sheep (TB, page 169).
Lesson 3
Animal mime game (TB, page 171).
Photocopy Master 10: Match (TB, page 171).
Lesson 4
Open the gate, shut the gate! (TB, page 173).
Fast mini-flashcards (TB, page 173).
Lesson 5
Animal young (TB, page 175).
Popcorn sheep (TB, page 175).
Lesson 6
Cluck, baa, quack, moo! (TB, page 177).
Fast flashcards (TB, page 177).
Lesson 7
The farmer’s got a horse (TB, page 179).
Photocopy Master 11: Make a farm animal invitation. Make an invitation card for the
story’s play.
Lesson 8
Countdown (TB, page 181).
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Photocopy Master 12 and 13: Unit 6 Picture Dictionary (TB, page 181).
Review Lesson
Practicing the colour vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant.
Extension Lesson
Extension of the topic of colours: colours obtained by mixing others.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should learn more
about animals and make an animal puppet. Singing a karaoke version of the
following song: Cluck, baa, quack, moo.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
In this unit and throughout the whole school year, children develop attitudes and
abilities that gradually build their own identity.
They also make progress in acquiring habits and attitudes related to improving
their health, such as, for instance, becoming more interested in outdoor
activities, contact with animals and nature.
Physical, Natural, Social and Cultural Realms
This unit deals with the farm, which is part of the children’s environment. They
learn about it and about how to react depending on the situation.
They also learn the basic elements of nature, thus developing awareness,
respect and responsibility regarding its preservation.
Languages: Communication and Representation
Musical language is encouraged in every unit with songs and rhymes which
allow the development of abilities linked to perception, the use of tools, body
movement and creation, which are born from paying attention, exploring,
touching and playing sound and musical games.
Assessment Criteria
During the second year of Second-Level Pre-Primary, assessment is
continuous:
Children get used to English class routines.
They recognize farm animals, and start naming them in English.
They participate by singing Cluck, baa, quack, moo! and Open the gate, shut
the gate!.
They listen in order to obtain specific information.
Oxford University Press – Playschool Plus 84
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
HOLIDAYS
Happy Christmas
TOPIC
Christmas.
OBJECTIVES
To introduce Christmas vocabulary and to put it into practice.
To listen to and practice the Christmas song: The Christmas presents song.
To learn how to celebrate Christmas in English.
ACTIVE LANGUAGE
New: Christmas, present, tree.
Review: Hello. Numbers 1-4. Star.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!), and singing the Hello song.
Introducing the Christmas vocabulary with flashcards and the Pocket Poster
(TB, page 184).
Joining the dots to complete some pictures and colour them (Trace and colour,
CB, page 51).
Listening, singing and mimicking the Christmas song (TB, page 185).
Tidying up and saying bye-bye with the Bye-bye song.
Lesson 2
Practicing the Christmas vocabulary with the Pocket Poster, the Christmas
flashcards and the characters.
Playing a game with them (TB, page 186).
Singing the Christmas song again.
Following the paths from the presents to their corresponding characters (Follow
the paths. CB, page 52).
Tidying up and saying bye-bye with the Bye-bye song.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Little Christmas trees (TB, page 185).
Photocopy Master 14: Christmas card. Make a Christmas card (TB, page 185).
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Lesson 2
Ho! Ho! Ho!(TB, page 187).
Photocopy Master 15: Christmas present game (TB, page 187).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Happy Friendship Day
TOPIC
Friendship.
OBJECTIVES
To introduce friendship vocabulary and to put it into practice (Valentine’s Day).
To listen to and practice the friendship song: The friendship song.
ACTIVE LANGUAGE
New: Come on!. Hold hands. Let’s sing.
Review: Colours.
PROCEDURES
Greeting (Hello, Monkey!), and singing the Hello song.
Listening, singing and mimicking the unit’s song (TB, page 188).
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Playing a friendship game (TB, page 188).
Drawing a friend in the middle of the page (Draw and colour your friend. CB,
page 53).
Tidying up and saying bye-bye with the Bye-bye song.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 16: Friendship Day card (TB, page 189).
Photocopy Master 17: Make a friendship circle (TB, page 189).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Summer Holidays
TOPIC
Summer holidays.
OBJECTIVES
To introduce the vocabulary related to summer holidays.
To listen to and practice the summer holidays song: The summer holidays
song.
ACTIVE LANGUAGE
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New: summer holidays, in the summer, sea.
Review: Jump (with me). Colours.
PROCEDURES
Greeting (Hello, Monkey!), and singing the Hello song.
Listening, singing and mimicking the unit’s song (TB, page 190).
Joining the dots of a picture related to holidays and the beach (Trace and
colour. CB, page 54).
Tidying up and saying bye-bye with the Bye-bye song.
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 18: Make a seaside bucket (TB, page 191).
Photocopy Master 19: Colour by number (TB, page 191).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
PROGRAMME OF UNITS: Playschool Plus B
STARTER UNIT: IT’S PLAYSCHOOL
TOPIC
Greetings and goodbyes.
OBJECTIVES
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To introduce and greet the book’s characters: Monkey, Rocket, Star, Twig and
Melody.
To review numbers 1 to 6. To introduce and practice numbers 7 to 10.
To review colours. To introduce and practice four new colours; and
To encourage children to participate by singing the unit’s vocabulary song
(Number song).
To establish learner-friendly routines.
ACTIVE LANGUAGE
New: Seven, eight, nine, ten.
Goodbye.
Black, brown, pink, white.
Review: Rocket, Star, Twig, Melody, Hello, Numbers 1-6.
Blue, green, orange, purple, red, yellow, Playground, playhouse, slide, pencil,
door.
PASSIVE LANGUAGE
Hello, Bye-bye, Good morning/afternoon, Time to go!, See you tomorrow, See you next
lesson, Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What’s
this?, Who’s this?, What colour is it?, What number is it?.
COMMUNICATIVE STRUCTURES
Hello. Goodbye. How many?
PROCEDURES
Lesson 1
Greeting, introducing Monkey (Hello, Monkey!) and singing the Hello song.
Using the Pocket Poster and the flashcards of Monkey and the rest of the
characters to introduce them.
Reviewing numbers 1 to 6 with the number flashcards. Using the flashcards to
introduce numbers 7 to 10 as well. Singing the Number song in order to practice
with numbers.
Joining the numbered dots of a picture and repeating the numbers out loud
(Join the dots, CB, page 1).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 2
Using the number Flashcards and the Pocket Poster to practice vocabulary.
Singing a song (Number song) again to consolidate the lesson’s vocabulary.
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Carrying out an activity with the colour mini-flashcards in order to practice the
vocabulary (CB, page 63).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 3
Singing the Number song again.
Practicing and reviewing the vocabulary of numbers and colours.
Colouring a little house by number (Colour by number, CB, page 2).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES
Lesson 1
Playing with the number flashcards to practice counting (TB, page 35)
Photocopy Master 1: Follow the paths and trace (TB, page 35). Draw a line following
the path of number four, from top to bottom.
Lesson 2
Look for the colours! (TB, page 37).
Photocopy Master 2: Count and match (TB, page 37). Count objects and match them
with the correct number.
Lesson 3
Photocopy Master 3: Listen and colour (TB, page 39). Colour according to the indicated
colours and numbers.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
When students get to know and identify the characters in the book, they will
also form an idea of themselves.
Routines learnt in class will help them act with certain autonomy, thus
enhancing their self-confidence and self-esteem. This will also boost the spirit of
collaboration and group respect. Children are encouraged to listen to each
other, respect different opinions and value the work of others.
Physical, Natural, Social and Cultural Realms
Students are initiated into maths through activities with numbers and numerical
representations. Several activities are included, with which students can
practice skills such as counting, classifying objects, arranging objects, creating
or working with sequences, comparing sizes and working with different shapes.
Languages: Communication and Representation
Oxford University Press – Playschool Plus 90
Oral language is especially relevant as a learning tool. Children learn to greet
each other and introduce themselves.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize numbers and colours, and start naming them in English.
They participate by singing the Number song.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 1: MY FIRST DAY
TOPIC
The family.
OBJECTIVES
To tell, listen to and perform the story using the Big Plus Story Book: My first
day.
To listen and practice the story song: Let’s play today.
To introduce the vocabulary of the members of the family and practice it.
To introduce the vocabulary chant and practice it: My family’s here.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s take a family photo!.
To personalize the topic with a creative activity: make a family picture (Draw
your family).
To work on the unit’s pop-out (characters: Twig Flint, Twinkle and Star) and
use it in order to practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language and natural and social sciences (the family and its
members).
To carry out a creative and personal project: make a family tree of the student’s
family.
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To participate in the story’s play and sing the unit’s song.
ACTIVE LANGUAGE
New: mummy, daddy, brother, sister, granddad, granny, family.
Review: Hello. Numbers 1-6. Goodbye! Playschool, house.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Let’s paint, Let’s play, Playschool’s fun, Come on!, Who’s this?, Goal!,
He’s got blonde hair, He’s got blue eyes.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song (Let’s play today).
Matching and arranging the scenes of the story (Follow the paths to Granny,
CB, page 3).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Finding and drawing a circle around Star’s family (Circle Star’s family. CB, page
4).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster to practice it.
Introducing the vocabulary chant and practicing it (My family’s here).
Matching the front of each member of the family with their back (Match. CB,
page 5).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 4
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Reviewing the vocabulary chant and using the family mini-flashcards to practice
it.
Watching the cartoons of the story (My first day) and its song (Let’s play today)
on the DVD.
Joining the dots of the family pictures (Trace. CB, page 6).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 5
Singing the vocabulary song (My family’s here song).
Watching the interdisciplinary section on the DVD: Let’s take a family photo!.
Asking and answering questions about the characters and their features.
Observing a drawing of the members of a family. Colouring their eyes and hair
by number (Colour by number, CB, page 7).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 6
Going over the vocabulary with the Pocket Poster (the family), the
interdisciplinary section DVD (Let’s take a family photo!) and the cross-
curricular flashcards (A family photo).
Drawing your family on the frame (Draw your family, CB, page 8).
Singing My family’s song again.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 7
Using the Pocket Poster and the family flashcards to review the vocabulary.
Making the pop-out of the characters: Twig, Flint, Twinkle and Star (CB, Unit1,
My first day Pop-out).and playing with them for a short time. Watching the unit’s
story on DVD again and unfolding the pop-out figures as the characters are
being mentioned on the DVD.
Acting the story.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 8
Acting the story and singing the vocabulary chant (My family’s here) with
optional props.
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Rewarding students by giving them stickers.
Calming children down with the Settling song.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing the Starter Unit: counting and setting the rhythm (TB, page 41)
Daddy, go to green! (TB, page 41).
Lesson 2
Yes/No erasing game (TB, page 43).
Who is it? (TB, page 43).
Lesson 3
Where is granddad sleeping? (TB, page 45).
Photocopy Master 4: Follow the paths to find Granny and Granddad Monkey.
Lesson 4
Review of Oxford Playschool A: Vocabulary of the face (TB, page 47).
Game with the mini-flashcards: Help Monkey (TB, page 47).
Lesson 5
Baby pictures (TB, page 49).
Magazine faces (TB, page 49).
Lesson 6
Drawing Game; Funny faces (TB, page 51).
What’s new? (TB, page 51).
Lesson 7
Game with the pop-out (TB, page 53).
Photocopy Master 20: Make a family invitation. Make an invitation to go to the story’s
play.
Lesson 8
Pairs game (TB, page 55).
Photocopy Master 18 and 19: Unit 1 Picture Dictionary (TB, page 55).
Review Lesson
Practicing the vocabulary of the family with the Pocket Poster, the flashcards
and the mini-flashcards.
Practicing the vocabulary chant (My family’s here).
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Decorating a frame with collage material and framing a picture of the student’s
family.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Extension Lesson
Extension of the family topic, explaining and working on the student’s family
tree.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a family
tree, colour it and draw the members of their family in the corresponding boxes,
according to the generation. Displaying their work in the classroom.
Singing My family’s here song with different lyrics (karaoke version) and
mimicking it.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through stories, children learn to identify and express their own feelings and
emotions, needs or preferences and to be able to express and communicate
them to other people, identifying and respecting those of others as well. Oxford
Playschool Plus stories help students learn how to express their feelings and
emotions. The story’s characters will face problems that are common at their
age and solve them together.
Physical, Natural, Social and Cultural Realms
In this unit, children observe and explore their environment actively (their family
and its members), thus finding it easier to become part of it and getting closer to
know the world around them.
By learning to relate to others (at school and with their families), children
internalize social behaviour norms and adapt their conduct to them.
Languages: Communication and Representation
Oral language is especially important as a representation, communication and
enjoyment tool. By means of stories and songs, kids approach children’s
literature and use oral language.
Children approach technological tools and audiovisual productions.
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Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize family vocabulary and start naming them in English.
They participate by singing Let’s play today and My family’s here.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 2: LOOK OUT, ROCKET!
TOPIC
Parts of the body.
OBJECTIVES
To tell, listen to and perform the story using the Big Plus Story Book: Look out,
Rocket!.
To listen and practice the story song: Swing swing!.
To introduce the vocabulary of the parts of the body and practice it.
To introduce the vocabulary chant and practice it: Move your body!.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s make a robot! by making a robot.
To personalize the topic with a creative activity: draw yourself in the mirror
(Draw yourself in the mirror).
To work on the unit’s pop-out (the robot: Look out, Rocket!) and use it in order
to practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language and science (the body).
To carry out a creative and personal project: draw the outline of a child and
colour it.
To participate in the story’s play and sing the unit’s song.
ACTIVE LANGUAGE
New: arms, body, feet, hands, head, legs. Robot, round, up, down, boy, girl.
Clap, nod, shake, stamp, wave.
Circle, square, star, triangle. Boxes. Happy, sad.
Review: Oh no, Hurray!, Thank you. Los colores, Yes/No. Los números 1-6. Eyes,
nose, mouth, face
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Dress, hat, shoes, socks, trousers, T-shirt.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Look out!, I’m sorry, The robot looks funny!, Move your body!, Move your body with me!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song (Swing swing).
Matching the parts of the robot’s body with their corresponding place and
drawing them (Complete the robot. Colour, CB, page 9).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Drawing parts of the robot with a pencil and matching them with the parts of the
character. Say what part of the body it is out loud (Match. CB, page 10).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the body
flashcards to practice it.
Introducing the vocabulary chant and practicing it (Move your body!).
Tracing Rocket’s picture and completing the parts of its body. Colouring it
(Trace and colour. CB, page 11).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the body mini-flashcards to practice
it.
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Watching the cartoons of the story (Look out, Rocket!) and its song (Swing,
swing!) on the DVD.
Finding and marking the robot on the right which is similar to the one on the left.
Reviewing the colours (Find and circle. CB, page 12).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 5
Singing the vocabulary song (Move your body!).
Watching the interdisciplinary section on the DVD: Let’s make a robot!. Asking
and answering questions about the robot and its colours.
Observing a drawing of different geometric shapes on different colours. Tracing
them and indicating which colour is the last figure of a series (Draw and colour,
CB, page 13).
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 6
Going over the vocabulary with the Pocket Poster (parts of the body), the
interdisciplinary section DVD (Let’s make a robot!) and the cross-curricular
flashcards (Robot).
Drawing your family on the frame (Draw your family, CB, page 14).
Singing Move your body again.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 7
Using the Pocket Poster and the body flashcards to review the vocabulary.
Making the pop-out of the robot (CB, Unit 2, Look out, Rocket! Pop-out).and
playing with it. Watching the unit’s story on DVD again and folding parts of the
robot to show how the characters fix it on the story.
Acting the story.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Lesson 8
Acting the story and singing the vocabulary chant (Move your body) with
optional props.
Rewarding students by giving them stickers.
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Calming children down with the Settling song.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 1 (TB, page 59)
Where’s Monkey game? (TB, page 59).
Lesson 2
Monkey says... (TB, page 61).
Flashcard game (TB, page 61).
Lesson 3
What is it? (TB, page 63).
Photocopy Master 5: Trace. Trace the path followed by a ball from kid to kid.
Lesson 4
Review of Oxford Playschool A: Vocabulary of the face (TB, page 65).
TPR time (TB, page 65).
Lesson 5
Shapes house (TB, page 67).
Lucky dip (TB, page 67).
Lesson 6
Chinese whispers (TB, page 69).
Hand flowers (TB, page 69).
Lesson 7
Story memory game with the pop-out (TB, page 71).
Photocopy Master 20: Make a happy robot invitation. Make an invitation to go to the
story’s play.
Lesson 8
Touch Monkey! (TB, page 73).
Photocopy Master 18 and 19: Unit 2 Picture Dictionary (TB, page 73).
Review Lesson
Practicing the body vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (Move your body).
Using play dough to make a classmate.
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Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
Extension Lesson
Extension of the topic of the parts of the body and the shapes by making life-
size drawings.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a life-
like outline of a child and colour it. Describing the drawings. Displaying their
work in the classroom.
Singing Move your body with different lyrics (karaoke version) and mimicking it.
Tidying up singing the Tidy up song and saying goodbye singing another one
(Goodbye song).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children get to know their body, its parts and some of its functions, thus
discovering action and expression possibilities and coordinating and improving
their coordination and control over expressions and movements. They gradually
acknowledge their body scheme and acquire a growing control over their body,
thus showing self-confidence and respect towards others. They learn to use
their motor, sensory and expression possibilities.
Children gradually acquire habits and attitudes related to safety, hygiene and
health, thus appreciating and enjoying daily situations of balance and well-
being.
Physical, Natural, Social and Cultural Realms
In order to learn and understand how reality works, children explore, establish
relationships, compare, observe and so on, thus generating interpretations
about certain situations or significant events and experimenting different
aspects of social behaviour.
Languages: Communication and Representation
Language is used as a learning, representation, communication and enjoyment
tool. Through representations and physical response activities, children are
encouraged to use mimicry and physical theatre to support their oral
communication.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
Oxford University Press – Playschool Plus 100
They recognize the vocabulary of the parts of the body and start naming them
in English.
They participate by singing Swing, swing and Move your body.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
PLUS UNIT: BLAST OFF!
TOPIC
Space.
OBJECTIVES
To tell, listen to and perform the story using the Big Plus Story Book: Blast off!.
To listen and practice the story song: Blast off!.
To introduce the space vocabulary and practice it.
To introduce the vocabulary chant and practice it: The spaceman.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Day and night. Children learn the difference
between day and night.
To personalize the topic with a creative activity: draw the sky at night (Draw the
night sky).
To work on the unit’s pop-out (the rocket and the moon) and use it in order to
practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language, expanding the topic of space by talking about the
Solar System. Science (space).
To carry out a creative and personal project: make a star with balloons and
papier mache paste (Let’s make some round things!)
To participate in the story’s play and sing the unit’s song.
ACTIVE LANGUAGE
New: comet, moon, spaceman, star, sun, rocket, space, bounce, Good morning,
Goodnight, daytime, lunchtime, night time, day, night. Earth, planets.
Review: jump, run, fly, Parts of the body, Colours, rainbow, Numbers 1-10,
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circle, square, star, triangle, circle, window.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Blast off!, I open the door., There’s a space man., It’s amazing., Round the sun, Stars
shine, The spaceman flies in the rocket., He flies to the stars., Space is fun!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Working with the Routine Poster; day of the week, weather, birthdays, numbers,
colours, etc.
Introducing and listening to the unit’s story for the first time (Blast off!), with and
without the CD. Introducing and mimicking the story’s song.
Following the path of a rocket by joining the dots (Follow the path, CB, page
15).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Counting the stars of different colours in a drawing and tracing the number of
stars of that colour (Count and trace. CB, page 16).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the space
flashcards to practice it.
Introducing the vocabulary chant and practicing it (The spaceman).
Guessing the next colour from a series of pictures. Tracing the last picture of
the series and colouring it. Drawing the next object of the series in a box (Trace.
CB, page 17).
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Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the space mini-flashcards to practice
it.
Watching the cartoons of the story on the DVD (Blast off!).
Tracing the lines of a space picture with their corresponding colours (Trace. CB,
page 18).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song (The spaceman).
Making a presentation with the Cross-curricular Poster during the
interdisciplinary section to look at pictures of different stars and establish the
difference between night and day (Day and night).
Matching and drawing a circle around the phenomena and stars you can see
during the day and the ones you can see at night (Circle the day things blue
and the night things black, CB, page 19).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 6
Going over the vocabulary with the Pocket Poster and the space flashcards.
Reviewing the interdisciplinary topic with the Cross-curricular Poster and carry
out a TPR activity about the different elements of night and day. Children do the
mimicry.
Drawing a porthole with a view of the sky at night (Draw the night sky, CB, page
20).
Singing the vocabulary song (The spaceman).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket to review the space vocabulary.
Making the pop-out of the rocket and the moon and playing with them (CB, Plus
Unit, Blast off! Pop-out).
Watching the Plus Story on DVD again: Blast off!
Acting the story, mimicking and singing the song.
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Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the song with the pop-out and optional props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 2 (TB, page 77)
Monkey says... (TB, page 77).
Lesson 2
Jumping stars (TB, page 79).
Yes/No (TB, page 79).
Lesson 3
Space travel (TB, page 81).
Photocopy Master 6: Trace the paths (TB, page 81).
Lesson 4
Review of Oxford Playschool A: Nature (TB, page 83).
Which word is it? (TB, page 83).
Lesson 5
Good morning, goodnight! (TB, page 85).
Rising sun, rising moon (TB, page 85).
Lesson 6
Shooting stars (TB, page 87).
Make a night sky (TB, page 87).
Lesson 7
Game with the pop-out (TB, page 89).
Photocopy Master 20: Make a space invitation. Make an invitation to go to the story’s
play.
Lesson 8
Pass the flashcard (TB, page 91).
Photocopy Master 18 and 19: Plus Unit: Blast off! Picture Dictionary (TB, page 91).
Review Lesson
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Practicing the space vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (The spaceman).
Making a rocket and colouring it. Playing with it by making it fly.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
Extension of the space topic by speaking about the Solar System.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a star
with a balloon and papier mache. Singing a karaoke version of The spaceman.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Children learn to have a balanced and positive image of themselves, by means
of their interaction with others and the gradual identification of their own
features, possibilities and limitations, thus developing feelings of self-esteem
and personal autonomy.
Physical, Natural, Social and Cultural Realms
Children learn to arrange, establish a sequence and quantify facts and
experiences, learning about and understanding the world around them, its
changes and transformations (learning about space). This encourages their
respect towards nature, thus developing attitudes of care, respect and
responsibility on its preservation.
Languages: Communication and Representation
Classroom language; the teacher’s messages as well as their classmates’
ones, instructions, and so on, develop children’s attention and comprehension,
and make them adopt a positive attitude towards their own language as well as
the foreign one.
Children are encouraged to use mime techniques as well as body theatre as a
support for oral communication by means of representation and physical
activities.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
Oxford University Press – Playschool Plus 105
They recognize the space vocabulary and start naming it in English.
They participate by singing Blast off and The spaceman.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 3: IT’S TOO NOISY!
TOPIC
Music and musical instruments.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: It’s noisy!.
To listen and practice the story song: Shake, bang, ting!.
To introduce the vocabulary of musical instruments and practice it.
To introduce the vocabulary chant and practice it: Play the piano.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s make some noise!. Children learn to make a
shaker.
To personalize the topic with a creative activity: draw yourself playing a musical
instrument.
To work on the unit’s pop-out (music box) and use it in order to practice its
words.
To link the unit with another subject and develop their knowledge of the world
through the English language and music (musical instruments).
To carry out a creative and personal project: make a musical instrument, a
tambourine (Tambourine!)
To participate in the story’s play and sing the unit’s song.
ACTIVE LANGUAGE
New: drum, guitar, piano, shaker, triangle, trumpet, shake, bang, play, sing, music box,
musical instruments. Tambourine.
Review: Thank you, play, Numbers 1-10, star, circle, box, Colours, paint, pencil
PASSIVE LANGUAGE
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Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
Stop! It’s too noisy!
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song (Shake, bang, ting!).
Matching the characters with the instruments that they are playing in the story
(Match, CB, page 21).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Circling the differences on two pictures (Circle five differences. CB, page 22).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the
instruments flashcards to practice it.
Introducing the vocabulary chant and practicing it (Play the piano).
Following the paths of the same instruments and tracing the instruments of the
row below (Follow the paths and trace. CB, page 23).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the instrument mini-flashcards to
practice it.
Watching the cartoons of the story on the DVD (It’s too noisy!) with its DVD
song (Shake, bang, ting!).
Oxford University Press – Playschool Plus 107
Counting the musical instruments in a picture and write each of their numbers
on the corresponding box (Count and write the numbers. CB, page 24).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song (Play the piano).
Watching an interdisciplinary section DVD, Let’s make some noise!. Asking and
answering questions to see if students have understood the video on how to
make a shaker.
Numbering boxes according to the order in which you make a shaker (Order the
pictures. Write the numbers, CB, page 25).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 6
Going over the instruments vocabulary with the Pocket Poster, the
interdisciplinary section DVD (Let’s make some noise!) and the cross-curricular
flashcards (Shaker).
Drawing themselves playing an instrument (Draw yourself playing a musical
instrument, CB, page 26).
Singing Play the piano again.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket Poster and the instrument flashcards to review the
vocabulary.
Making the pop-out of a music box (CB, Unit 3, It’s too noisy! Pop-out) and play
with it. Watching the unit’s story on DVD again, folding the star’s tips and
unfolding them once an instrument is mentioned.
Acting the story.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the vocabulary song (Play the piano) with the optional
props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
Oxford University Press – Playschool Plus 108
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit (TB, page 95)
What is it? (TB, page 85).
Lesson 2
Stop! It’s too noisy! (TB, page 97).
Musical cards (TB, page 97).
Lesson 3
Find the shaker (TB, page 99).
Photocopy Master 7: Trace and colour. Make a trumpet. (TB, page 99).
Lesson 4
Review of Oxford Playschool A: Actions (TB, page 101).
Game with the mini-flashcards (TB, page 101).
Lesson 5
Let’s make a shaker (TB, page 103).
Musical paintings (TB, page 103).
Lesson 6
Colours commands (TB, page 105).
Xylophone colours and numbers (TB, page 105).
Lesson 7
Game with the pop-out (TB, page 107).
Photocopy Master 20: Make a musical invitation. Make an invitation to go to the story’s
play (TB, page 107).
Lesson 8
Pop-out time (TB, page 109).
Photocopy Master 18 and 19: Unit 3 Picture Dictionary (TB, page 109).
Review Lesson
Practicing the instrument vocabulary with the Pocket Poster, the flashcards and
the mini-flashcards.
Practicing the vocabulary chant (Play the piano).
Copying the musical rhythms when the teacher claps.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
Oxford University Press – Playschool Plus 109
Extension of the music topic by learning to make another instrument: the
tambourine.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make a
tambourine using paper plates, crepe paper, paintings and collage material
(legume). Singing a karaoke version of The Monkey action song!.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Through the activities in this unit, children will learn to interact with the others to
share and to work with their classmates, thus respecting playing turns or turns
to ask questions to the teacher. This will create a positive and accurate image
of themselves.
Physical, Natural, Social and Cultural Realms
By means of actions and games, children relate with the others in a more
balanced and satisfactory way, internalizing social behaviour norms and
adjusting their behaviour to them.
Children are also initiated in mathematical, numerical and musical skills, thus
learning to group.
Languages: Communication and Representation
Body language has to do with moving your body as well as with expressions,
actions and movements and with a communicative and representative intention.
Symbolic play and physical theatre are also a way to show their emotions and
display their knowledge of the world.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize the vocabulary of musical instruments and start naming it in
English.
They participate by singing Shake, bang, ting and Play the piano.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
Oxford University Press – Playschool Plus 110
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 4: BEEP BEEP! CHOO CHOO!
TOPIC
Toys.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Beep Beep!
Choo choo!.
To listen and practice the story song: Let’s go for a ride.
To introduce the toy vocabulary and practice it.
To introduce the vocabulary chant and practice it: I’m ready to play.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s play with transport toys!. Children learn
about transports.
To personalize the topic with a creative activity: draw your favourite toy.
To work on the unit’s pop-out (the train) and use it in order to practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language.
To carry out a creative and personal project: make an airplane and learn the
prepositions up/down.
To participate in the story’s play and sing the unit’s songs.
ACTIVE LANGUAGE
New: ball, car, doll, teddy, train, yo-yo, big small.
Review: Watch out!, Oh no!, Thank you, play, Colours, Numbers 1-8, dress, hair, round
and round, up, down, stars
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
It’s too big, Is it too small?, Beep beep!, Choo choo!, wheel, toy, I’ve got a train., I’m
ready., Let’s go
PROCEDURES
Oxford University Press – Playschool Plus 111
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time, with and without the
CD. Introducing and mimicking the story’s song (Let’s go for a ride).
Follow the maze’s paths with the scenes in the story (Follow the paths, CB,
page 27).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Match each character with its toy in the story (Match. CB, page 28).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the toy
flashcards to practice it.
Introducing the vocabulary chant and practicing it (I’m ready to play).
Finding and counting the toys on the picture and writing the number in its
corresponding box (Count and write the numbers. CB, page 29).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the toy mini-flashcards to practice it.
Watching the cartoons of the story on the DVD (Beep beep! Choo choo!) with
its DVD song (Let’s go for a ride).
Finding toys that are the same and circling them (Find and circle. CB, page 30).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song (I’m ready to play).
Watching an interdisciplinary section DVD, Let’s play with transport toys!.
Asking and answering questions about transport toys.
Tracing transport toy pictures (Trace, CB, page 31).
Oxford University Press – Playschool Plus 112
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 6
Going over the instruments vocabulary with the Pocket Poster, the
interdisciplinary section DVD (Let’s play with transport toys) and the cross-
curricular flashcards (Transport).
Drawing their favourite toy in a toy box and colouring it (Draw your favourite toy,
CB, page 32).
Singing I’m ready to play again.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket Poster and the toy flashcards to review the vocabulary.
Making the pop-out of a train (CB, Unit 4, Beep beep! Choo choo!! Pop-out) and
play with it. Watching the unit’s story on DVD again and fold the wheel so that
sometimes you can see the broken wheel asnd others the yo-yo wheel once it
has been fixed.
Acting the story.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the vocabulary song (I’m ready to play) with the optional
props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 3 (TB, page 113)
Let’s play again! (TB, page 113).
Lesson 2
Watch out! (TB, page 115).
Climb in! (TB, page 115).
Oxford University Press – Playschool Plus 113
Lesson 3
Memory game (TB, page 117).
Photocopy Master 8: Trace. Count and circle. (TB, page 117).
Lesson 4
Review of Oxford Playschool A: Clothes (TB, page 119).
What’s missing? (TB, page 119).
Lesson 5
Traffic lights (TB, page 121).
Shape boats (TB, page 121).
Lesson 6
Round the circle (TB, page 123).
Fly a kite (TB, page 123).
Lesson 7
Climb in, Teddy! (TB, page 125).
Photocopy Master 20: Make a toys invitation. Make an invitation to go to the story’s
play.
Lesson 8
Lucky dip (TB, page 127).
Photocopy Master 18 and 19: Unit 2 Picture Dictionary (TB, page 127).
Review Lesson
Practicing the toy vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (I’m ready to play).
Decorate a toy box.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
Extension of the toys topic by learning the prepositions.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make an
airplane and exhibit all of them in class by hanging them to the roof. Singing a
karaoke version of I’m ready to play.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Oxford University Press – Playschool Plus 114
Playing is a privilege. It is doing so that children learn to share, respect and
work with their classmates, thus integrating action with emotions and thought
and favouring social development.
Children are encouraged to improve their habits and attitudes related to safety,
hygiene and health, thus appreciating and enjoying daily situations of balance
and well-being. This unit deals with working together in order to achieve a better
result.
Physical, Natural, Social and Cultural Realms
Children observe and explore their environment actively, as well as the objects
and materials available there, how they work and how they are used on a daily
basis. They also learn about their position in space as well as the position of
objects, about relative positions and movement.
Children also learn to interact with the others, in a way that gets more balanced
and satisfactory each time, gradually internalizing social behaviour rules and
adapting their behaviour to them. Through playing, they will develop
coexistence routines, as well as to ask for things politely, to share the class
material and to collaborate with the group.
Languages: Communication and Representation
Language contributes to the integral development of children by enhancing their
imagination and creativity. They learn by building their own identity, display their
emotions, their knowledge of the world and their perception of reality.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize the toy vocabulary and start naming it in English.
They participate by singing Let’s go for a ride and I’m ready to play.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
Oxford University Press – Playschool Plus 115
PLUS UNIT: MY NEW SHELL
TOPIC
The sea.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: My new shell.
To listen and practice the story song: I’m a big crab.
To introduce the vocabulary of sea creatures and practice it.
To introduce the vocabulary chant and practice it: Down in the sea.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Turtles. Children learn about baby animals.
To personalize the topic with a creative activity: draw your favourite sea
animals.
To work on the unit’s pop-out (My new shell: the crab and the shells) and use it
in order to practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language and science. Expand the sea topic by talking
about animal shells (A collage with shells).
To carry out a creative and personal project: make a collage with shells of
different sizes.
To participate in the story’s play and sing the unit’s songs.
ACTIVE LANGUAGE
New: (hermit) crab, fish, octopus, plants, shell, turtle, beach, aquarium, old, new.
Review: big, small, house, Nature, Colours, Numbers 1-10, sea, sky, sun, trees, chicks,
eggs, head, eyes, legs, It’s cloudy / raining / snowing / sunny / windy /, daytime, night
time, Good morning
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’m a crab., push, pull, swimming, A place to hide, Down in the sea, There’s an
octopus., There are plants.
PROCEDURES
Oxford University Press – Playschool Plus 116
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time (My new shell), with
and without the CD.
Introducing and mimicking the story’s song (I’m a big crab).
Matching the pictures (Match, CB, page 33).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Circling all the pictures that belong to the story (Circle the picture in the story.
CB, page 34).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the sea
flashcards to practice it.
Introducing the vocabulary chant and practicing it (Down in the sea).
Finding six differences on the pictures (Circle six differences. CB, page 35).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the sea mini-flashcards to practice it.
Watching the cartoons of the story on the DVD (My new shell) with its DVD
song (I’m a big crab).
Matching each picture with its silhouette (Match. CB, page 36).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song. Looking at turtle pictures on the Cross-curricular
Poster. Mimicking the turtle.
Tracing the path that turtles follow to get to the sea and count the number of
turtles on each row (Trace and count. Write the numbers. CB, page 37).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Oxford University Press – Playschool Plus 117
Lesson 6
Going over the sea vocabulary with the Pocket Poster (sea and nature
flashcards), the Cross-curricular Poster and by carrying out a TPR activity
(Turtle mimicry).
Drawing an aquarium containing the child’s favourite sea creature and colouring
it (Draw your favourite sea animal, CB, page 38).
Singing Down in the sea again.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket Poster and the sea flashcards to review the vocabulary.
Making the pop-out of a crab and shells and playing with it (CB, Plus Unit, My
new shell Pop-out).
Acting the story and singing the song (CD).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the vocabulary song (Down in the sea) with the optional
props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 4 (TB, page 131)
Crab says... (TB, page 131).
Lesson 2
Hide and seek (TB, page 133).
What can we see in the sea? (TB, page 133).
Lesson 3
Where’s it hiding? (TB, page 117).
Photocopy Master 9: Trace the paths (TB, page 135).
Lesson 4
Review of Oxford Playschool A: Families (TB, page 137).
What is it? (TB, page 137).
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Lesson 5
Paper plate turtles (TB, page 139).
Turtle races (TB, page 139).
Lesson 6
Fish, fish, octopus! (TB, page 141).
Swim, fish, swim! (TB, page 141).
Lesson 7
Game with the pop-out (TB, page 143).
Photocopy Master 20: Make a sea invitation. Make an invitation to go to the story’s
play.
Lesson 8
The octopus is coming! (TB, page 145).
Photocopy Master 18 and 19: Plus Unit: My new shell Picture Dictionary (TB, page
145).
Review Lesson
Practicing the sea vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (Down in the sea).
Making an aquarium with a cardboard box and a plastic bag.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
Extension of the sea topic by talking about the sea.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should do a task
related to animal shells.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
To adapt their behaviour to the needs and requirements of the others by
developing respectful, helpful and collaborative habits and avoiding submissive
or dominant behaviours.
Physical, Natural, Social and Cultural Realms
Children learn to differentiate objects and elements on their environment and to
act before them. They group, classify, arrange by size, compare dimensions
and so on.
Oxford University Press – Playschool Plus 119
They know and value the basic components of nature and some of its
relationships, thus developing attitudes of care, respect and responsibility in
their conversation.
Languages: Communication and Representation
Children start reading and writing socially, exploring the function of these
activities and valuing them as the communication, information and enjoyment
tools they are. They learn to appreciate the function of books and practice some
pre-writing skills.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize the sea vocabulary and start naming it in English.
They participate by singing I’m a big crab and Down in the sea.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 5: IS IT A MONSTER?
TOPIC
Wild animals.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: Is it a
monster?.
To listen and practice the story song: In the zoo.
To introduce the vocabulary of wild animals and practice it.
To introduce the vocabulary chant and practice it: Animals.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s visit the zoo!. Children learn about wild
animals in the zoo.
To personalize the topic with a creative activity: draw your favourite zoo animal.
To work on the unit’s pop-out: animals (Is it a monster?) and use it in order to
practice its words.
Oxford University Press – Playschool Plus 120
To link the unit with another subject and develop their knowledge of the world
through the English language and science (animals).
To carry out a creative and personal project: expand the topic of wild animals by
making masks.
To participate in the story’s play and sing the unit’s songs.
ACTIVE LANGUAGE
New: bird, elephant, giraffe, snake, tiger, zebra, monster, zoo, tail, scared, animals,
feather, soft, cold, smooth, long, rhino, ostrich, penguin, camel, meerkat.
Review: monkey, eyes, ears, feet, legs, nose, mouth, Numbers 1-8, Colours, Hurray!,
Wow!, happy, sad, noisy, apples, circle, square, triangle, star.
PASSIVE LANGUAGE
Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’m a tiger, Where are the monkeys?, I don’t know., Is it a monster?.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time (In the zoo), with
and without the CD.
Using a pencil to draw the path in a maze that Monkey will follow to find other
monkeys (Follow the path to find the monkeys, CB, page 39).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Matching the animals (Match. CB, page 40).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the flashcards
of wild animals to practice it.
Introducing the vocabulary chant and practicing it (Animals).
Oxford University Press – Playschool Plus 121
Counting the animals in a picture and writing the number of animals of each
kind in the box on the right (Count and write the numbers. CB, page 41).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the mini-flashcards of wild animals to
practice it.
Watching the cartoons of the story on the DVD (Is it a monster?) with its DVD
song (In the zoo).
Finding six differences in two pictures of wild animals (Circle six differences.
CB, page 42).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song (animals).
Watching a DVD during the interdisciplinary lesson: Let’s visit the zoo! Asking
and answering questions about the animals on the pictures.
Using a pencil to trace the discontinuous lines on the animals’ skins (Trace and
colour, CB, page 43).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 6
Going over the vocabulary of wild animals with the Pocket Poster (sea and
nature flashcards), the interdisciplinary section DVD (Let’s visit the zoo!) and
the cross-curricular flashcards (Safari Park).
Drawing their favourite zoo animal (Draw your favourite zoo animal, CB, page
44).
Singing The animals song again.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket Poster and the flashcards of wild animals to review the
vocabulary.
Making the animals pop-out and playing with it (CB, Unit 5, Is it a monster?
Pop-out). Watching the DVD of the story again and unfolding the pop-out
figures when animals are mentioned on the DVD.
Oxford University Press – Playschool Plus 122
Acting the story.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the vocabulary song (Animals) with the optional props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Plus Unit (TB, page 149)
Flashcard Game (TB, page 149).
Lesson 2
Is it a monster? (TB, page 151).
Has it got a tail? (TB, page 151).
Lesson 3
Odd one out (TB, page 153).
Photocopy Master 10: Trace the paths (TB, page 153).
Lesson 4
Review of Oxford Playschool A: Monkey is hungry (TB, page 155).
Group snap with the mini-flashcards (TB, page 155).
Lesson 5
What am I? (TB, page 157).
Animal descriptions (TB, page 157).
Lesson 6
Silhouette animals (TB, page 159).
Snake skin (TB, page 159).
Lesson 7
Mime game with the pop-out (TB, page 161).
Photocopy Master 20: Make an animal invitation. Make an invitation to go to the story’s
play.
Lesson 8
Yes or no? (TB, page 163).
Photocopy Master 18 and 19: Unit 5: Picture Dictionary (TB, page 163).
Review Lesson
Oxford University Press – Playschool Plus 123
Practicing the animal vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (Animals).
Making a snake with a plastic plate.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
Extension of the topic of wild animals by making masks.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should make animal
masks with plastic plates.
Singing a karaoke version of the vocabulary song (Animals).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
In this unit and throughout the course, children develop attitudes and abilities
that gradually build their identity.
They also make progress in acquiring habits and attitudes related with
improving their health, for example, by increasing their interest in outdoor
activities and in having contact with animals and nature.
Physical, Natural, Social and Cultural Realms
This unit deals with the environment: a visit to the zoo. Children learn and react
before different situations.
They also learn to appreciate nature’s basic elements by developing a
conscience and a responsibility on its preservation. A respectful attitude is
encouraged by working issues such as identifying and taking care of animals
and beginning to understand the role other species have in our lives.
Languages: Communication and Representation
Children understand intentions and messages from other kids as well as from
adults. They adopt a positive attitude towards their own language and the
foreign one through instructions and class language during games and plays.
Children approach audiovisual language and information and communication
technologies. They also start to distinguish reality from audiovisual
representation.
Assessment Criteria
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During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize the vocabulary of wild animals and start naming it in English.
They participate by singing In the zoo and Animals.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
UNIT 6: I LOVE NUTS!
TOPIC
Food.
OBJECTIVES
To tell, listen to and perform the story using the Big Story Book: I love nuts!
To listen and practice the story song: Tweet tweet!
To introduce the food vocabulary and practice it.
To introduce the vocabulary chant and practice it: Please.
To transfer the unit’s vocabulary to a real life context by means of an
interdisciplinary DVD section: Let’s prepare lunch!, where a cheese and tomato
sandwich is prepared.
To personalize the topic with a creative activity: students have to draw their
favourite picnic food (Draw your favourite picnic food).
To work on the unit’s pop-out: the bird in the nest (I love nuts!) and use it in
order to practice its words.
To link the unit with another subject and develop their knowledge of the world
through the English language and science (senses).
To carry out a creative and personal project: children have to use their senses
to explore the food and guess what it is, thus expanding the topic of food.
To participate in the story’s play and sing the unit’s songs.
ACTIVE LANGUAGE
New: biscuits, cheese, juice, nuts, sandwiches, tomatoes, eat, drink, eating, falling,
flying, butter, bread, picnic, lunch.
Review: birds, happy, please, Watch out!, Numbers 1-10, Colours, Musical
instruments, circle, square, triangle, star, food, up and down.
PASSIVE LANGUAGE
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Sit down, please, Stand up, please, It’s Monkey, Very good!, Well done! What can you
see?, What’s this?, Who’s this?, What colour is it?, What number is it?, What’s next?,
Now let’s listen to the story, Let’s sing the song!, Now let’s act out the story!, It’s time
to say bye-bye!. See you tomorrow/next time/next lesson, etc.
COMMUNICATIVE STRUCTURES
I’m hungry!, I’m thirsty!, I love nuts!, Here you are, wash our hands, Let’s tidy up!,
We’re hungry! A cheese and tomato sandwich.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!) and singing the Hello song.
Introducing and listening to the unit’s story for the first time with and without the
CD. Introducing and mimicking the story’s song (Tweet tweet!).
Using a pencil to draw a line that matches each character with the food that he
or she is taking to the table (Match, CB, page 45).
Tidying up while singing the Tidy up song and saying goodbye by singing
another song (Goodbye song).
Lesson 2
Telling the story for the second time and singing the song. Children mimic the
story and the song.
Following a path and counting the birds and the peanuts there are (Follow the
path. Count and write the numbers. CB, page 46).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 3
Introducing the key vocabulary and using the Pocket Poster and the food
flashcards to practice it.
Introducing the vocabulary chant and practicing it (Please).
Drawing a red circle around the food pictures and a blue one around the
pictures of musical instruments (Circle the food red. Circle the musical
instruments blue. CB, page 47).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 4
Reviewing the vocabulary chant and using the food mini-flashcards to practice
it.
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Watching the cartoons of the story on the DVD (I love nuts!) with its DVD song
(Tweet tweet!).
Tracing the discontinuous lines of the food pictures using the corresponding
colours (Trace and colour. CB, page 48).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 5
Singing the vocabulary song (Please).
Watching a DVD during the interdisciplinary lesson: Let’s prepare lunch! Asking
and answering questions about how to prepare a sandwich.
Arranging the pictures in the order a sandwich is prepared (Order the pictures.
Write the numbers, CB, page 49).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 6
Going over the vocabulary of picnic food with the Pocket Poster, the
interdisciplinary section DVD (Let’s prepare lunch!) and the cross-curricular
flashcards (A cheese and tomato sandwich).
Drawing their favourite picnic food (Draw your favourite picnic food, CB, page
50).
Singing Please again.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 7
Using the Pocket Poster and the flashcards of picnic food to review the
vocabulary.
Making a pop-out of a bird in its nest and playing with it (CB, Unit 6, I love nuts!
Pop-out). Watching the DVD of the story again and doing with the pop-out bird
the same the birds on the DVD story’s song are doing.
Acting the story.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 8
Acting the story and the vocabulary song (Please) with the optional props.
Rewarding students by giving them stickers.
Calming children down with the Settling song.
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Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Lesson 1
Reviewing Unit 5 (TB, page 167)
Musical picnixs (TB, page 167).
Lesson 2
What colour is it? (TB, page 169).
I love nuts! (TB, page 169).
Lesson 3
What’s wrong? (TB, page 171).
Photocopy Master 11: Match (TB, page 171).
Lesson 4
Review of Oxford Playschool A: Farm animals (TB, page 173).
Food survey (TB, page 173).
Lesson 5
Healthy food / Unhealthy food (TB, page 175).
Picnic plates (TB, page 175).
Lesson 6
Wash your hands! (TB, page 177).
Brush your teeth! (TB, page 177).
Lesson 7
Fly bird! (TB, page 179).
Photocopy Master 20: Make a bird invitation. Make an invitation to go to the story’s
play.
Lesson 8
What does Twig love? (TB, page 181).
Photocopy Master 18 and 19: Unit 6: Picture Dictionary (TB, page 181).
Review Lesson
Practicing the food vocabulary with the Pocket Poster, the flashcards and the
mini-flashcards.
Practicing the vocabulary chant (Please!).
Making faces with different kinds of dry pasta.
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Extension Lesson
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Extension of the topic of food by exploring the five senses.
Widening the children’s knowledge of the world through English and motivating
them while they carry out their project. For their craft, they should guess the
food by means of their senses: touch, smell and taste. Singing a karaoke
version of the Please! Song.
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Learning to identify and express feelings, as well as tastes and preferences
(related with food, for instance), fosters a good knowledge of themselves and
their own features.
Children make progress in acquiring healthy habits and attitudes in order to
know themselves better, thus appreciating and enjoying daily situations of
balance and emotional well-being. They learn the importance of eating in a
balanced and healthy way and they get the message of a healthy diet. They
also learn that it is important to wash their hands before and after eating as well
as their teeth after eating.
Physical, Natural, Social and Cultural Realms
Through the topic of food, children gradually internalize social behaviour norms
and adapt their conduct to them. They learn norms related to eating and sharing
an eating space with other kids as well. They learn to say please and thank you.
They also observe and recognize some signs of cultural identity related to
eating habits.
Languages: Communication and Representation
Musical language is encouraged in every unit by means of songs and rhymes
which make it possible to develop abilities related to perception, the use of
instruments, body movement and creation that emerge when listening
attentively, exploring, handling and playing with sounds and music.
Assessment Criteria
During the third year of Second-Level Pre-Primary, assessment is continuous:
Children get used to English class routines.
They recognize the food vocabulary and start naming it in English.
They participate by singing Tweet tweet and Please.
They listen in order to obtain specific information.
They answer instructions verbally and non-verbally.
They develop control over the pencil, fine motor skills and pre-writing skills.
They complete their craft activities.
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HOLIDAYS
Autumn
TOPIC
Autumn.
OBJECTIVES
To introduce autumn’s main characteristics.
To introduce and practice a song about autumn (It’s windy!).
To think about the weather in autumn.
ACTIVE LANGUAGE
New: autumn, flag, leaves.
Review: brown, green, orange, red, yellow, it’s windy, tree, nuts.
PROCEDURES
Greeting (Hello, Monkey!), and singing the Hello song.
Practicing the topics of the seasons and the weather with the Routine Poster.
Listening, singing and mimicking the unit’s song (TB, page 184).
Matching each leaf with its silhouette and colouring them (Match and colour.
CB, page 51).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 12: Make an autumn tree (TB, page 185).
Photocopy Master 13: Make a wind flag (TB, page 185).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
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By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Merry Christmas!
TOPIC
Christmas.
OBJECTIVES
To introduce and practice a Christmas song (Ho ho ho!).
To think about the weather in Christmas.
To celebrate Christmas in English.
ACTIVE LANGUAGE
New: Father Christmas, sleigh, Christmas day, Merry Christmas! It’s winter / autumn /
summer / spring.
Review: Colours. Numbers 1-10. It’s snowing / windy / sunny / Raining / cloudy, hat,
presents.
PROCEDURES
Lesson 1
Greeting (Hello, Monkey!), and singing the Hello song.
Practicing the topics of the seasons and the weather with the Routine Poster.
Listening, singing and mimicking the unit’s song (TB, page 186 and 187).
Colouring a Father Christmas picture by number (Colour by number. CB, page
52).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
Lesson 2
Using the Routine Poster to practice the Christmas vocabulary.
Singing and mimicking the Christmas song (Ho ho ho!).
Moving across the classroom with the song as if they were snowflakes. When
music stops, they should hug the closest classmate.
Tracing and colouring snowflakes (Trace and colour, CB, page 53).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
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Lesson 1
Merry Christmas! (TB, page 187).
Photocopy Master 14: Colour the reindeer (TB, page 187).
Lesson 2
Photocopy Master 15: Use glitter to decorate a snowflake (TB, page 189).
What season is it? (TB, page 189).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
HOLIDAYS
Carnival parade
TOPIC
Carnival.
OBJECTIVES
To introduce and practice a song about carnival (Carnival parade).
To celebrate carnival in English.
To review colours, numbers and shapes.
ACTIVE LANGUAGE
New: carnival parade, dance, flowers.
Review: circle, square, triangle, star, drum, guitar, triangle, trumpet, ball, balloon, flag,
t-shirt, hat. Colours. Numbers 1-6.
PROCEDURES
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Greeting (Hello, Monkey!), and singing the Hello song.
Practicing the topic of geometric figures with the Routine Poster.
Using the Pocket Poster and the flashcards to review the colours.
Colouring the flags, balls and balloons in a picture according to the indicated
sequence (Colour. CB, page 54).
Listening, singing and mimicking the unit’s song (TB, page 191).
Tidying up while singing the Tidy up song and saying goodbye by singing
another one (Goodbye song).
ADDITIONAL CONSOLIDATION AND EXTENSION ACTIVITIES (EXTRA TIME)
Photocopy Master 16: Colour. Colouring a t-shirt (TB, page 191).
Photocopy Master 17: Colour. Colouring a carnival hat (TB, page 191).
DEVELOPMENT OF PRE-PRIMARY CURRICULUM AREAS
Self-knowledge and Personal Autonomy
Holiday units enhance the knowledge and experiences that children are having
throughout the school year and contribute to the creation of their identity, a
better knowledge of themselves and of their physical, natural and social
environment.
Physical, Natural, Social and Cultural Realms
Holiday units favour and encourage learning about different social groups, their
characteristics, cultural productions, values and ways of life, thus generating
attitudes of trust, respect and appreciation. This way, the participation of
children in holidays through games, crafts, songs and so on, is encouraged.
Languages: Communication and Representation
By using different languages, children will open new ways of communication
and representation, thus improving their abilities for receiving and interpreting
messages. This contributes to a better understanding of the world as well as a
unique, imaginative and creative expression.
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