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(LV) Section 3. 4YO Units 0-9 Academies

Great Little People

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DIDACTIC PROGRAMME LEVEL 4

Introduction

Learning Corners

Didactic Units

Section 3. Didactic Units

Unit 4. Dino Family

Unit 2. Like a Monkey

Unit 3. Zip Up Everyone!

Starter Unit. We're Back

Unit 1. Hello Friends

Unit 5. Wonders of the world

Unit 6. Welcome to the City

Unit 9. I Play the Trumpet!

Unit 8. When I Grow Up

Unit 7. To the Moon and Back

12. Didactic Units

12.1 Unit 0

Title

We're Back!

Course

4 Years Old, Second Cycle of Infant Education

Justification

By means of this learning situation our students are expected to relate respectfully in the linguistic and cultural plurality of their environment, expressing interest in other languages through the topic: numbers and birthday objects. This unit also addresses some contents that belong to the area: Discory and Exploration of the Environment regarding qualities of objects and materials, classification and comparison, contextualized basic quantifiers and the functionality of numbers in everyday life. Besides, this unit promotes the expression of interest and initiative in the proposed activities and cooperation with their equals. As well as the proposal of hypotheses about the behavior of certain objects or materials, verifying them through manipulation. By means of this learning situation our students express personal self-esteem in participating in games and in various situations of daily life, trusting in their own possibilities and showing initiative. In order to show progressive control and coordination of fine-character movements, during the activities students must handle different objects, supplies and tools in game situations and in the

12.1 Unit 0 We're Back

Learning Objectives

To show interest and motivation towards learning numbers and unit content in the foreign language: English. Actively participate in the process of learning numbers in English. To produce correctly and autonomously body actions according to the oral input received: Point to the cake! Find the candles! To recognise and use the vocabulary and structures learnt related to numbers. To use basic quantifiers in the context of play and in interaction with others: cardinal numbers from 1 to 10. To understand simple questions with What and How many: What number is this? How many presents are there? To identify and express cardinal numbers up to eight. To count from one to eight in English. To write numbers from one to eight. To understand and express quantity with ordinal numbers from one to four. Identify /i/ sound in English and relate it to its reference pictures and extended vocabulary. To imitate the /i/ sound and relate it to its main grapheme. Orally discriminate words with and without the /i/ sound.

Learning Contents

Numbers: one, two, three, four, five, six, seven, eight. Question with What: What number is this? Questions with How many: How many presents are there?

I Sound and Letter I I Sound words: insect, igloo, iguana, instrument, ill, in. Other words: present, cookie, cake, candle, invitation, cupcake.

12.2 Unit 1. This is my body

12.1 Unit 0 We're Back

Activities

Welcome!

Resources: continuous paper, finger paint

Grouping: big group

Creative Corner

We make a mural together on continuous paper. With this mural we try to create a "feeling" of unity among all the members of the group. We can place our hands with finger paint and write the name of each student. If the class has a specific name, we can also add the name "Welcome Monkeys! We add a drawing/image of Bloomy to this mural to become part of the group.

Creative Corner

Resources: play dough/mouldable material+ flashcards

Play Dough Numbers

Grouping: individual activity

Give each student one of the flashcards from the Numbers unit and a piece of play dough or mouldable material. We ask the students to imitate the drawing of the numbers and ask individually "What number is this?", "Is this number four?", "This is number three!

Building Blocks Counting

Grouping: big group

Active Corner

Resources: lego tokens + flashcards

We use Lego tokens or building blocks to make towers of different quantities: "one, two, three, four, five, six, seven or eight". We can use the flashcards from the previous activity as a reference so that students can build towers of varying heights. We then ask "How many floors does your tower have?", "How many blocks are here?". Students should respond with "Six!" or "There are six blocks!". See an example here

Resources: none

Make A Group Of...

Grouping: big group

Active Corner

This is a movement activity in which the whole group of pupils must move around the space. When the teacher considers it appropriate, he/she will say "Make groups of three!", "Make groups of four! The students should form groups of that number and then the teacher asks "How many are you?", "We are six!"

Resources: ping-pong balls, egg, cups, spoons.

Table Tennis Numbers

Grouping: big group

Active Corner

For this activity we need ping-pong balls or similar, an egg cup and some spoons. First, we let the students write the numbers 1 to 6 on the balls. Then we place all the balls in a container. With a spoon, the child should transfer the balls from the bowl to the egg carton, one at a time, while counting. In ascending order until an egg cup is full. We can play in groups of six pupils, each pupil transferring one ball, so that it becomes a cooperative game. At any point in the game we can shout 'Stop!' and ask "How many eggs/balls do you have?"

12.4 Unit 3. Santa brings toys

12.1 Unit 0 We're Back

We're Back 1

We're Back 2

Grouping: individual activity

Resources: London's Adventures

In the UD 0.2. activity we casually introduce each of the images and ask questions such as: “Look at the presents! How many presents are there? One, two, three!”, “Look at the cakes! How many cakes are there? There are two cakes!” Then we ask for the corresponding number: “Can you find number three?”, “Can you find number two?” Finally, the pupils round off the correct number.

We introduce the character who will accompany us throughout the course in the activities, songs and stories. This is London, he is 4 years old. He comes from Mercury and he loves reading and literature. His friends call him 'the wise'. He loves science and adventure books. He wanted to be a doctor but he hates blood. He loves going to school and studying. Then we colour and decorate the activity UD 0.1.

12.4 Unit 3. Santa brings toys

12.1 Unit 0 We're Back

I Sound 1

I Sound 2

Grouping: individual activity

Resources: London's Adventures

We use the repetition of the sound 'I' to introduce the activity. Then we present the words that correspond to each picture pointing at them and asking the students to identify which one corresponds to the sound `Short I': "Look! There is a M, M, Monkey, an I, I, Ill and an I, I, I, Iguana! “Can you find the I words?” Finally, we ask them to colour the pictures that corresponds to the sound.

We introduce the sound 'I' by repeating it and ask the children to trace the letter with their finger or with their favourite colour: "This is the I, I, I". Then we ask them to identify the image: "What can you see?" "Is this an I, I, Igloo?" Students should respond "Igloo!" or "Yes it is!" Finally ask them to complete the picture by following the dotted line and colouring it in.

12.1 Starter Unit "We're back"

12.1 Unit 0 We're Back

App Great Little World

Travel around ''United Kingdom'' island, In the scenery ''King's Number Station'' find seven games about numbers. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

1. Memory

2. Wally

3. Counting game

4. Karaoke

5. Races

7. Storyland

6. Super Simon

Expected Responde

Input

12.1 Unit 0 We're Back

In the Kitchen Poster

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around In the Kitchen Poster for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. Click here to see the digital poster which includes shapes vocabulary.

Main Skill Focus

Expected Responde

Input

Students point to the correct number

Description of the image + commands (e.g)

Understands key words and simple messages in English.

Students point to the objects in the poster and count
Students answer: Eggs!

Can you find + number + object?

Listening

Which of these words start with e sound? Cake, bread, eggs, chips.

Regognises simple sounds at the beginnig of a words.

Students sing Happy Brithday song
Students answer with their name

Participes in songs and rhymes.

Sing Happy Birthday song or unit song
This is Bloomy! What's your name?

Uses simple sentences about oneself.

How many + object+ are there?

Speaking

Expands English vocabulary.

Students point to the objects, count and say the number

12.1 Starter Unit "We're back"

12.1 Unit 0 We're Back

Evaluation Criteria

They show interest and motivation towards learning numbers and unit content in the foreign language: English. They actively participate in the process of learning numbers in English. They produce correctly and autonomously body actions according to the oral input received: Point to the cake! Find the candles! They recognise and use the vocabulary and structures learnt related to numbers. They use basic quantifiers in the context of play and in interaction with others: cardinal numbers from 1 to 10. They understand simple questions with What and How many: What number is this? How many presents are there? They identify and express cardinal numbers up to eight. They count from one to eight in English. They write numbers from one to eight. They understand and express quantity with ordinal numbers from one to four. They identify /i/ sound in English and relate it to its reference pictures and extended vocabulary. They imitate the /i/ sound and relate it to its main grapheme. They orally discriminate words with and without the /i/ sound.

12. Didactic Units

12.2 Unit 1

Title

Hello Friends!

Course

4 Years Old, Second Cycle of Infant Education

Justification

In order to gain an in-depth knowledge of the school as a social group of belonging, after its closest social group, the family, this unit deals with the characteristics, functions and services provided by the school context. This unit also addresses some contents that belong to the area: Discory and Exploration of the Environment regarding qualities of objects and materials such as colours, shape or size, classification and comparison, basic quantifiers and the functionality of numbers in everyday life. In addition, learning situations are provided that allow pupils to apply their knowledge of basic spatial notions in order to locate themselves in spaces, both at rest and in movement, playing with one's own body and with objects, while expressing these through verbal (prepositions on, under) or non-verbal communication. This unit also addresses the Sustainable Development Goal 4 'Quality Education' to understand and participate in an inclusive and equitable quality education and the promotion of lifelong learning opportunities for all.

12.2 Unit 1 Hello Friends!

Learning Objectives

To show interest and motivation towards learning about the school in the foreign language: English. To orally identify and use the vocabulary and structures learnt related to the school. To name the basic vocabulary of the unit: Table, chair, book, paint, pencil, crayon, glue stick, eraser/rubber. To recognize written vocabulary of the unit, making use of picture dictionaries. To understand basic questions with How many and answer with one-word answers: one, two, three or non-verbal language. To understand the use of -There is and there are- in order to talk about singular or plural nouns. To understand basic questions with Where and answer with one-word answers: on, under, here. To understand basic questions with What colour and answer with one-words answers: red, yellow, blue. To identify the number of sounds in a word previously learnt in this unit. To understand and express quantity with ordinal numbers from one to eight. To identify /k/ sound and relate it to its reference picture and extended vocabulary. Toimitate the /k/ sound and relate it to its main graphemes c and k. To orally discriminate words with and without the /k/ sound.

Learning Contents

The school: table, chair, book, paint, pencil, crayon, glue stick, eraser/rubber. Shapes: square, circle, triangle. Emotions: sad, happy, angry.

Numbers 1 to 8 Prepositions: on, under. K Sound K Sound vocabulary: cat, cake, carrot, cow, cookie, coat.

12.2 Unit 1. This is my body

12.2 Unit 1 Hello Friends

Activities

Active Corner

On/Under:

Grouping: big group

Resources: class objects

First we make sure that this activity cannot be dangerous and that we have enough space. On the command "I'm on the chair!" the pupils stand on their chair (the teacher will do the same as an example) until the next command. On the command "I'm under the table!" the pupils hide under the tables. Then we do the same but with objects in the classroom: "The crayon is on the table!", "The marker is under the chair". The pupils have to put their objects in the right place.

Active Corner

Resources: colours flashcards, boxes, class objects

Grouping: groups of 5-6 students

Red/Yellow/Blue

Give each group three cards of the colours "red, yellow and blue". At one end of the class we place three boxes so that the pupils at the other end of the class cannot see what they contain. The teacher places in each box an object (preferably vocabulary from the unit) of the colours "red, yellow and blue". Read more here:

Resources: boxes, class objects

How Many?

Grouping: groups of 5-6 students

Active Corner

This time we want to work on the quantities 1 to 5 and the "How many" questions. Therefore, we place in each box several objects in different quantities, for example: "1 book and 2 pencils". The pupil has to say to his/her group "There is one book and there are two pencils". If they can't write yet, ask the group to write down the number and draw the object on a white board.

Active Corner

Collecting Objects

Resources: class objects

Grouping: big group

We place objects from the vocabulary of the unit, book, paint, pencil, crayon, glue stick, eraser/rubber, in different places in the classroom. Then, individually or in small groups, the children will have to collect all the objects they find in the classroom for 1 minute. When the minute has elapsed, we will classify the objects together. At the end, we will count how many of each type of object we have. "How many crayons did we collect? How many pencils did we collect?"

Active Corner

Guess Who?

Grouping: big group

Resources: class objects

Students are arranged in a circle, one of them leaves the circle/class and waits to be called. The teacher gives several students objects from the vocabulary of the unit. Then we ask the student to go back and find a specific object. Read more here:

12.2 Unit 1. This is my body

12.2 Unit 1 Hello Friends!

Resources: objects from the class

Touch Game

Grouping: big group

Active Corner

The teacher says a colour and the students have to look for any object of this colour. Use this activity to introduce orally the basic rules (listen to the teacher, share, be polite...) and review numbers from 1 to 8 and colours. You can also change the roles, and the kids say the colours to find. "Find something... RED!" "I have one red crayon" "I have two green markers"

The Mystery Game

Grouping: big group

Creative Corner

Resources: Mystery Box, classroom objects

Prepare in advance some classroom objects worked on in the vocabulary of the unit. Put them all in the Mystery Box, and one by one the children will have to put their hand inside the box and touch one of the objects, and by touch only guess what it is. When they have an answer, we will ask them to take out the object and together we will find out if they were right. "I think this is an eraser"

Interviewers

Resources: Paper, markers and scissors

Grouping: individual activity

Reading Corner

After reading the story of the unit, we will propose some questions for each of the students. We will take some object that can simulate a microphone and we will do some short individual interviews "Hi, my name is Teacher Mary and I would like to ask you some questions. Are you ready?" "Yes, I am" "Well, then, could you tell me the name of your school?" "Could you tell me the name of the object we use to write some notes?" "What is the name of your English teacher at school?"

Resources: classroom flashcards and objects

Find The Missing One

Grouping: big group

Active Corner

We review the vocabulary of the unit with the corresponding flashcards. Then we will put them on our Creative Corner board and show real objects in the classroom that correspond to each of these cards. We will ask the children to close their eyes and remove one of the cards from the board, and hide the corresponding object around the classroom. Read more here:

10 Active Corner

Resources: big cardboard, colours

Grouping: big group

1, 2, 3, Run For Me!

We will draw with the children on different sheets of paper, the objects of the class that we are working on in the unit. Then, we will put the sheets of paper next to each other on the wall and we will line up on the other side of the class (in a horizontal line) right in front of our drawings. When we are all ready we will call out the name of one of the objects "1, 2, 3, run for the table!" and the students should run and try to touch the corresponding picture first. Then they should say "1, 2, 3, the table is here!"

12.4 Unit 3. Santa brings toys

12.2 Unit 1 Hello Friends!

The activity 1 will be used to introduce the family members from the unit: “Look at this family”, “This is the mother”, “This is the grandfather”. Then, students must follow the teacher's intructions to colour each member of the family: “The grandfather is wearing a green jumper”, “The mother is wearing a red tank top” Finally, students will have the opporunity to talk and describe their family.

Hello Friends! 1

11 Hello Friends! 2

12 Hello Friends! 3

13 Grouping: individual activity

Resources: London's Adventures

In a large group in the classroom we introduce the emotions. We could use the emotions mirrors that children love. Then, in the activity 3 we ask students for each of the children who appear in the picture "How do they feel?" Read the sequence: "Sad, sad, happy" and ask which one is different "Which one is different?", "Happy!''

In the activity 1 we first describe the image of the classroom and its elements: "Look at this classroom! In the classroom there are two tables and two chairs. In the classroom there is one crayon, etc.". Afterwards, we distribute stickers or otherwise markers or paints among the pupils. We use "Where" questions: "Where is the crayon?" and try to get the pupils to answer with "on, under" or "here".

The activity 2 aims to reinforce some strokes such as controlled horizontal or vertical lines, curves or spirals. We ask one by one "What does the boy need? A glue! What does the girl need? A pencil!" and then let them freely go over the line and decorate the objects. Finally, we ask about the colours they have used "What colour is your glue?", ''Blue! Red! Yellow!".

12.4 Unit 3. Santa brings toys

SDG 4- Hello Friends 4

14

2.2 Unit 1 Hello Friends!

SDG 4- Hello Friends 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

In order to bring the students closer to the Sustainable Development Goal Quality Education we will use the activity 4 or the activity in Genially 'I Go to School'. First of all, we introduce the 5 children in the activity and explain in a simple way their difficulties in going to school "Look at this kid! He can't do to school because he lives in the mountains and there isn't a path to arrive to the closest school. Look at this girl! She can't go to school because she is taking care of her little siblings. Look at this boy! He can't go to school because he works in his familiy's grocery store."

Discuss about how your students go to school, if they go everyday, when do they miss classes, if they like it or not, why is going to school good for them, what do they do at school. Finally, encourage your students to helo the children in the picture to go to school by going on the lines from the children to the school. When finished, they stick the Quality Education Super Power medal in their Superhero diploma. Clic here to play the digital game and get a group medal aswell:

12.4 Unit 3. Santa brings toys

12.2 Unit 1 Hello Friends!

K Sound 1

15 K Sound 2

16 Grouping: individual activity

Resources: London's Adventures

We use the repetition of the sound 'K' (It has multiple spellings: C o K) to introduce the activity. Then we present the words that correspond to each picture pointing at them and asking the students to identify which one corresponds to the sound 'C': "Look! There is an U, U, Umbrella, an C, C, Carrot and an C, C, Cow! “Can you find the C words?” Finally, we ask them to colour the pictures that corresponds to the sound.

The teacher should introduce each of the words pointing at them and ask the students to listen and then repeat: "This is a C, C, Coat", "This is a C, C, Cookie", "This is a C, C, Cake". Finally students can choose their favourite colour to complete the letter 'C' as the initial sound of the words.

12.2 Unit 1 "Hello Friends!"

12.2 Unit 1 Hello Friends!

App Great Little World

Travel around ''Germany'' island, In the scenery ''School Time in Frankfurt'' find seven games about the topic of the family. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

1. Memory

2. Seek and Find

4. Races

3. Counting Game

5.Voice Recorder

6. Trace the Path

7. Karaoke

12.2 Unit 1 Hello Friends!

At School Poster

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around At School Poster for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. Click here to see the digital poster which includes school objects vocabulary.

Main Skill Focus

Expected Responde

Input

Students point to the object in the poster

Description of the image + commands (e.g)

Understands key words and simple messages in English.

Students put the classroom object in the correct position
Students answer with one of these words: clock, clown, crayons.

Can you put the + classroom object + on/under the table?

Can complete basic tasks based on oral directions.

Listening

Regognises simple sounds at the beginnig of a words.

Which of these words start with k sound? Chair, clock, clown, crayons, book

Students sing the unit song
Students answer with: Yes, I do/No, I don't

Participes in songs and rhymes.

Sing the unit song
Do you go to school?

Uses simple sentences about oneself.

Students answer:

On + place
The + classroom objetc+ in on/under + place

Where is the + classroom object? (e.g. Where is the eraser? On the chair)

Expands English vocabulary.

Speaking

12.2 Unit 1 "Hello Friends!"

12.2 Unit 1 Hello Friends!

Evaluation Criteria

They show interest and motivation towards learning about the school in the foreign language: English. They orally identify and use the vocabulary and structures learnt related to the school. They name the basic vocabulary of the unit: Table, chair, book, paint, pencil, crayon, glue stick, eraser/rubber. They recognize written vocabulary of the unit, making use of picture dictionaries. They understand basic questions with How many and answer with one-word answers: one, two, three or non-verbal language. They understand the use of -There is and there are- in order to talk about singular or plural nouns. They understand basic questions with Where and answer with one-word answers: on, under, here. They understand basic questions with What colour and answer with one-words answers: red, yellow, blue. They identify the number of sounds in a word previously learnt in this unit. They understand and express quantity with ordinal numbers from one to eight. They identify the /k/ sound in English and relate it to its reference picture and extended vocabulary. They imitate the /k/ sound and relate it to its main graphemes c and k. They orally discriminate words with and without the /k/ sound.

12. Didactic Units

12.3 Unit 2

Title

Like a Monkey

Course

4 Years Old, Second Cycle of Infant Education

Justification

Throughout this unit, students will be able to express their concerns and preferences in relation to wild and farm animals, participating in contexts of directed and spontaneous play, showing satisfaction and confidence in what they have achieved. This unit also provides students with the opportunity to identify common and different features between living and non-living things. Besides, the activities proposed for this unit promote the progressive control of coordination, tone, balance and movement, as well as the development of language with structures such as 'Act like monkey!', 'Mokeys can jump, can you jump?' and so on. In addition, this subject encourages learning situations in wich students must show an attitude of respect, care and protection towards the natural environment and animals, with a respectful attitude, showing self-confidence and initiative, identifying the positive or negative impact that some human actions have on them. In this way we are approaching the Sustainable Development Goal 15 'Life on Land' from the perspective of caring for the environment through simple, intuitive and meaningful practices for our students.

12.3 Unit 2 Like a Monkey

Learning Objectives

To show interest and motivation towards learning about animals and their habitats in the foreign language: English. To orally identify and use the vocabulary and structures learnt related to farm and wild animals as well as their habitats. To name the basic vocabulary of the unit: giraffe, lion, monkey, snake, hen, pig, horse, cow, farm, jungle. To recognize written vocabulary of the unit, making use of picture dictionaries. To understand basic questions with What, What is your favourite animal? and answer with one word answers or short sentences: Giraffe!, My favourite animal is the giraffe. To understand and react to simple oral texts that describe animals. To identify the number of sounds in a word previously learnt in this unit: hen, pig, cow. To understand and react to an oral input in the foreign language: Act like a + animal. To understan simple questions with Where and answer with one-word answers, Here! Or short sentences: The cow is here! To identify the /j/ sound in English and relate it to its reference picture and extended vocabulary. To imitate the /j/ sound and relate it to its main grapheme. To orally discriminate words with and without the /j/ sound.

Learning Contents

Animals: giraffe, lion, monkey, snake, hen, pig, horse, cow. Adjectives: wild and farm animals Habitats: farm and jungle

Simple orders: Act like a + animal Question with What: What is your favourite animal? Short sentences: My favourite animal is... J Sound: jelly, jellyfish, jacket, juice, jam, jeep.

12.2 Unit 1. This is my body

12.3 Unit 2 Like a Monkey

Activities

Where Do You Live?

Resources: cardboard, colour pencils

Grouping: group divided in two teams

Active Corner

First we put two pieces of cardboard on the floor and with the help of the children we draw a jungle on one and a farm on the other. Then, we distribute the flashcards of wild and farm animals around the classroom. We divide the pupils into two teams who have to look for the flashcards in the classroom and classify them in the corresponding habitat. Read more here.

Active Corner

Resources: flashcards

Who Am I?

Grouping: group divided in teams

For this activity, we first go through the farm and jungle animals in groups with the help of flashcards, highlighting some of their characteristics. "The cow is big and white and has black spots" "The monkey is brown and jump" Then, we choose individual students to choose a flashcard at random that they do not have to show.

Jungle Or Farm. Let's Jump!

Grouping: big group

Active Corner

Resources: handkerchiefs/masking tape

Using some material such as handkerchiefs or masking tape, we make a line on the floor dividing the classroom into two parts, one part will be the jungle and the other the farm. The pupils stand on the line we have made and one by one we show flashcards and say the name of the animal out loud. "It is a cow, let's jump!" When we say "Let's jump!" the children have to jump to the side that corresponds to the habitat of the animal shown. After a first time, we just say "It is a..., let's jump!" and the children have to complete the sentence by saying the name of the corresponding animal and then jump.

Resources: cardboard, colour pencils

Who Doesn't Belong Here?

Grouping: big group

Active Corner

First we put two pieces of cardboard on the floor and with the help of the children we draw a jungle on one and a farm on the other. We hand out the flashcards of the animals (5 farm animals and 5 jungle animals) to different pupils so that they can classify them "Maria, what animal is this?" "It is a giraffe" we ask them: Read more here.

Resources: flashcards

Animals' Sounds

Grouping: big group

Active Corner

For this activity we go through the animals as a group, teaching them one by one. Then we ask for a volunteer who will be the first to choose a card at random. Read more here.

12.2 Unit 1. This is my body

12.3 Unit 2 Like a Monkey

Resources: mandarins, bananas, pineapple, others

Fruit-Based Lion Recipe

Grouping: individual

Creative Corner

For this activity, we washed our hands and prepared the Creative Corner to make a recipe. First we present the ingredients: These are mandarins. This is a banana. These are chocolate chips/blueberries. This is a pinneapple. We brainstorm with the students what animal they think we are going to make with these ingredients and write their answers on the board. We then go through the recipe step by step. Read more here.

Animals Dance

Grouping: big group

Active Corner

Resources: music

Ask the children to dance like different animals. For example, they can walk like elephants, jump like frogs or fly like birds. This will help them learn about different types of movement in nature. You could also read or play the story Giraffes Can't Dance by Giles Andreae.

Animals Shadows

Resources: black cardboards, scissors, flashlight

Grouping: individual activity

Creative Corner

With the help of a projector or a torch we cast animal-shaped shadows. We can try to make animals using our hands or arms as in the following examples. Or we can ask the pupils to draw and cut out the outline of their favourite animal on black cardboard and then cast its shadow. They must repeat: ''My favourite animal is the + animal''

Resources: none

1, 2, 3 English Chick!

Grouping: big group

Active Corner

Play the well-known game ''Escondite Inglés'' in English called ''1, 2, 3 English Chick!'' One student stand in one side of the class looking at the wall, while the others stand in the other side of the class. When the studen who is it says out loud ''1, 2, 3, English Chick!'' the others must walk toward the wall to be the first one in touching it. When the pupil at the wall turns around everybody stops imitating an animal statue. The child who is it could ask the statue ''What animal are you?''. If one student doesn't know the name of an animal they go back to the line. If the child who is it sees someone moving that person goes back to the line. Then the pupil who is it chants again until one pupil touches the wall. Here is a video of the game.

10 Creative Corner

Resources: flashcards

Grouping: big group

Memorize the Animals

12.4 Unit 3. Santa brings toys

12.3 Unit 2 Like a Monkey

Like a Monkey 1

11 Like a Monkey 2

12 Like a Monkey 3

13 Grouping: individual activity

Resources: London's Adventures

In activity 3, students will complete the picture of a lion in numerical order. Ask questions such as ''What animal is it?'', "Is it a monkey?", "Is it a lion?" and the students have to answer "No, it isn't" or "Yes, it is" according to what they think. Finally, we hand out different materials such as pencils, crayons or pieces of Pinocchio paper to decorate it. We encourage the use of the formalisms "please and thank you": Finally we ask: "What colour is your lion?"

Introduce the habitats: the farm, the jungle and the savannah. ''Look at these animals. Some of these animals live on the far, and they are farm animals.'', ''Circle the farm animals with green colour.'' ''Some of them live in the jungle or the savannah, and they are called wild animals.'', ''Circle the wild animals with blue.'' Finally, the students will write the names in upper case letters, ''farm and wild''.

In activity 2 we begin by identifying aloud each of the animals that appear: "giraffe, monkey, lion, snake". Then we will describe one by one the characteristics of the animals and the students will have to colour according to what the teacher says. "The giraffe is yellow and has brown spots", "The monkey is brown and white", "The snake is green and has orange spots", "The lion is yellow and has a brown mane".

12.4 Unit 3. Santa brings toys

12.3 Unit 2 Like a Monkey

SDG 15- Like a Monkey 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

Compare the two illustrations in the 'Like a Monkey 4' worksheet, and ask your students about the differences: ''What can we see in this picture?'', ''In this picture we can see several wild animals, among them a lion, a giraffe, what other animals can you see?'', ''The monkey is jumping from tree to tree, and the elephant is going to the river to cool down and drink water. The giraffes eat leaves from the trees, thanks to their long necks they reach the highest branches.''. Now we turn our attention to the picture on the right and ask our students: ''What has happened in this picture? Where are the trees? Where are the animals? Did you know that humans cut down trees to use the land for other activities?'' These are some of the causes of tree felling:

Elimination of tree species.
Loss of habitats.
Vulnerability to fires.
Climate alterations.

Finally, ask your students which landscape they prefer and suggest that they draw the natural elements that are missing in the illustration on the right: trees, plants, animals, etc. Remember to collect Life ond Land medal in the students' diplomas. Clic on the screen to play the digital game and get a group medal aswell:

12.4 Unit 3. Santa brings toys

12.3 Unit 2 Like a Monkey

J Sound 1

15 J Sound 2

16 Grouping: individual activity

Resources: London's Adventures

We use the repetition of the sound 'J' to introduce the activity. Then we present the words that correspond to each picture pointing at them and asking the students to identify which one corresponds to the `J´sound: "Look! There is a G, G, Guitar, a J, J, Juice and a J, J, Jellyfish! “Can you find the J words?” Finally, we ask them to colour the pictures that corresponds to the sound.

We introduce the sound 'J' by repeating it and ask the children to trace the letter with their finger or with their favourite colour: "This is the sound J, J, J". Then we ask them to identify the image: "What can you see?" "Is this a J, J, Jelly?" Students should respond "Jelly!" or "Yes it is!" Finally ask them to complete the picture by following the dotted line and colouring it in.

12.3 Unit 2 "Like a monkey"

12.3 Unit 2 Like a Monkey

App Great Little World

Travel around ''Ireland'' island, In the scenery ''Animals at Rosepark Farm'' find seven games about the farm. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

2. Races

1.Memory

3.Trace the Path

4. Counting Game

6. Super Simon

5. Seek and Find

7. Karaoke

12.3 Unit 2 Like a Monkey

On the Farm & In the Jungle Posters

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around On the Farm & In the Jungle Posters for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. See the On the Farm digital poster which includes farm animals vocabulary or the In the Jungle Poster

Main Skill Focus

Expected Responde

Input

Students point to the animal in the poster and say its name

Description of the image + commands (e.g)

Understands key words and simple messages in English.

Students point to the animal in the poster and answer: Here! or The + animal + is here!
Students circle each sound within the word.

Where is the + animal? Point to the + animal + in the poster

Can complete basic tasks based on oral directions.

Listening

Orders sounds to make up 3 or 4-letters words.

Show a 3-letters unit word and ask students to divide into sounds. (e.g)

Students sing the unit song
Students answer with:

The cow.
My favourite animal is the cow.

Students answer with: On the farm/In the jungle.

Participes in songs and rhymes.

Sing the unit song
What is your favourite farm/wild animal?

Uses simple sentences about oneself.

Speaking

Expands English vocabulary.

Where does the + animal + live? On the farm or in the jungle?

12.3 Unit 2 "Like a monkey"

12.3 Unit 2 Like a Monkey

Evaluation Criteria

They show interest and motivation towards learning about animals and their habitats in the foreign language: English. They orally identify and use the vocabulary and structures learnt related to farm and wild animals as well as their habitats. They name the basic vocabulary of the unit: giraffe, lion, monkey, snake, hen, pig, horse, cow, farm, jungle. They recognize written vocabulary of the unit, making use of picture dictionaries. They understand basic questions with What, What is your favourite animal? and answer with one word answers or short sentences: Giraffe!, My favourite animal is the giraffe. They understand and react to simple oral texts that describe animals. They identify the number of sounds in a word previously learnt in this unit: hen, pig, cow. They understand and react to an oral input in the foreign language: Act like a + animal. They understan simple questions with Where and answer with one-word answers, Here! Or short sentences: The cow is here! They identify the /j/ sound in English and relate it to its reference picture and extended vocabulary. They imitate the /j/ sound and relate it to its main grapheme. They orally discriminate words with and without the /j/ sound.

12. Didactic Units

12.4 Unit 3

Title

Zip Up Everyone

Course

4 Years Old, Second Cycle of Infant Education

Justification

Through this unit, and in a transversal way throughout the course, students will acquire progressive autonomy in carrying out everyday tasks such as putting on shoes or a coat, getting dressed or undressed, fastening buttons or zips, etc., showing progressive control and coordination of fine movements. This unit in turn proposes to carry out activities related to self-care, with concrete actions such as: putting on a coat when it is cold, changing clothes when they are wet, walking in the street with shoes, covering their head when it rains. But also to identify and express the needs and feelings of others, and consequently to participate in activities that regulate coexistence and promote values such as respect for diversity, equal opportunities, non-discriminatory treatment of people with disabilities and gender equality. In this way we are approaching the Sustainable Development Goal 1 'No Poverty' promoting some actions such us donating unwanted clothes to charity, in order to help the environment, and also to those who cant's afford to buy new clothes.

12.4 Unit 3 Zip Up Everyone!

Learning Objectives

To show interest and motivation towards learning about clothes and seasons in the foreign language: English. To orally identify and use the vocabulary and structures learnt related to summer and winter clothes. To name the basic vocabulary of the unit: Coat, scarf, boots, boots, trousers, hat, cap, flip-flops, t-shirt. To recognize written vocabulary of the unit, making use of picture dictionaries. To understand basic questions with What + present continuos What are you wearing? To classify clothes into winter and summer clothes. Recognize some family members and understand questions about their physical appearence related to clothes. Understand questions with -How many- and clothes and answer with -There is/there are.- Understand simple descriptions of clothes: -Sydney is wearing a wolly hat, etc.- Know the sounds that make up the words -Hat, scarf, coat and cap.-. To identify the /u/ sound in English and relate it to its reference picture and extended vocabulary. To imitate the /u/ sound and relate it to its main grapheme. To orally discriminate words with and without the /u/ sound.

Learning Contents

Clothes: Coat, scarf, boots, boots, trousers, hat, cap, flip-flops, t-shirt. Seasons: summer and winter Family members

Simple descriptions using the verb To wear Question with What: What are you wearing? Short sentences: I'm wearing... U Sound vocabulary

12.2 Unit 1. This is my body

12.4 Unit 3 Zip Up Everyone!

Activities

Find Me!

Resources: clothes and flashcards

Grouping: big group

Active Corner

Before this activity collect real clothes that we have worked on in the sessions (coat, scarf, boots, trousers, hat, cap, flip-flops, t-shirt). We will review each of them with the help of the flashcards "This is a coat" "This is a hat". Then, we distribute the flashcards and the items of clothing around the classroom. The students have to find the cards and say "There is one t-shirt" and when they find the other item "There are two t-shirts". When they match card and object they place them together on a table.

Active Corner

Resources: Flashcards

Touch Me!

Grouping: big group

We arrange the flashcards around the classroom without the students being able to see where each one is located. We all stand in the centre of the classroom and formulate complete sentences referring to items of clothing and naming the family members such as "My mother is wearing flip-flops". Student must run to touch the card corresponding to the item of clothing named. The first one to touch it will formulate the following structures.

Do it Together!

Grouping: cooperative groups

Phonics Corner

Resources: papers and markers, flashcards

Previously write the sounds that make up a word of the unit (use short words preferably). Then organize the group in small groups and give each groups one flashcard and the sounds that make up that word. Ask the groups to order the words and then stand holding the sounds in order. The other groups will try to read the sound and guess the words of the other groups. Count the number of students in each group holding a letter and that is the number os sounds in that word.

Resources: fly swatters, papers and markers

Hunt for the Letter

Grouping: big group/inidivual activity

Active Corner

Write on a paper, board or similar the initial sounds of each word of the unit. Then give students fly swatters or similar. Name one of the words of the unit and studens must hunt the correct sound/letter. See here.

Resources: Tape or chalks/crayons

Summer or Winter

Grouping: big groups

Creative Corner

With the help of the children draw a summer and a winter landscape. We will divide the students into two teams, Summer Team and Winter Team. We distribute the clothes flashcards around the classroom face down. The students have to find the clothes that correspond to their climate in 1 minute and place them on the corresponding cardboard. Once the time is up, each team will have to explain the clothes on their cardboard using the structure "It is summer. It is hot. I'm wearing a t-shirt, shorts and flip-flops.''

12.2 Unit 1. This is my body

12.4 Unit 3 Zip Up Everyone!

Resources: clothes, continuos paper, markers

My Doll is Wearing

Grouping: pairs or small groups

Active Corner

In pairs or small groups students draw the silhouette of a person of th group on continuos paper. Then, they dress their 'doll' up with real clothes. Finally, they describe their doll to the rest od the group and label the clothes with the flashcard or other laminates games.

Dress Up Races

Grouping: pairs or small groups

Active Corner

Resources: clothes

Divide the group into small groups. One person in each group will get dressed in the order the teacher says. The other members of the group must help the volunteer to get dressed. For example: ''First, put on a jacket, then put on a coat. Next, put on some socks and finally put on your shoes.'' Set up a timer to di it funnier. Finally, students must describe what they are wearing: ''I am wearing + clothes.''

Fashion Show

Resources: clothes, combs, make up

Grouping: big group

Active Corner

Organize a fashion show in the classroom. The children can dress up in different clothes and walk on a "catwalk" while saying in English what they are wearing. Offer different roles for those who don't want to walk in front of the group. They can be designers and help others to get dressed. They can be photographers and pretend to take photos to the others. They can be hairdressers and comb others hair.

Resources: blanket or similar

Remember, Remember

Grouping: big group

Active Corner

A volunteer stands in front of the group and describe what he or she is wearing. Meanwhile the other students must pay attention to the description and remember. The volunteer will be covered up with a blanket o similar and students must remember what he or she was wearing a say it out loud.

10 Creative Corner

Resources: family photos/paper and coloured pencils

Grouping: individual

My Family Photo

If possible bring two photos of your family: one in summer clothes and another one in winter clothes. Otherwise suggest students drawing a picture of their family in summer or winter. Then, they describe what the members in their family are wearing either in summer or in winter. ''In summer, my mum is wearing a cap. In winter, my dad is wearing a coat.'' Adapt their response to their speech level. For example, give them flashcards and ask them to select the cards according to a member of the family. ''What is your mum wearing in summer?'' And they point or name to the clothes.

12.4 Unit 3. Santa brings toys

12.4 Unit 3 Zip Up Everyone!

Zip up Everyone! 1

11 Zip up Everyone! 2

12 Zip up Everyone! 3

13 Grouping: individual activity

Resources: London's Adventures

We name each of the garments in card 4 and place special emphasis on the initial sound. ''Look at these T, T, Trousers!'' Then, we start by tracing the initial sound of ''Trousers'' with our finger in the air, we can do it on the table or on a partner. Finally, we use a marker or crayon to write the letter ''T'' on the index card. Then let them colour in the garment freely. Repeat with the rest of the words.

In activity 1 we named the clothes one by one and asked about the climate of the two pictures in the centre. Then we ask the following questions for the students to connect these items of clothing with the corresponding weather. ''When do we wear a hat? When do we wear flip-flops?'' After sorting the presses we ask the pupils about the 'now': ''What is the weather like? What are you wearing?''

In activity 3 we continue working on listening comprehension of simple descriptions about weather and clothes. First we ask about the weather in the left-hand column: "What is the weather like? It is snowing.'' Then we describe the chldren in that row to find the most appropriate clothing for the weather. "This boy is wearing shorts and a t-shirt" "Is it correct?" Students put a sticker on the correct answer.

12.4 Unit 3. Santa brings toys

12.4 Unit 3 Zip Up Everyone!

SDG 1- Zip Up Everyone 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

We first describe some children in our classroom and what they are wearing. ''Bruno is wearing socks and boots, a red t-shirt, a pair of trousers and a jumper.'' Then, we can show some of the following pictures of children who don´t have enough clothes in order to discuss with our students if clothes are necessary or not or how much clothing we should have. See pictures here. Once they are concern about the importance of clothing in some situations, ask how they could help others. These are some easy ways our students could help:- Donate unwanted clothes and shoes to charity or other people who need them. - Don't buy too many clothes. We don't need that much. - Buy and sell second-hand clothes.

You could olso organise a collection of second- hand clothes and sort them according to type or climate. And do a research about in which charities you could donate them. Finally, complete activity 4 in wich some children are collecting their clothes to give them to children who need them. Students trace the lines either with the finger or using a pencil or marker. Finally, collect the SDGs No Poverty sticker in pupils diplomas. This activity is also available in the Digital Platform. Clic here to play.

12.4 Unit 3. Santa brings toys

12.4 Unit 3 Zip Up Everyone!

U Sound 1

15 U Sound 2

16 Grouping: individual activity

Resources: London's Adventures

Repeat the sound in the worksheet one by one. ''This is U, U, U!''. ''Does C, C, Cookie start with U?'', ''Does J, J, Jam start with U?'', ''Does U, U, Underground start with U?''. Students match the letter/sound with the correct word with a marker or pencil. Then, repeat with the second and third sounds in the worksheets.

We repeat the u-sound and then ask students to name some known words that start with u-sound. Next, name the words in the worksheet and student must discriminate those that start with u-sound. ''U, U, Umbrella!'' If the word starts with u-sound, students can stand up or up pencils. The teachers must also do this actions and if he/she puts the pencil up it means students must colour that word. Repeat with the other words.

12.4 Unit 3 "Zip up everyone!"

12.4 Unit 3 Zip Up Everyone!

App Great Little World

Travel around ''Finland'' island, In the scenery ''Market Square in Helsinki'' find seven games about winter clothes. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these. Students can also learn about summer clothes in ''Spain'' in the scenary ''I Wear a Flamenco Dress''.

2. Races

1. Memory

3. How Many

4. Drag and Drop

6.Bubble Popping

7. Voice Recorder

5. Fall

Expected Responde

Input

12.4 Unit 3 Zip Up Everyone!

In the Living Room Poster

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around In the Living Room Poster for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. Click here to see the digital poster which includes clothes vocabulary.

Main Skill Focus

Expected Responde

Input

Students point to the correct person/object.

Description of the image + commands (e.g)

Understands key words and simple messages in English.

Listening

Students repeat the words.

Listen and repeat these words: uncle, up, under, upset, umbrella.

Regognises simple sounds at the beginnig of a words.

Students sing the unit song.
Students name some clothes they're wearing.

Participes in songs and rhymes.

Sing the unit song.
Listen and answer: What are you wearing?

Uses simple sentences about oneself.

Expands English vocabulary.

Students answer with the name of the clothes.
Students answer: winter/summer

Look at the poster and answer these questions.
Look at the poster and answer. Is it winter or summer?

Speaking

12.4 Unit 3 "Zip up everyone!"

12.4 Unit 3 Zip Up Everyone!

Evaluation Criteria

They show interest and motivation towards learning about clothes and seasons in the foreign language: English. They orally identify and use the vocabulary and structures learnt related to summer and winter clothes. They name the basic vocabulary of the unit: Coat, scarf, boots, boots, trousers, hat, cap, flip-flops, t-shirt. They recognize written vocabulary of the unit, making use of picture dictionaries. They understand basic questions with What + present continuos What are you wearing? They classify clothes into winter and summer clothes. They recognize some family members and understand questions about their physical appearence related to clothes. They understand questions with -How many- and clothes and answer with -There is/there are.- They understand simple descriptions of clothes: -Sydney is wearing a wolly hat, etc.- They know the sounds that make up the words -Hat, scarf, coat and cap.-. They identify the /u/ sound in English and relate it to its reference picture and extended vocabulary. They imitate the /u/ sound and relate it to its main grapheme. They orally discriminate words with and without the /u/ sound.

12. Didactic Units

12.5 Unit 4

Title

Dino Family

Course

4 Years Old, Second Cycle of Infant Education

Justification

In order to promote the socioemotional interaction with others, this learning situation introduces topics such as family diversity and the family as their first social group of belonging and its characteristics. These topics will be presented through symbolic play and role play activities, in which the observation, imitation and representation of people, characters and situations predominates, discussing about stereotypes and prejudices related to the family and the gender roles in it. By means of this learning situation our students relate to others showing affection and empathy, respecting all types of families and the inidividual characteristics of their members, avoiding all kinds of discrimination. This learning situaton also contributes to the appearance of behaviors, actions or situations through symbolic play in interaction with their peers, identifying and rejecting all kinds of stereotypes. Besides, this unit promotes the active participation of students in activities related to reflection on standards that regulate coexistence and promote values such as respect for diversity, non-discriminatory treatment of people with disabilities and gender equality. This unit also addresses the Sustainable Development Goal 3 'Good Health and Wellbeing' regarding healthy activities that can be done in our daily life to promote healthy habits.

12.5 Unit 4 Dino Family

Learning Objectives

To know about different types of family and their members. To know and name the family members: - Mother, father, sister, brother, baby, grandfather, grandmother, dog-. To talk about your own family and others families using the possesive adjectives: -my, your, his/her-. To express quantity - one, two, three, four, five, six- related to family members and recognize and write those numbers. To know and name the days of the week - Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday- To understand the use of the verbs - Eat, do, read, watch, sleep, run- to describe activities: -I watch TV on Saturday- To understand the use of the conjunction -and-. To understand the question -Do you have any brothers or sister?- and answer orally -Yes, I do- or -No, I don't- To understan questions with - How many-: How many people are there in your family?-, -Four people!- To identify the /v/ sound in English and relate it to its reference picture and extended vocabulary. To imitate the /v/ sound and relate it to its main grapheme. To orally discriminate words with and without the /v/ sound.

Learning Contents

Days of the week Questions with How many Short answer: Yes, I do/ No, I don't. Actions: read, eat, do, watch, sleep, run V Sound

Healthy activites Family members: -Mother, father, brother, sister, grandmother, grandfather, dog, baby- Possesive adjectives: -my, your, his/her-

12.2 Unit 1. This is my body

12.5 Unit 4 Dino Family

Activities

What is 'Family'?

Resources: photos

Grouping: big group

Start Corner

Show a few pictures of families and as students, what are those. ''They are families!'', ''Mums, dads, babies''. To a brainstorming about who belongs to a family. Then, ask ''What is family?''. Then can write or draw one word that they considere family is: ''Love'', ''House'', ''Mum'', ''Happy'', ''Play'', etc. Then, discuss about the idea that families are differents: ''Are these faimilies all the same or are they different?'', ''Different!'', ''Some are big, let's count hoe many people are there in this family!'', ''Some are small''.

Creative Corner

Resources: Big paper and markers/ digital board

Cooperative Family

Grouping: cooperative activity

I In a big group students draw a cooperative family. Use a big papers and markers or the whiteboard or digital board. Each student come to the board and draws one members of the family the one the want. Once everybody has drawn their member, we can ask students questions about our cooperative family. ''Is it s big or a small family?'', ''How many parents are there in our family?'', ''How many brothers or sisters are there in our family?'', ''Is there any pet in our family?'', ''Is there any baby in our family?''.

My Family Hobbies

Grouping: big group

Creative Corner

Resources: post-its and markers

Discuss with students the leisure activities they and their family do during the week. ''I play football'', ''We watch TV together''. ''We go shopping'', ''My father cooks'', ''My mother reads books''. Once you know the most repeated activities among your students and their families, write a few columns with the name of the activities on the board. Then, below, students write one by one which activites they realize or someone in their family, writing their names on a post-it or piece of paper. ''Cook-Father'', ''Read books- Mother''

Resources: Song + balloons and permanent markers

Saturday/Sunday

Grouping: big group

Creative Corner

Play the song Saturday/Sunday by Jason Derulo and David Guetta a few times. Then, write the name of a few activities (from the previous activity) on some balloons (one acvitivity in each balloon). For example: ''Watch TV, play football, go for a walk, hace a snack, do a picnic, etc.'' Then, give students permanent markers to write the day of the week when they do those activities. ''Play football- Monday and Wednesday.''

Resources: Tape or chalks/crayons

Yes, I do! No, I don't

Grouping: big group

Active Corner

Draw a line on the floor with tape or crayons/chalks. Put something green or write YES! in one side, and put smething red or draw NO in the other side. Ask out loud questions about the family, students jump from one side to the other according to their answer.

12.2 Unit 1. This is my body

12.5 Unit 4 Dino Family

Resources: The Birth of Arlo video

The Good Dinosaur

Grouping: big group

Reading Corner

Watch the clip 'Good Dinosaur Baby Born, The Birth of Arlo' from Totoy's Favourite Cartoons Channel. Stop the video to ask ''Who's that?'' Talk about the dinosaur family. Discuss ''Is Arlo's familt a big family or a small family?'', ''Does Arlo have any brothers or sisters?'', ''Arlos' father is tall and green.'', ''Arlo's sister is small'', ''Arlo is the tallest sibling.''

Tag Dino Game

Grouping: big group

Active Corner

Resources: None

Re-enact hatching from an egg and act as dinosaurs (role playing). Then play a game of tag where everyone must walk as dinosaurs, first baby ones, and then mothers/fathers and grandmothers/grandfathers. Say and encourage saying ''I am a baby dinosaur! I am small! I am green!''

Dino Family

Resources: Paper, markers and scissors

Grouping: individual activity

Creative Corner

After watching Arlo's video and playing the tag game, represent your family as if you were dinosaurs. Use some finger paint and your hands to stamp them upside down pretending to be dinosaurs. Then add scales, spikes and a tail and draw the eyes, nose and mouth. Stamp you hands as many times as members in your family. Then, name them all with the family names: father, mother, sister, etc. See example here.

Resources: Papers and crayons/markers

'Brunosaurus'

Grouping: big group

Creative Corner

In a small piece of paper or a whiteboard, students weire their names and add ''-saurus'' behind. Then ask one by one, ''What is your name?'', ''My name is Brunosaurus'', ''My name is Sarasaurus''. Then, students decorate their names tags with dinosaurs footprints. See footprints here.

10 Creative Corner

Resources: flashcards and google photos

Grouping: big group

Big Dinosaur Claws

Craft these dinosaurs’ shoes/feet. Use children shoes to measuere the size of their feet. Then cut a hole in the back side to introduce their ankles. Cut out the fingers and glue white claws. Highlight the verb ''cut'' and its ''K sound''. Use ''and, now/then...'' during the explanation, highlighting ''and''. Prompt them to say it when you do a gesture.

12.4 Unit 3. Santa brings toys

12.5 Unit 4 Dino Family

Dino Family 1

11 Dino Family 2

12 Dino Family 3

13 Grouping: individual activity

Resources: London's Adventures

Talk about the dino family in the picture. Then students draw theirs families and tell everybody: ''This is my family! This is my mother! This is my baby brother!'' Students listen showing affection and repect for others families. Asl questions individually abour their faimilies: ''Is your family big or small?'', ''How many houses do you have?'', ''Do you have any brothers or sister?'', ''Is there any pet in your family?''

Dino Family Activity 1 introduces some of the family members from the unit through a dino family puzzles. Each students must find the stickers in the stickers pages and stick them correctly. Then we ask questions about the dino family from the picture: “Look at this family, is it a big or small family?”, “How many people are there is the family?”, ''Are there any brothers or sisters in the dino family?''

Ask students through the activity 2 about the members in their family: “Look at family 1, there are four people in this familt, how many people are there in your family?”. Students answer orally and then, count the members in each family and match with the corresponding number. Finally, they write and say the numbers.

12.4 Unit 3. Santa brings toys

12.5 Unit 4 Dino Family

SDG 3- Dino Family 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

After orally introduce the days of the weeks with a chant, GLP Days of the Week Song or some famous songs such as: Saturday/Sunday by Jason Derulo and David Guetta, Saturday Night by Whigfield or I Gotta Feeling by The Black Eyed Peas. give half of the class a tag/paper with a healthy habit written or drawn on it, then give some other studens an unhelathy one. Finally, write the days of the week on a paper on the wall. Ask students with healthy habits to move to one day of the week, and the ones with unhealthy habits must not move. Then, change them and do it again. Discuss about healthy and unhealthy activities they do during the week and finally complete Activity 4 from London's Adventures Activity Book or the digital activity Healthy Habits.

Decide which of the acivities in the worksheet/genially are healthy and which ones are unhealthy. Explain estudents how important it is to have a healhty life and finally give them their Superhero Diplomas and the ''Good Health and Wellbeing'' stickers to complete it. Clic here to play the digital game and get a group medal aswell:

12.4 Unit 3. Santa brings toys

12.5 Unit 4 Dino Family

V Sound 1

15 V Sound 2

16 Grouping: individual activity

Resources: London's Adventures

We repeat the sound 'V' and then ask students to name some known words that start with sound V. Next, name the words in the worksheet and student must discriminate those that start with 'V sound.' ''V, V, Violin!'' If the word starts with V, students can stand up or up pencils. The teachers must also do this actions and if he/she puts the pencil up it means students must colour that word. Repeat with the other words.

Name the V- sound and students trace a few times on the air with their finger, on the table, on their hands, on someone's back. Then, use a marker or pencil to write the V-letter in the worksheet ''V-Sound 1''. Next, students follow the dots in the picture to complete the ''Van'' and colour in it freely.

12.4 Unit 3 "Zip up everyone!"

12.5 Unit 4 Dino Family

App Great Little World

Travel around ''Ireland'' island, In the scenery ''Family and Shamrock'' find seven games about the family. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

2. Voice Recorder

1. Memory

3. Karaoke

4. How Many

6.Wally

5. Races

7. Super Simon

Expected Responde

Input

12.5 Unit 4 Dino Family

In the Living Room Poster

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around In the Living Room Poster for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. Click here to see the digital poster which includes family vocabulary.

Main Skill Focus

Expected Responde

Input

Students point to the correct person/object.

Description of the image + commands (e.g)

Understands key words and simple messages in English.

Listening

Students raise their hands when they hear words with the v-sound.

Listen to these words and put your hands up if you hear the v-sound.

Regognises simple sounds at the beginnig of a words.

Students sing the unit song.
Students answer with yes or no and the correct number of siblings.

Participes in songs and rhymes.

Sing the unit song.
Listen and answer: How many brothers or sisters do you have?

Uses simple sentences about oneself.

Expands English vocabulary.

Speaking

Look at the poster and answer these questions.

Students answer with yes or no.

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.4 Unit 4 Dino Family

Evaluation Criteria

They know about different types of family and their members. They know and name the family members: - Mother, father, sister, brother, baby, grandfather, grandmother, dog-. They talk about your own family and others families using the possesive adjectives: -my, your, his/her-. They express quantity - one, two, three, four, five, six- related to family members and recognize and write those numbers. They know and name the days of the week - Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday- They understand the use of the verbs - Eat, do, read, watch, sleep, run- to describe activities: -I watch TV on Saturday- They understand the use of the conjunction -and-. They understand the question -Do you have any brothers or sister?- and answer orally -Yes, I do- or -No, I don't- They understan questions with - How many-: How many people are there in your family?-, -Four people!- They identify /v/ sound in English and relate it to its reference picture and extended vocabulary. They imitate the /v/ sound and relate it to its main grapheme. They orally discriminate words with and without the /v/ sound.

12. Didactic Units

12.6 Unit 5

Title

Wonders of the World

Course

4 Years Old, Second Cycle of Infant Education

Justification

By means of the topic the Wonders of the World, students play different games in which they locate themselves in the spaces according to the teacher's instructions or the needs of the activity, in order to apply students knowledge about the basic spatial notions Through role play activities, students will be able to reproduce behaviours, actions and situations in interaction with their peers, identifying and rejecting all kinds of stereotypes. Some dramatic and musical proposals will be addressed, using different instruments, resources or techniques as a different way to express their emotions, likes and dislikes or preferences. By means of this learning situation our students express personal self-esteem in participating in games and in various situations of daily life, trusting in their own possibilities and showing initiative. In order to show progressive control and coordination of fine-character movements, during the activities students must handle different objects, supplies and tools in game situations and in the performance of daily tasks. Students also participate in contexts of directed and spontaneous play, adjusting to their personal possibilities. Some big group activities and games are proposed in order to promote students participation with initiative relating to others with attitudes of affection and empathy, respecting the different individual rhythms and avoiding all kinds of discrimination.

12.6 Unit 5 Wonders of the World

Learning Objectives

To develop appreciation for multiculturalism as well as for the existing wonders in the world. To understand what is -fair- or -unfair- by stablishing rules when playing. To express your feelings and emotions regarding an unfair situation. To understand words such as: - sharing, kindness, tolerance, equality-. To express basic spatial notions using -here or there-. To participate in dramatic and musical proposals related to the Wonders of the World. To participate in games trusting in their possibilities and showing initiative. To undertand the world -country- and the existence of our country and other countries in the world: -Spain, China, Italy, India, Egypt- To show interest and apreciation for other countries, languages, cultures, monuments such as: The Colosseum, The Taj Mahal, The Gyza Pyramids or The Great Wall of China. To understand simple oral texts related to the Wonders of the Wall. To identify the /g/ sound in English and relate it to its reference picture and extended vocabulary. To imitate the /g/ sound and relate it to its main graphemes. To orally discriminate words with and without the /g/ sound.

Learning Contents

Adverbs of location: -here and there- Wonders: - The Colosseum, The Taj Mahal, The Gyza Pyramids or The Great Wall of China.-

Countries: -China, Italy, India, Egypt- Simple oral texts comprehension Adjectives: -Fair/unfair-

12.2 Unit 1. This is my body

12.6 Unit 5 Wonders of the World

Activities

Let's Travel Around the World

Resources: brown paper/cardboard, scissors

Grouping: individual activity

Creative Corner

Tell students you are going to travel to other countries during this unit and that's the reason why you need to prepare your passport and luggage. Use brown papers or cardboard to do a baggage with a handle. Then bend it in three parts, with a small flap to open and close it. When we travel to other countries we need a passport to be identified so let's make your own passport. See examples here.

Creative Corner

Resources: Paper and markers/board + flashcards

Where is It?

Grouping: big group

We show or draw a map of Europe and Asia in which we draw a red circle in Spain and explain students ''We live here.'', ''We live in Europe'', ''But some people live there (pointing to Asia) They live in Asia''. Then, introduce the monuments from the unit and tell students wich of them are ''here'' in Europe and which ones are ''there'' in Asia. Place the monuments and the countries from the unit wither in Europe or Asia. Then ask: ''Is Italy here in Europe?'', ''Yes, it is!'', ''Is China there in Asia?'', ''Yes, it is!'' See map here. *

Who is Here?

Grouping: big group

Creative Corner

Resources: post-its and markers

Draw on the floor a map of Spain, a map of Italy, a map of Egypt and a map of China as far as possible from each other. Students whose writing skills are better can write the name of the countries on a post-it and add it to the correct map. Then, some students stand on every country. The teachers stand on Spain and says: ''I'm here in Spain!'', ''Who is here?'', ''Sarah is here!'', ''Who is there in China?'', ''Bruno is there!''. After a few questions say out loud ''If you're in Spain, travel to China'' and so on to swap the countries. Example

Resources: Colosseum History video

The Colosseum

Grouping: big group

Creative Corner

Introduce the Colosseum and some interesting facts about it with the video, Colosseum History, Facts and secrets by MocomiKids channel: ''The Colosseum is an amphitheatre in the centre of Rome, Italy.'', ''It is an egg-shaped building.'', ''It was made of 1 million tonnes of different materials and stones.'', ''The Romans used it for gladiator duels, and public spectacles.''

Resources: None

Let's Become Romans

Grouping: big group

Active Corner

Imagine you are in the Colosseum era. One pupil is the artist, and sits opposite another pupil who is the emperor. The rest of us forms a circle around them. The artist does a performance of something that comes to mind, and the emperor raises or lowers his thumb depending on whether he likes it or not. If he liked it, the artist chooses the next emperor and artist, and if he didn't like it, the emperor will choose the next emperor and artist.

12.2 Unit 1. This is my body

All You Know About Italy

12.6 Unit 5 Wonders of the World

Resources: Photos + papers and coloured pencils

All You Know About Italy

Grouping: big group

Creative Corner

After the previous activities do a brainstorming about what students know about Italy. They already know ''The Colosseum, the gladiators, the Emperor and the artists'', maybe some students know about ''the flag or the football team'' and some ''football players or the typical food''. Write or draw it all on the whiteboard. Then, students choose two to three things they like and draw it. Then, they add those to their lugagge. See example here.

What do You Know About China?

Grouping: big group

Creative Corner

Resources: None

As in the previous activity do a brainstorming about what students know about China. They already know ''The Great Wall of China'', maybe some students know about ''the flag or their language or the typical food''. Write or draw it all on the whiteboard. Then, students cat small pieces of red and yellow paper to glue them on a chinese lantern. Then, they add those to their lugagge.

The Great Wall of Students

Resources: Photos

Grouping: individual activity

Active Corner

Focus on The Great Wall of China. Explain them some interesting facts and show them some pictures about it: ''The Great Wall of China is the longest wall in the world.'', ''It was built to protect China.'', ''It is 7300 kilometres long.'' Then, students stand up and are divided into two groups a small group and a big group. They must stand in a line as being a wall and must compare the two walls. ''Which wall is longer?'', ''Which one is shorter?''. Then, form three group to introduce superlatives ''Which one is the longest/shortest?'' Finally, do one unique wall.

Resources: None

Britsh bulldog

Grouping: big group

Active Corner

Play the classic game ''Muralla'' or ''British Bulldog''. A pupil stands in a line in the middle of a wide space. The rest must cross from one side to the other without being touched. If they get caught, they hold hands with the other pupils in the middle and try to catch the rest. Use ''here/there'' to guide the pupils catching to move. See game explanation

10 Reading Corner

Resources: big paper and markers/pencils

Grouping: cooperative activity

The Great Wall of Letters

Prepare a mural with a representation of the Great Wall of China, but inside the wall trace lines, and between them prepare calligraphy patterns. Pupils have to trace from one side to the other trying to complete the wall. Set a countdown in a phone to make it more exciting! Introduce the writing of those already known sounds. See example here

12.4 Unit 3. Santa brings toys

12.6 Unit 5 Wonders of the World

Wonders of the Wall 1

11 Wonders of the Wall 2

12 Wonders of the Wall 3

13 Grouping: individual activity

Resources: London's Adventures

Ask a few questions about the monuments in the picture and match: ''Where is the Colosseum?'', ''Who used to fight in the Colosseum?'', ''Where is the gladiator?'', ''What's name of people from Egypt?'', ''Whose tomb were inside the pyramids?'', ''Where is the Great Wall?'' Finally, colour the character int he bottom.

Read the following facts about the Taj Mahal and then colour the worksheet according to the example and write the name: - The Taj Mahal took 22 years of construction. - 20.000 people worked on the Taj Mahal construction. - It is made of white marble. - The marble was transported by elephants.

Read the following text to students a couple of times, they have to write a number or do a tick when they listen each monument. Then, we could ask some comprehension questions such as: ''Where is the Colosseum?'', ''Where do gladiators fight?'', ''Are the pyramids tombs?'', ''Was the Great Wall of China built to protect the country?'' Finally, students name and colour the monuments.

12.4 Unit 3. Santa brings toys

SDG 16- Wonders of the World 4

14

12.6 Unit 5 Wonders of the World

SDG 16- Wonders of the World 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

Children at this stage begin to understand the world and the similarities and differences both between others and among families, cultures, communities and traditions. Making use of their imagination and curiosity, they learn to develop appreciation for multiculturalism as well as for the existing wonders in the world. Use the song or story 'Imagine' by John Lennon. It is an iconic song calling for peace around the world. Stop on the sentence 'Imagine there is no countries' and tell students although we live either in Spain, or Bolivia, or China we all belong to the same world. Listen to the story in this video. Then, complete the activity 4 from London's Adventures Activity Book or the peace and juctice slide from Genially to stick or slide some children into the world.

''We all live in the same world, we should all look for piece and justice around the world''. When completing the activity, give your students their Peace and Justice Superhero Medal to stick it in their diplomas. You can complete the digital activity as a big group too. Clic here to start:

12.4 Unit 3. Santa brings toys

12.6 Unit 5 Wonders of the World

G Sound 1

15 G Sound 2

16 Grouping: individual activity

Resources: London's Adventures

Repeat the sound in the worksheet one by one. ''This is G, G, G!''. ''Does van start with G, G, G sound?'', ''Does G, G, Girl start with G?'', ''Does U, U, Umbrella start with G?''. Students match the letter/sound with the correct word with a marker or pencil. Then, repeat with the second and third sounds in the worksheets.

Name the g sound and students trace the lleter a few times on the air with their finger, on the table, on their hands, on someone's back. Then, name some words with G, you could write them on the boar or draw the pictures. Students could draw one picture each and put them together on the board too. Finally, use a marker or pencil to write the g sound at the begining of each word in the G Sound 1 activity.

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.6 Unit 5 Wonders of the World

Evaluation Criteria

They develop appreciation for multiculturalism as well as for the existing wonders in the world. They understand what is -fair- or -unfair- by stablishing rules when playing. They express your feelings and emotions regarding an unfair situation. They understand words such as: - sharing, kindness, tolerance, equality-. They express basic spatial notions using -here or there-. They participate in dramatic and musical proposals related to the Wonders of the World. They participate in games trusting in their possibilities and showing initiative. They undertand the world -country- and the existence of our country and other countries in the world: -Spain, China, Italy, India, Egypt- They show interest and apreciation for other countries, languages, cultures, monuments such as: The Colosseum, The Taj Mahal, The Gyza Pyramids or The Great Wall of China. They understand simple oral texts related to the Wonders of the Wall. They identify the /g/ sound in English and relate it to its reference picture and extended vocabulary. They imitate the /g/ sound and relate it to its main grapheme. They orally discriminate words with and without the /g/ sound.

12. Didactic Units

12.7 Unit 6

Title

Welcome to the City!

Course

4 Years Old, Second Cycle of Infant Education

Justification

By means of the topic the City, students play different movement games in which they locate themselves in the spaces in order to understand basic spatial notions such as the advebrs of location near and far. Through role play activities, students will be able to reproduce behaviours, actions and situations in interaction with their peers, identifying and rejecting all kinds of stereotypes. These games will take place around the topic of the city places which will allow students to identify and express some characteristics of their near environment, such as their house, school or hospital. During this unit students will participate with initiative in cooperative games in which they will have to accept and respect ones and other's rhythms and posibilities, showing attitudes of affection and emphaty and offerening and asking for help when needed. In order to show progressive control and coordination of fine-character movements, they will be ask to start writing some short and simple words of the unit by models. This unit will also introduce students into the concept of "Suntainability" through simple tasks or actions such as creating a Community Fridges in some places in the city. It is pretended to approach students to the SDG 11, Sustainable Cities and Communities.

12.7 Unit 6 Welcome to the City

Learning Objectives

To understand simple descripction in oral communication about the city and its places. To name some of the following places in a city: Park, school, hospital, cinema, supermarket, restaurant, house, museum. To understand questions with Where related to the places in the city: Where is the hospital? Where do you live? To answer personal questions such as: Where do you live? I live in a city./I live in Madrid. To understand the use in oral communcation the adverbs of location Near/far: Is the school near the hospital? To express location using the adverbs: Near and far. To participate in movement games locating oneself or other objects/people near or far. To answer orally to the question Is the + city place + near/far + the + city place? To use orally the short answers: Yes, it it! No, it isn't! related to the places in a city (e.g. Is it a museum? Is the school near the house?) To identify the /ch/digraph in English and relate it to its reference picture and extended vocabulary. To imitate the /ch/ digraph and relate it to its main graphemes. To orally discriminate words with and without the /ch/ digraph.

Learning Contents

City Places: Park, school, hospital, cinema, supermarket, restaurant, house, museum. Particle: The + city places Questions with Where: Where is the school? Where do you live?

Short answers: Yes, it is! No, it isn't! Ch sound Ch-sound words

12.2 Unit 1. This is my body

12.7 Unit 6 Welcome to the City

Activities

At the Cinema

Resources: movies posters, papers and markers

Grouping: individual/big group

Creative Corner

We previously printed for our students pictures of films of interest to them. We placed them on the board and wrote down the students' votes underneath. We ask the pupils "Which film do you prefer?" and depending on their answer a volunteer draws a stick under each film. Then we count the number of sticks to see which film wins. We then suggest that our students draw what their cinema ticket will look like. We can look for examples on the internet. Here you can see some of them. Finally, once we have chosen the film and created our tickets, we place the class in the shape of a cinema amphitheatre. We ask students: "Is it a hospital? Is it a supermaket? Is it a cinema?" If possible, we watch the chosen film in class. If not, we can ask the students to prepare a scene and act it out themselves.

Active Corner

Resources: flashcards

Where is the Cinema?

Grouping: big group

All students leave the classroom except for one or a couple of students who are in charge of hiding the flashcards from the unit around the classroom. When they have finished, the rest of the students enter the classroom and have to look for one of the flashcards. The students who have hidden the flashcards can say near/far depending on where they are looking or in relation to the buildings that the others have already found.

Near or Far

Grouping: big group

Active Corner

Resources: flashcards

We assign a flashcard to each student. Half the class with flashcards and half without flashcards. Students with flashcards are distributed around the space. The rest of the students watch from the side. Once the pupils with the buildings are in place, we ask the rest of the pupils: "Where is the hospital?" One of the students is going to point to the hospital. "Is the hospital near or farm from the school?" Together we decide whether it is near or far away. "It is near! It is far!" The teacher can stand next to a building and ask "Is it a hospital?" Students answer "Yes, it is! or No, it isn't!"

Resources: flashcard, yes/no tags

Yes/No Tags

Grouping: big group

Creative Corner

Each student creates his or her "yes" and "no" tags. We can use green and red cardboard and if possible stick polo sticks to hold them up. On them the pupils can put: a tick and a cross, a thumb up and a thumb down, yes and no. Once each student has their tags we show the group a flashcard of a place in the city and ask: "Is it a hospital?" It can be a right or wrong question. Students have to show their answer with the yes or no tags. Afterwards, we look at everyone's answers and decide on the correct answer.

12.2 Unit 1. This is my body

All You Know About Italy

12.7 Unit 6 Welcome to the City

Resources: flashcards + 'the' tags

The Museum

Grouping: big group

Reading Corner

For this activity we will create flashcard-sized pieces of paper on which we will write the THE particle. Depending on the writing skills of your students, let them write it themselves. Those who are able to write from models we can ask them to write on these papers also each place in the city from the flashcards. Afterwards, we put all the papers with the particle 'the' in a basket or pile. And all the buildings of the city (including the flashcards) in another one. Then we ask the pupils to put 'The' next to a place in the city and read it out loud: "The hospital. The school. The museum."

A Trip to the Museum

Grouping: big group

Creative Corner

Resources: printable frames, crayons

We print out and give each student a golden frame. (Download here the frames) We ask the pupils to draw a city building of their choice in their frame. Depending on their writing skills, we can ask them to write the unit word underneath the picture using models. Otherwise, the teacher would ask each student: "What is it?" and write the name of the building under the picture. Once all the pupils have made their picture, we will hang them up around the classroom or corridor as if it were a museum. Then we invite the pupils into the museum, who walk among the pictures while the teacher asks questions about them: "What is it? Is it a hospital? Is the hospital near the school?"

This is My House

Resources: papers, crayons, markers

Grouping: individual activity

Creative Corner

Each pupil draws his or her house on a piece of paper. Underneath they write, according to their writing skills THE HOUSE. Afterwards, we put OUR HOUSES IN THE CITY on the wall in the classroom. Afterwards, we ask the students about their houses: "Bruno, is your house near Sara's house?"

Resources: mural paper, markers, crayons, flashcards

Our Cooperative City

Grouping: big group

Creative Corner

We draw on mural paper some roads that represent our city. Together with the pupils we decide what there is in our city apart from roads. For example, "In our city there are trees, children, dogs, rubbish bins, traffic lights, etc." We ask the students to draw these elements as part of the mural. Finally, we place the flashcards from the unit on the free spaces in the city and ask questions about them. "Is there a hospital in our city, is it close to the school or far from the school? In our city there are many parks, is there a park near the museum?"

12.4 Unit 3. Santa brings toys

12.7 Unit 6 Welcome to the City

Welcome to the City 1

Welcome to the City 2

10 Welcome to the City 3

11 Grouping: individual activity

Resources: London's Adventures

We read the following sentences and the students fill in the corresponding picture with a number: Number 1: The park is far from the cinema. Number 2: The school is near the park. Number 3: The hospital is far from the restaurant. Number 4: The school is near the hospital.

In this activity, students classify foods according to their category. 1. Sausages-meat, 2. Fish- fish, 3. Bananas- fruit, 4. Bread- bakery, 5. Milk- drinks. We can ask simple questions for students to decide between only two categories: "Is th sausage a drink or meat? Is the milk a drink or a fish?"

In this activity we introduce one by one the people on the left with a short description. "Look at the girl with the red hair. She is wearing a purple jumper and jeans. She is holding a bucket of popcorn, where do you think she is? the hospital, the park or the cinema? the cinema! The boy with the green cap looks hungry and is holding a fork and spoon, where is he? In the park, the supermarket or the restaurant? the restaurant! Read more.

12.4 Unit 3. Santa brings toys

12.7 Unit 6 Welcome to the City

SDG 11- Welcome to the City 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

For this activity, we will use the Welcome to the City 4 worksheet and the stickers found at the end of each student's notebook. A simple way to contribute to a more sustainable city is by creating community fridges. In these fridges, everyone can leave or take food based on their needs. We ask our students where we could place a community fridge in our city. We can show them flashcards to help them remember the possibilities. "Can we put a fridge in a park? No! Can we put a fridge in a hospital? Yes! Can we put a community fridge in a supermarket? Yes!"

But this fridge doesn't have many foods, so we suggest to our students to look through the sticker pages for more foods to fill the fridge, allowing those who need it the most to have access to food. Once we fill the fridge with food, we can pick up the Sustainable City Superhero sticker and place it on our diploma. Remember, we can do this activity digitally as a large group in this link:

12.4 Unit 3. Santa brings toys

12.7 Unit 6 Welcome to the City

Ch Sound 1

15 Ch Sound 2

16 Grouping: individual activity

Resources: London's Adventures

Repeat the ch sound several times. Then ask your studens about each picture in the activity 2: ''This is a g, g, goat, does goat start with ch sound?'', '''This is ch, ch, cheese, does cheese start with ch sound?'', ''These are chips, does the words chips start with ch sound?'' Students must choose and colour those words that start with ch sounds.

First, we repeat the ch sound in different ways—loud, soft, with a pirate voice, etc. Then, we practice tracing the shape sensorially on sand, on a classmate's back, or with playdough. Finally, we ask the students to trace the letters CH from the Ch Sound 1 activity. After that, we tell them that "Ch is for chips", and they have to complete the bag of chips and colour it however they prefer.

12.4 Unit 3 "Zip up everyone!"

12.7 Unit 6 Welcome to the City

App Great Little World

Travel around ''United Kingdom'' island, In the scenery ''Nice British City'' find seven games about the places in the city. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

1. Memory

2. Super Simon

3. Bubble Popping

4. Voice Recorder

7. Karaoke

6. Seek and Find

5. Trace the Path

Expected Responde

Input

12.7 Unit 6 Welcome to the City

In the City Poster

Use this resource to assess listening and speaking language skills through play. Depending on the age group and the objectives for each term, we propose various activities or proposals to do at the end of each unit or during the unit to check that they are acquiring the content. For this unit, use the following dialogues around In the City Poster for the age of 4 years old. You could also use the digital poster in order to listen to the words while clicking on them. Click here to see the digital poster which includes city places related vocabulary.

Main Skill Focus

Expected Responde

Input

Students point to the correct object.
Students point to the hospital.

Where is the + unit vocabulary?
The hospital is near the house. Where is it?

Understands key words and simple messages in English.

Regognises simple sounds at the beginnig of a words.

Listening

Listen to these words and put your hands up if you hear the ch sound.

Students raise their hands when they hear words with the ch sound.

Students sing the unit song.
Students answer with: (I live) in the city.

Participes in songs and rhymes.

Sing the unit song.
Listen and answer: Where do you life?

Uses simple sentences about oneself.

Expands English vocabulary.

Is the school near or far from the restaurant? (pointing to them in the poster)

Students answer with: far/near.

Speaking

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.7 Unit 6 Welcome to the City

Evaluation Criteria

They understand simple descripction in oral communication about the city and its places. They name some of the following places in a city: Park, school, hospital, cinema, supermarket, restaurant, house, museum. They understand questions with Where related to the places in the city: Where is the hospital? Where do you live? They answer personal questions such as: Where do you live? I live in a city./I live in Madrid. They understand the use in oral communcation the adverbs of location Near/far: Is the school near the hospital? They express location using the adverbs: Near and far. They participate in movement games locating oneself or other objects/people near or far. They answer orally to the question Is the + city place + near/far + the + city place? They use orally the short answers: Yes, it it! No, it isn't! related to the places in a city (e.g. Is it a museum? Is the school near the house?) They identify the /ch/digraph in English and relate it to its reference picture and extended vocabulary. They imitate the /ch/ digraph and relate it to its main graphemes. They orally discriminate words with and without the /ch/ digraph.

To know about different types of family and their members. To know and name the family members: - Mother, father, brother, sister, grandmother, grandfather-. To talk about your own family and others families using the possesive adjectives: -my, your-. To express quantity - one, two, three, four- related to family members. To recognize and write numbers - one, two, three, four-. To understand the use of the verb -To be- in third person when talking about a member of the family: - My mother is young-. To understand and respect physical appearance of the family members: -My brother is tall-, -My father is a cook-. To listen and discuss about gender equality related to jobs and proffesions. To understand and name some of the following jobs: -pilot, police officer, firefighter, farmer, doctor or cook- to describe the family members: -Your father is a doctor-. To understand the question -Do you have any brothers or sister?- and answer orally -Yes, I do- or -No, I don't-

12. Didactic Units

12.8 Unit 7

Title

To the Moon and Back

Course

4 Years Old, Second Cycle of Infant Education

Justification

This unit addresses competences from several areas such as: language development, understanding of the environment, motor and cognitive development. The proposed activities advocate the development of skills to explore and understand the environment. For example, by showing interest in stories about space, children are exploring their environment and developing their understanding of the world around them. At the same time, the development of oral language and comprehension is encouraged, as well as skills related to reading and writing, such as word and letter recognition. With regard to psychomotor development, activities are proposed that work on the fine motor skills necessary for writing, such as the ability to manipulate pencils and trace letters. In addition, the Sustainable Development Goal Clean Energy is approached through activities related to renewable energy.

12.8 Unit 7 To the Moon and Back

Learning Objectives

To show interest and understanding in children’s stories about space. To name some of the words from the unit: sun, star, spaceship, astronaut, moon, alien, planet, rock. To understand simple questions with What and respond accordingly: What can you see? I can see the moon. To understand questions with How Many and answer with numbers up to one digit. To begin to use the structure I can see + words of the unit in oral communication. To recognise the initial sound of the words of the unit: /s/ for sun, /a/ for astronaut, /r/ for rock. To recognise the unit words and one digit numbers in written texts when accompanied by a picture. To begin to write the initial letter of some of the words of the unit in uppercase letters. To recognise words with /y/ sound in oral communication. To repeat words with the /y/ consonant sound with a correct pronunciation.

Learning Contents

Space: sun, star, spaceship, astronaut, moon, alien, planet, rock Questions with What Questions with How Many Numbers up to one digit

I can see + space words Initial sounds: /s/, /a/, /r/ Y Consonant Sound & words with Y sound

12.2 Unit 1. This is my body

12.8 Unit 7 To the Moon and Back

Activities

Lunar Rocks

Resources: unit flashcards, aluminum foil

Grouping: large group

Start Corner

We sit in a circle and present the unit flashcards wrapped in aluminum foil as if they were lunar rocks. We place them in the middle and gradually unwrap them, revealing the vocabulary words. We ask questions about what they see on the flashcards and what they know about each word. For example, "How many planets are there?" "How many stars do we see here?" "What colour are the aliens?"

Phonics Corner

Resources: continuous paper, cardboards, markers.

Follow the Sound

Grouping: small groups

We make some small rockets on cardboard with a hole in the middle (the rocket window) and place different pieces of continuous paper on the floor. On one of them, we will write letters, including the letter "Y". On the other, we write different words, some of them the word that start with the letter Y from the unit such as "yarn, yo-yo...". We divide the class into small groups and give the children a marker that they must insert into the rocket and move it across the paper following different instructions such as "Follow all the letter Y", "Take the rocket through the words with the sound Y". We can vary the activity by offering different instructions. See the example.

As High As the Moon

Grouping: large group

Active Corner

Resources: empty cans, strings, continuous paper.

Before class, we prepare stilts using empty cans and strings, ensuring that the length is appropriate for their height. We lay down continuous paper on the floor and draw the lunar surface with craters and obstacles. The children walk on the stilts imitating astronauts, navigating around the craters. We also write vocabulary words from the unit, such as "planet, moon, astronaut…", and when they reach these words, they must say them aloud.

Resources: unit flashcards

Life on the Moon

Grouping: large group

Active Corner

We place the unit flashcards on the floor to form a circuit, assigning a different action to each flashcard, which we explain to the children and also write on the board. For example, planet - spin, rock - jump, moon - walk without gravity, alien - walk crazily...etc. The children must imitate these movements until they reach the next flashcard. We can vary the activity by changing the actions and letting them participate and choose their own actions.

12.2 Unit 1. This is my body

All You Know About Italy

12.8 Unit 7 To the Moon and Back

Resources: see resources

Our Colourful Universe

Grouping: large group / small group

Creative Corner

We lay down continuous paper on the floor and provide children with slightly diluted paint in water, either in spray bottles or plastic bottles. We invite them to create a universe by painting on the paper. Once it's dry, we put paint on plates and they stamp onto the continuous paper, creating different planets. While they unleash their creativity, we work on the vocabulary of the unit: "That looks like a lunar rock." "Don't forget to make the sun!" "Is that a planet?" "What kind of aliens would live there?". See example here. Read more

Counting Telescope

Grouping: Individually / small groups

Creative Corner

Resources: see resources

We teach the children about different constellations and their shapes, discussing with them questions like: "What shape does it have?" "How many stars can you see?" Afterwards, we instruct them to recreate the constellations on the cupcake liners by making holes in them to represent the stars. Once done, they place the paper at the end of the cardboard roll, securing it with a rubber band, and observe the different constellations. They can decorate and paint it as they like. We ask them, "How many stars can you see?" and encourage them to respond using the structure "I can see...". See example here.

Homemade Rainbow

Resources: see resources

Grouping: small groups / individually

Creative Corner

We place pieces of crepe paper in different containers and add water to them. We let it sit for a couple of minutes. Then, we add two tablespoons of flour and one of salt to each container, and ready! We have our homemade playdough ready to make planets, funny aliens, lunar rocks...whatever we want. While they experiment with the playdough, we work on the vocabulary of the unit and interact with them: "Let's make an alien with 4 eyes. How many eyes does it have? We make colourful planets, how many planets can you see? And compare the results: "Can you see these two planets? What is the difference between them?" See example here.

Resources: see resources

Twinkle Little Star

Grouping: Individually / small groups

Creative Corner

First, prepare a mixture of water and blue food colouring in a bowl. Carefully pour a layer of sunflower oil over the mixture. Then, simply put a little bit of milk in a container. Invite the child to drop milk into the bowl using a dropper. Gradually, with the milk droplets on the oil, a beautiful star map will form. See example here.

12.2 Unit 1. This is my body

All You Know About Italy

12.8 Unit 7 To the Moon and Back

Resources: unit flashcards

Space Stories

Grouping: large group

Reading Corner

We sit in a circle and place the unit flashcards in the middle. We tell the children that we are going to create a collaborative story, and they are in charge of choosing the order in which the different flashcards will appear. For example, they choose "moon" first and then "alien". We ask them questions and give them space to express themselves freely and orally. Together, we construct the story they convey. Far, far away, on the moon, there lived a little alien who liked to... We can repeat the activity as many times as we want because the stories will be different each time.

Flying Letters

10 Grouping: small groups

Reading Corner

Resources: see resources

We write on the paper the words from the unit that start with the letter Y: yo-yo, yarn, yogurt, yellow, yoga... We also place the mixed-up cut-out letters and instruct the children that, taking turns, they should pick them up with their hands and place them on the correct letters. Once they form the words, they must read them aloud. See example here.

Space Balloons

11 Resources: balloons, markers and unit flashcards

Grouping: large group

Start Corner

We inflate balloons and write a vocabulary word from the unit on each one. Then, we sit in a circle and place the unit's flashcards in the middle where they are visible. We invite the children to pass the balloons around and play with them until we say "Stop!" and call out the name of one of the children. That child must then grab a balloon, read the word written on it, and pick the corresponding flashcard. You can add a small drawing to the words to make it easier.

Resources: rock, astronaut and sun flashcard

I can See…

12 Grouping: large group

Phonics Corner

Sit in a circle and take turns showing the following flashcards: rock, astronaut, and sun. Ask each person to respond using the structure: "I can see a/an..." followed by the corresponding flashcard. Vary the activity by increasing the speed to add an element of fun.

Resources: no material needed

Guessing Time

13 Grouping: large group

Phonics Corner

Draw the following words on the blackboard and work on the riddles (Read more) with the children. When they guess the word correctly, repeat it with them to help them internalize the pronunciation. When you repeat the words, you can vary the speed and tone to make it more fun.

12.4 Unit 3. Santa brings toys

12.8 Unit 7 To the Moon and Back

To the Moon and Back 1

To the Moon and Back 2

10 To the Moon and Back 3

11 Grouping: individual activity

Resources: London's Adventures

We show the worksheet to the children and start the astronaut's journey. We indicate that we must overcome obstacles and follow the path of the rockets to avoid collisions. We ask them with each square, "Do we continue here? Do we go over the rocks? Do we go down? Do we go up?" Once we've completed the path with them, we ask them to color it.

We show the worksheet to the students and observe the details together. "What do we see in the first image? And in the second? What's the difference? How is this astronaut? And this other one?" Once we've found all the differences, we ask them to circle them on their worksheet.

We visualize each image with the children and ask them, "What is this? Is it a planet? On the moon?" We modify the questions with each image, and then we relate them to the images on the right, also asking them one by one if it's correct. We instruct them to draw lines to connect both and give them time to do so.

12.4 Unit 3. Santa brings toys

12.8 Unit 7 To the Moon and Back

SDG 7- To the Moon and Back 4

14 Grouping: individual activity/big group

Resources: London's Adventures/4YO SDGs Genially

We explain to the children what renewable energies are by telling them that they are obtained from inexhaustible natural sources such as the sun, water, and wind. "These energy sources are present in nature and never run out. We always have them!" "That's why it's important to use solar panels, windmills, etc., to harness them." We observe the energy sources shown in the worksheet and discuss them together. We provide examples of things we can do with energy, such as lighting up our homes, powering transportation, etc. Then, we ask them to colour the drawings.

We review the concept of renewable energy with the children. Remember to tell them that it never runs out and is found in nature. In this case, we're going to work with wind. "Is it found in nature and never ends? Yes!" We explain to them that we're going to build a windmill to demonstrate that the force of the wind can move the mill, thereby producing energy. We explain how to cut the paper and help them assemble it onto the stick. They can decorate the windmill however they like. Afterwards, we place them in the window and test their functionality. Once we finish the activity students collect their Clean Energy medal in their Superhero's Diploma. Remember, we can do this activity digitally as a large group in this link:

12.4 Unit 3. Santa brings toys

12.8 Unit 7 To the Moon and Back

Y Sound 1

15 Y Sound 2

16 Grouping: individual activity

Resources: London's Adventures

We observe the pictures together and say the name of each image. Then, we instruct them to write the letter Y at the beginning of each word and write it on the board so everyone remembers how it's written. We give them time to complete the worksheet.

We show the letter Y or write it on the board and invite the children to trace it with their finger. Then, we look at pictures of words that contain the letter Y and pronounce them twice, inviting the children to repeat after us. After that, we instruct them to colour the pictures.

12.4 Unit 3 "Zip up everyone!"

12.8 Unit 7 To the Moon and Back

App Great Little World

Travel around ''Finland'' island, In the scenery ''Space camp in Kemi'' find seven games about the space. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

3. Races

2. Platform

1. Memory

4. Wally

6. Video

7. Trace the Path

5. Voice Recorder

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.8 Unit 7 To the Moon and Back

Evaluation Criteria

They show interest and understanding in children’s stories about space. They name some of the words from the unit: sun, star, spaceship, astronaut, moon, alien, planet, rock. They understand simple questions with What and respond accordingly: What can you see? I can see the moon. They understand questions with How Many and answer with numbers up to one digit. They begin to use the structure I can see + words of the unit in oral communication. They recognise the initial sound of the words of the unit: /s/ for sun, /a/ for astronaut, /r/ for rock. They recognise the unit words and one digit numbers in written texts when accompanied by a picture. They begin to write the initial letter of some of the words of the unit in uppercase letters. They recognise words with /y/ sound in oral communication. They repeat words with the /y/ consonant sound with a correct pronunciation.

12. Didactic Units

12.9 Unit 8

Title

When I Grow Up

Course

4 Years Old, Second Cycle of Infant Education

Justification

This unit encourages interest in jobs and develops comprehension through thematic stories and role play activities. It also promotes the development of vocabulary by naming key words related to different professions and proposes activities that work on oral comprehension and the ability to answer questions about professions using basic language structures. By classifying words according to semantic fields, the aim is to develop the ability to classify words according to specific semantic categories, such as tools of a fireman or elements of a school. With regard to written skills, the writing of the initial letters of key words and the recognition of these words in written texts accompanied by pictures is encouraged. In addition, the pupils begin to practise writing the letter /z/ in capital letters, strengthening their writing skills. In order to improve students' pronunciation and contribute to future reading skills, this unit practises auditory recognition and correct pronunciation of words containing the /z/ sound. In addition, the Sustainable Development Goal Gender Equality is approached through activities related gender equality in jobs, stereotypes and roles.

12.9 Unit 8 When I Grow Up

Learning Objectives

To show interest and understanding in children’s stories about jobs. To name some of the words from the unit: Farmer, tractor, teacher, school bus, firefighter, fire truck, pilot, plane. To understand simple questions with What and Who: What do you want to be? Who drives a tractor? To classify words according to a semantic field, for example: Firefighter: fire, fire truck, ladder, helmet, uniform, ect. To understand the use of the verb To be: I am a pilot. My mother is a police officer.To begin to write the initial letter of some of the words of the unit in uppercase letters: /T/ for tractor and teacher, /F/ for fire truck and farmer. To recognise some words from the unit in written texts when accompanied by a picture. To recognise words with /z/ sound in oral and written communication. To repeat words with the /z/ sound with a correct pronunciation. To start writing the letter /z/ in uppercase letters

Learning Contents

Jobs: farmer, teacher, firefighter, pilot Vehicles: tractor, school bus, fire truck, plane. Questions with What and Who

Verb To Be: I am a pilot./She is a pilot. Initial sounds: /t/, /f/ /Z/ Sound & words with /z/ sound

12.2 Unit 1. This is my body

12.9 Unit 8 When I Grow Up

Activities

When I Grow Up…

Resources: unit flashcards

Grouping: large group

Start Corner

Sit in a circle and ask them: "What do you want to be when you grow up? Would you like to be a teacher? A firefighter?" Discuss with the children and emphasise that all professions are for boys and girls. We jot down on the board the professions that are not on the flashcards so they can familiarise themselves with the words in English, and we also talk about the vocabulary related to each profession.

Start Corner

Resources: unit flashcards

What Do I Need to Work?

Grouping: large groups

We put the flashcards on display for everyone and proceed to discuss the clothing each person is wearing and the tools they need. "Can the pilot work without the aeroplane? What does the firefighter wear on their head?" We can also talk about related vocabulary such as uniform, boots, trousers, school bus... etc.

Which Is My Sound?

Grouping: large group

Phonics Corner

Resources: see resources

Divide the class into two rows and place them in front of the flashcards. Add more words that begin with the letters T, F and Z and make a small drawing to aid understanding. Then, inform them that you will say the initial sound of one of the words studied in the vocabulary, and they should pick a flashcard that starts with that sound. The first one to grab it earns a point for their team. The team with the most points may earn a privilege, such as choosing a game for the day or a story.

Resources: toilet paper rolls, stickers and markers

I Spy a Letter!

Grouping: Individually / small groups

Phonics Corner

Give each child a roll of toilet paper with different letters written on them, including the letter Z. Provide them with stickers so that when they find the letters, they can stick them on top. You can add more difficulty to the activity by including the letters F and T studied in the unit. Ask them that when they find the letters, they say their sound out loud. See example.

Resources: see resources

I Jobs Collage

Grouping: large groups

Creative Corner

Ask the children to bring cutouts from magazines, images, photographs, or drawings of the different professions from the unit. They can also draw pictures in class. On a large continuous piece of paper, place the names of the professions from the unit and ask them to paste the images on the corresponding word. Once finished, we all sit down to discuss it, working on vocabulary words and semantic fields.

12.2 Unit 1. This is my body

All You Know About Italy

12.9 Unit 8 When I Grow Up

Resources: template, glue, images, photographs

The Professions Briefcase Part I

Grouping: individually

Creative Corner

We can carry out the activity in two ways: 1. Children take home the briefcase template printed on cardstock, and we ask families to glue images, photographs, or draw pictures related to family professions on one side. 2. We request families to provide cutouts, drawings, photographs, or images of their professions, and the children paste them in class. After both options, we gather in class to discuss the professions of our family members. See example.

The Professions Briefcase Part II

Grouping: Individually

Creative Corner

Resources: see resources

Ask the children to draw what they want to be when they grow up on the other side of the briefcase. They can cut out and paste drawings or draw directly on the briefcase. Once finished, we sit in a circle, and each one explains what they want to be when they grow up. Then, we display the briefcases in the classroom.

We Are Pilots!

Resources: no material needed

Grouping: large groups

Active Corner

We're going to be plane pilots, and to do that, we're all going to fly around the classroom. One of the children will be in charge of guiding the others by saying "Up," "Down," "Turn," "Right," "Left"... etc. We'll rotate the role of the pilot so that everyone gets a turn. We can make a runway on the floor with tape.

Resources: no material needed

Teachers and students

Grouping: pairs

Active Corner

In pairs, explain to the children that one of them will be the teacher and the other the student. The teacher will make gestures, and the student must reproduce them. These gestures should be related to the vocabulary of the unit, and the student must guess the word being depicted, as well as imitating the gestures.

Resources: whatever material possible

Building Pathways

10 Grouping: four groups

Active Corner

We're going to place the flashcards around the classroom, putting the profession cards on one side and the vehicle cards on the other. It's better if they're far apart and with obstacles in between. We divide the children into four teams and assign each team one of the professions. We tell them they must work together to match both flashcards with a path made from different materials: they can use anything they find as long as they create a connecting path.

12.2 Unit 1. This is my body

All You Know About Italy

12.9 Unit 8 When I Grow Up

Resources: paper flames with letters

We Are Firefighters!

11 Grouping: large group

Reading Corner

Create flames using letters on the back. The letters should be the ones from the vocabulary words of the unit, for example: F-A-R-M-E-R. Place the flames throughout the classroom, simulating that the class is on fire, and ask the children to put out the fire by collecting all the flames. Once we have them all, we place the flashcards on the board, and they must arrange the letters in the same order as the words to spell them out.

Word’s Families

12 Grouping: small groups

Reading Corner

Resources: words labels and unit flashcards

Create cards with words from the semantic fields of the professions in the unit. For example, cards with the words "ladder", "helmet", and "fire" accompanied by a small drawing. Then, place the flashcards of the professions from the unit on the floor. On another side, place all the cards disordered and ask the children to match them with their corresponding profession. Upon completion, discuss the results together.

12.4 Unit 3. Santa brings toys

12.9 Unit 8 When I Grow Up

When I Grow Up 1

When I Grow Up 2

10 When I Grow Up 3

11 Grouping: individual activity

Resources: London's Adventures

Firstly, we look at the photographs of the people depicted on the sheet. "What are they doing? What are their professions?" We state the names of the corresponding professions and also discuss uniforms and workplaces. Then, we observe the objects at the bottom of the sheet and ask them: "Who needs the plane for work? How is the school bus related?" We talk about it, and then we ask them to draw lines connecting the images.

First, we ask the children: "What do you want to be when you grow up?" and engage in a small debate. We ask, "Who wants to be a pilot? Who wants to be a fire fighter?" And we show them the images on the sheet. Then, we invite them to draw what they want to be when they grow up, without forgetting the uniform they wear or something related to that profession.

We show the images that start with the letter T and then those that begin with the letter F. We say the written word and emphasise pronunciation. After that, we instruct them to trace the missing letters and then colour the images in white.

12.4 Unit 3. Santa brings toys

12.9 Unit 8 When I Grow Up

SDG 5- When I Grow Up 4

14 Grouping: large group

Resources: London's Adventures/4YO SDGs Genially

Give them some commands, e.g.: jump with both feet together, touch your head, run quickly to the other side of the classroom…Once finished, ask them, Did anyone do it differently because they are a girl? And because they are boys? Are we all capable of doing everything we set our minds to? Then discuss professions that are predominantly associated with one gender, e.g.: teachers (women) Do you know any male teachers? Bus drivers (men) Do you know any female bus drivers? We'll have a debate about it.

We show the sheet to the children and ask them, "What do you see? Two firefighters? What is the difference between them?" And we talk about the different professions depicted. Then we discuss if there is anything that boys cannot do because they are boys and girls cannot do because they are girls. We talk to them about equality and that all people are capable of doing everything, regardless of their gender. Then we instruct them to match the pairs of professions. Once we finish the activity students collect their Gender Equality medal in their Superhero's Diploma. Remember, we can do this activity digitally as a large group in this link:

12.4 Unit 3. Santa brings toys

12.9 Unit 8 When I Grow Up

Z Sound 1

15 Z Sound 2

16 Grouping: individual activity

Resources: London's Adventures

We point to the letter Z and say its sound. We invite the children to repeat the sound. Then, we point to the zombie and ask, "What's this?" A Zombie. Next, we point to the Zoo and finally, underpants. We ask them: "What's happened here? Did we hear the sound Z?" Then we ask them to colour the images that do have the sound.

Firstly, we ask them to look at the picture. "What animal is it? Is it a horse? No! It's a zebra!" We repeat the word twice and encourage them to do the same, pronouncing the letter Z very clearly. Then, we instruct them to trace the letter with their finger and also in the air. Finally, we tell them to connect the dots to form a zebra and colour it.

12.4 Unit 3 "Zip up everyone!"

12.9 Unit 8 When I grow up

App Great Little World

Travel around ''France'' island, In the scenery ''Louvre Museum'' find seven games about jobs. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

1. Memory

2. Karaoke

3. Voice recorder

4. Drag and drop

7. Trace the path

6. Super simon

5. Bubble popping

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.9 Unit 8 When I Grow Up

Evaluation Criteria

To show interest and understanding in children’s stories about jobs. They name some of the words from the unit: Farmer, tractor, teacher, school bus, firefighter, fire truck, pilot, plane. They understand simple questions with What and Who: What do you want to be? Who drives a tractor? They classify words according to a semantic field, for example: Firefighter: fire, fire truck, ladder, helmet, uniform, ect. They understand the use of the verb To be: I am a pilot. My mother is a police officer. They begin to write the initial letter of some of the words of the unit in uppercase letters: /T/ for tractor and teacher, /F/ for fire truck and farmer. They recognise the word from the unit in written texts when accompanied by a picture. They recognise words with /z/ sound in oral and written communication. They repeat words with the /z/ sound with a correct pronunciation. They start writing the letter /z/ in uppercase letters.

12. Didactic Units

12.10 Unit 9

Title

I Play the Trumpet

Course

4 Years Old, Second Cycle of Infant Education

Justification

This unit promotes interest and understanding through thematic stories about musical instruments, encouraging music as a form of expression from an early age. It also develops vocabulary by naming key words related to different musical instruments, enriching knowledge of the environment and specific language. In addition, movement activities are proposed through which comprehension and execution of actions related to musical instruments are practised, following simple instructions in English. Besides, spatial coordination is worked on and the use of prepositions is practised in response to questions about the location of instruments. In this unit, the use of personal pronouns in context is introduced, relating them to the actions of the people playing the instruments. With regard to written language, practice is given in writing key words and the recognition of these words in written texts accompanied by pictures is encouraged. In particular, pupils are introduced to the practice of writing the letter /w/ in capital letters, strengthening their writing skills and familiarity with the letters. In addition, the Sustainable Development Goal Climate Action is approached through activities related to recycling and reusing waste. Students will make their own instruments using recycled materials.

12.10 Unit 9 I Play the Trumpet

Learning Objectives

To show interest and understanding in children’s stories about instruments. To name some of the words from the unit: Guitar, drums, violin, piano, trumpet, flute, maracas, bell. To imitate actions related to instruments on the basis of a simple oral command: Simon says “I play the guitar”. To understand simple questions with Where related to instruments and answer with prepositions: Where is the violin? (It is) in the box. To understand the use of He and She pronouns: She plays the piano. He plays the flute. To begin to write words from the unit following some guidelines. To recognise some words from the unit in written texts when accompanied by a picture. To recognise words with /w/, /z/ and /y/ sound in oral and written communication. To repeat words with the /w/ sound with a correct pronunciation. To start writing the letter /w/ in uppercase letters.

Learning Contents

Instruments: Guitar, drums, violin, piano, trumpet, flute, maracas, bell. He/She Pronouns Verb To Play: I play the guitar. She plays the piano. Questions with Where

Propositions: in, on, under, next to Initial Sounds: /w/, /z/, /y/ /W/ Sound & Words with /W/ Sound

12.2 Unit 1. This is my body

12.10 Unit 9 I Play the Trumpet

Activities

Orchestra Conductor

Resources: unit flashcards

Grouping: large group

Start Corner

Take a seat in a large circle and place the flashcards in the middle. One of the children will be the conductor of the orchestra and the others should follow suit. When they start playing an instrument, they should say, "I play the...trumpet!" and then mime playing that instrument, while the other children do the same. Rotate turns so that everyone gets a chance to be the conductor of the orchestra.

Start Corner

Resources: see resources

What’s the Sound?

Grouping: large group

Play the different sounds of the various instruments and ask the children, "Which instruments are you hearing?" Then, display the flashcards where the children can see them and replay the sounds for them to match with the corresponding instruments.

Wavy Painting

Grouping: individually

Phonics Corner

Resources: see resources

Offer the children sheets of paper and paint. They can paint with their fingers or brushes. Tell them that we are going to paint on the paper drawing lines like the letter W. The children can paint when you say the sound of the letter w. When you stop, they should stop too. Vary the pace to add more dynamism to the activity. Then they can continue painting when they themselves identify the sound of the letter W. See example.

Resources: see resources

Juicy Watermelon

Grouping: individually

Phonics Corner

Distribute paper plates to the children and ask them to paint them as if they were watermelons: red on the inside with seeds and green around the edges. Then, fold the plates to form half a watermelon that can stand upright. Add eyes and a mouth if desired, and cut out some "bites". See example.

Resources: see resources

Make a Guitar!

Grouping: individually

Creative Corner

Ask families to provide or collect jar lids and offer one to each child. Explain how we're going to build guitars using wooden sticks and strings, and provide a model for them to see. Then, provide the necessary materials and let them decorate their guitars however they like. Once they finish, they can play music for their peers and take their creations home. See example.

12.2 Unit 1. This is my body

All You Know About Italy

12.10 Unit 9 I Play the Trumpet

Resources: see resources

Make a Drum!

Grouping: individually

Creative Corner

Ask families to provide or collect metal cans. Tip: gather cans with smooth edges to ensure children's safety, and pay special attention to this. Provide children with the cans, balloons, and rubber bands or tape. Children should cut the narrow part of the balloons and explain how to place it to build the drums. Then, let them decorate the drums as they wish: paint, stickers, etc. Once finished, group them together for a small concert where they can play a song of their choice. See example.

Music & Paint

Grouping: large group

Creative Corner

Resources: see link

Play classical music for the children, you can choose something with changes to vary the rhythm, such as Vivaldi's Four Seasons. Ask the children to close their eyes and listen to the music. Then, offer cardboards or continuous paper and provide paint. Tell them to paint while feeling the music; they can close their eyes while painting. Once finished, display the results in class for everyone to see.

Find your Partner

Resources: no material needed

Grouping: large group

Active Corner

Whisper an instrument into each child's ear without the others hearing you. Then, they should mime the instrument they've been given around the classroom until they find their partner. Once the pairs are ready, ask them for the name of the instrument and request they imitate both the sound and movement.

Resources: unit flashcards

Flashcard Runner

Grouping: large group

Active Corner

Distribute the flashcards to the children (it's okay if not everyone has one). Play music and instruct the children to move around the classroom and pass the flashcards to each other. When you stop the music, the children holding a flashcard must say its name out loud. If they don't know it, they miss a turn but can join the game again later.

Resources: see resources

Follow my Rhythm

10 Grouping: large group

Active Corner

Gather the instruments children have made in one of the activities or create rhythms with your hands to set the beat. Start by making various rhythms and playing different instruments, and have the children move along with the beat. Then, take turns naming each student to be in charge of setting the rhythm.

12.2 Unit 1. This is my body

All You Know About Italy

12.10 Unit 9 I Play the Trumpet

Resources: story (read more)

Who Is Next?

11 Grouping: large group

Reading Corner

Tell the children the story of the instruments (read more) and ask them that every time they hear an instrument, they should make its sound and mimic its movement. Tell the story with gestures and movements that help them understand it well.

Children in the Orchestra

12 Grouping: large group

Reading Corner

Resources: "Don't Worry Be Happy” Book

After reading the story Don't Worry Be Happy, engage in a short role play with the children. Sit in a circle and say the recurring line from the story: "There is a boy/girl in the orchestra," then have one of the children come forward and play an instrument of their choice. Everyone should say, "Mario plays the guitar/Marina plays the trumpet."

12.4 Unit 3. Santa brings toys

12.10 Unit 9 I Play the Trumpet

I Play the Trumpet 1

13 I Play the Trumpet 2

14 I Play the Trumpet 3

15 Grouping: individual activity

Resources: London's Adventures

Before starting the worksheet, gather some objects you have in class and show them what 'In' means so they understand it well. You can put them in boxes, in your hands, in theirs... etc. Then, observe the worksheet and the example. With the second image, ask them which trumpet is 'in' the box. Encourage them to do the others that are left.

Observe the images one by one and ask them “What musical instrument is playing?” Imitate the movement and sound of all the instruments. Then, invite them to trace the written words and colour the instruments.

Observe the worksheet and ask them about the number that appears: “What number is this? The four! Let's count.” And count up to the fourth drum. Tell them to colour the four drums and then trace the number 4 and the letters that make up the word. Before starting the worksheet, trace the number with your finger in the air.

12.4 Unit 3. Santa brings toys

12.10 Unit 9 I Play the Trumpet

SDG 13- I Play the Trumpet 4

16 Grouping: large group

Resources: London's Adventures/4YO SDGs Genially

After making the maraca, gather the children in front of it and ask them what materials we have used. Write down the materials on the board as they say them. Then ask them: "What would have happened to the bottle if it had ended up in the sea and we hadn't recycled it?" Have a short discussion with them about this. You can also talk about other uses we can give to bottles such as plant pots, pencil holders, painting containers, etc. Before starting, discuss the importance of recycling and reusing used objects to avoid generating more

waste. Then, observe the worksheet step by step to know the steps you need to take to build the maracas. Let's get to work! Help them with whatever they need, and in the end, gather them in a big group and have a maracas concert. Once we finish the activity students collect their Climate Action medal in their Superhero's Diploma. Remember, we can do this activity digitally as a large group in this link:

12.4 Unit 3. Santa brings toys

12.10 Unit 9 I Play the Trumpet

W Sound 1

17 W Sound 2

18 Grouping: individual activity

Resources: London's Adventures

Show the worksheet to the children and point to the sounds, pronouncing them one by one. Then, point to one of the images and ask them which sound from the ones above we can hear, repeat them for association. After that, ask them to match the images with the sounds.

Teaching the worksheet to the children, point to the letter W and say its sound aloud. Then point to the pictures on the right, one by one, asking "What's this? A walrus!" emphasising the sound W. Then tell them to colour the words where they can hear the W sound.

12.4 Unit 3 "Zip up everyone!"

12.10 Unit 9 I play the trumpet!

App Great Little World

Travel around ''Finland'' island, In the scenery ''Don't Worry, Be Happy'' find seven games about instruments. Review vocabulary, grammar and phonics with the following games and get started in digital literacy learning about the educational function of the devices and technological elements through a healthy and responsible use of these.

1. Memory

2. Karaoke

3. Fall

4. Races

7. Super Simon

6. Drag & Drop

5. Wally

12.4 Unit 3. Santa brings toys

12.3.3 Criterios de evaluación

12.10 Unit 9 I Play the Trumpet

Evaluation Criteria

They show interest and understanding in children’s stories about instruments. They name some of the words from the unit: Guitar, drums, violin, piano, trumpet, flute, maracas, bell. They imitate actions related to instruments on the basis of a simple oral command: Simon says “I play the guitar”. They understand simple questions with Where related to instruments and answer with prepositions: Where is the violin? (It is) in the box. They understand the use of He and She pronouns: She plays the piano. He plays the flute. They begin to write words from the unit following some guidelines. They recognise some words from the unit in written texts when accompanied by a picture. They recognise words with /w/, /z/ and /y/ sound in oral and written communication. They repeat words with the /w/ sound with a correct pronunciation. They start writing the letter /w/ in uppercase letters.

Anexo

Plantilla de evaluación

Se definen en el “Apartado 2- Criterios de Evaluación” los ítems de evaluación trimestrales que competen a los rincones Start Corner y Phonics Corner, que a su vez se complementarán con los ítems de evaluación específicos de cada unidad que el profesor trabaje con su grupo-clase. Ambos constituirán el informe de evaluación que recibirán las familias por cada alumno o alumna, que se puede entregar de manera mensual, trimestral o según las preferencias del docente y del centro y que se puede configurar en la siguiente plantilla

List of words

Child School Choo, Choo! Hospital Chips Traffic light

TIP

You can pour the paint into recycled plastic bottles and once closed, make a hole (or several) in the cap. By painting with them, the paint will come out through the holes, achieving a very interesting result.

Resources

Cutouts from magazines
Images, photographs, or drawings of the different professions from the unit

List of words

Vase Brother Video Father Vest Baby Grandmother

Question 1. Is the mother playing with Emma? YesQuestion 2. Is the father working on television? Yes Question 3. Are John and his brother Paul playing with cushions? Yes Question 4. Is the grandmother reading a book? No Question 5. Is the grandfather sleeping? No

Resources

Water
Blue food colouring
Sunflower oil
Milk
Containers (one for milk and one for the mixture)
Dropper

Resources

Jar lids
Wooden sticks and strings
Optional: paint or stickers

Resources

Paper sheets or continuous paper
Paint
Containers
Optional: brushes

Example 1

Emma and her family gather at their house on Sundays. Twins Paul and John, the twins, love pillow fights. Paul is wearing a scarf, but John isn't wearing a scarf. Paul is wearing blue trousers, and John is wearing brown trousers. Can you point to Paul's scarf?

Example 2

Sydney has come to visit Emma and her family. They are good friends and spend a lot of time together. Sydney is playing with a red toy car. Can you point to Sydney's coat?

Example 3

Emma's grandparents went for a walk and have now returned with the rest of the family. During their walk, they picked flowers from the countryside. It's cold, and rainy, and Emma's grandmother is wearing boots. Her grandfather is wearing a hat. Can you find the grandfather's hat?

Resources

Plastic bottles
Sprays
Paint
Continuous paper
Balloons

Tap on the instruments:

Drum
Flute
Guitar
Bell
Maracas
Trumpet
Violin
Piano

List of words

Vase Brother Video Father Vest Baby Grandmother

Resources

Toilet paper or kitchen rolls
Cupcake liners
A puncher or something to make small holes
Rubber bands
Paint

Instructions

First, we hand out a slice of pineapple.
Then, we cut four banana slices for each student, two for the eyes and two for the ears.
We add two blueberries or chocolate chips on the eyes.
Then, we offer half a mandarin orange for them to cut into segments and place as a mane.
Finally, we can add the details of the face (lion's whiskers and nose with the mandarin or banana skin).

Once we have finished, we check the names we wrote on the board to see if anyone has guessed which animal it is. It's a lion! See the result here.

"Where is the book?" He/she should ask the rest of the group one by one to find out where it is: "Do you have the book?

At the end of the game, we sit around the pictures and ask one by one pointing to the animals "What animal is this?" they have to answer with complete structures like "It is a cow" and we go over their habitats saying sentences like "The cow lives on the farm", "The cow lives on the farm", "The cow lives on the farm" and "The cow lives on the farm".

Question 1. Is the mother playing with Emma? YesQuestion 2. Is the father working on television? Yes Question 3. Are John and his brother Paul playing with cushions? Yes Question 4. Is the grandmother reading a book? No Question 5. Is the grandfather sleeping? No

List of words

Child School Choo, Choo! Hospital Chips Traffic light

Resources

The lids
Balloons
Rubber bands or tape
Paint
Stickers

We will tell them to open their eyes and ask "What's missing?" First they will have to find out what is missing on the board and then look for the object "The eraser is missing" "I've found the eraser".

Resources

Musical instruments previously done by the children

Question 1. Is the mother playing with Emma? YesQuestion 2. Is the father working on television? Yes Question 3. Are John and his brother Paul playing with cushions? Yes Question 4. Is the grandmother reading a book? No Question 5. Is the grandfather sleeping? No

Resources

Crepe paper
Containers
Water
Flour
Salt

Example 1

It is Bloomy's bithday today and everything is ready in the kitchen. Sweets, cookies, balloons and presents, and the most important thing, a delicious cake on the table. Look at the candles on the cake! How old is Bloomy?

Example 2

Edmon is celebrating Bloomy's birthday. He really likes birthday parties and his favourite part is eating. He just saw a few pancakes on the table....they look tasty! How many pancakes are there on the table?

Example 3

It's Bloomy's birthday party and he and his friends have spent the day cooking. They've made delicious biscuits for everyone, but... they forgot to add the egg! How many eggs are on the table?

Resources

Straws
Letters cut out from cardboard or paper
Continuous paper
Markers

Example 1

It is Sydney's first day at school. Sydney loves reading stories and he met a frind who also likes reading stories. Can you point to Sydney's book?

Example 2

Look at that boy! He looks a magician. He is doing magic tricks with his lunch. He put the bag on the floor and took his wand. Can you find the book behind his bag?

Memorize the Animals

We set up several tables in a row. On one side there are 4 or 5 pupils. On the other side a pupil. Each pupil holds a flashcard of the unit which the pupil on the other side can see for a few seconds and memorise which animal each one is holding. The 4 or 5 students turn around and hide their animals. The student who is it should place the animal he/she thinks each child is holding on the table behind each student (we can use other materials such as memory cards or make a copy of the flashcards). Afterwards, the pupils who have their backs to the table turn around to check if the animals on the table match correctly with the animals on the students' flashcards. We name the animals while we check. We rotate the students so that everyone participates.

Resources Story

In a magical land, there are eight musical friends. There is Drum, who loves to make beats that make everyone dance. Next is Trumpet, with its shiny body and cheerful sound that fills the air. Then comes Violin, whose delicate strings sing sweet melodies that enchant all who listen. Piano is a grand friend, with its black and white keys that tinkle, filling the room with beautiful music. Bell jingles along with its bright sound, spreading joy wherever it goes. Maracas shake happily, bringing rhythm to every song. Guitar creates melodies that warm the heart. Lastly, there is Flute, with its graceful shape and soft tunes that dance through the air like butterflies. Together, they form a band, like all of us. Each one is important and creates music that makes everyone smile.

"The brown-haired girl has a notebook and a lapi, where is the girl? At school, at the cinema or at the hospital? The school!"

List of words

Child School Choo, Choo! Hospital Chips Traffic light

One pupil from each group has to approach the box and find out what colour the object is, then 'run' to the rest of their team/group and tell them in English what colour it is. They have to pick up the card of the corresponding colour. We then check as a large group that it is correct by showing the object in the box. "What colour is this book? It is red! We hand out different objects in each box in each round or even let the pupils do it themselves

Question 1. What is Sydney wearing? Coat.Question 2. What is grandma wearing? Boots. Question 3. What is grandpa wearing? Hat/Trousers Question 4. What is mum wearing? T-shirt/trousers. Question 5. What is Emma wearing? Trousers Question 6. What are John and Paul wearing? Scarf/trousers

"Where does the giraffe live?" and we encourage the children to answer by naming the corresponding habitat "In the jungle". We place the 10 animals chosen on both cards and count together how many animals there are in each habitat "One, two,.... five!" and then say "Close your eyes!" we take one of the cards and put it on the wrong habitat and say "Open your eyes! Wow what's wrong here? Let's count together" When they realise that there is a wrong animal, the one who knows must stand up and answer the question "Who doesn't belong here?" with the name of the animal "The crocodile".

Resources

Paper plates
Containers
Brushes
Paint
Markers

List of words

Child School Choo, Choo! Hospital Chips Traffic light

Example 1

On Sundays, Emma's family gathers at her house. Her grandparents dance and give each other flowers. How many flowers is her grandfather holding in his hand?

Example 2

Emma and her mother play horse racing while watching her father on television. Emma's father is a TV presenter and is working on TV today. Can you point out Emma's father?

Example 3

Emma has two cousins called John and Paul. John and Paul are brothers and they are having a pillow fight, can you find John's brother?

Question 1. Is the mother playing with Emma? YesQuestion 2. Is the father working on television? Yes Question 3. Are John and his brother Paul playing with cushions? Yes Question 4. Is the grandmother reading a book? No Question 5. Is the grandfather sleeping? No

4. Yellow: I am the color of the sun, and I am also the color of a banana. What am I? (Yellow) 5. Yarn: I am made from wool or cotton, and I can be used to make clothes, blankets, and other things. I come in many colors, and I am used to knit or crochet. What am I? (Yarn)

1. Yo-yo: I go up and down, but I never get tired. What am I? (Yo-yo) 2. Yogurt: I am white and creamy, and I taste delicious. I come from a cow, but I am not milk. What am I? (Yogurt) 3. Yoga: I am a way to exercise my body and relax my mind. I come from India, and I involve stretching and breathing. What am I? (Yoga)

''These kids are playing football on the street without shoes.''

''The girl is not wearing shoes or socks. Their clothes are dirty and torn.''

''It is cold outside, look at the leaves on the floor. He is wearing trousers and coat but he is not wearing boots.''

Resources

The briefcase template
Paper sheets
Crayons
Glue
Scissors
Pencils and marlers.

Question 1. Is the mother playing with Emma? YesQuestion 2. Is the father working on television? Yes Question 3. Are John and his brother Paul playing with cushions? Yes Question 4. Is the grandmother reading a book? No Question 5. Is the grandfather sleeping? No

Example 1

They big animals who live on the farm. They have white and black spots. They like to eat grass and they say 'Moo!' They give us milk. What animal is it?

Example 2

They are fluffy and soft. They have white wool all over their bodies. They say 'Baa!' They give us wool to make warm clothes, like sweaters and scarves. What animal is it?

Example 3

They are pink and round. They like to roll in the mud to stay cool. They say 'Oink, oink!' What animal is it?

Resources

Unit flashcards
Post-it with drawings and words

TIP

Example 1

On Sundays, Emma's family gathers at her house. Her grandparents dance and give each other flowers. How many flowers is her grandfather holding in his hand?

Example 2

Emma and her mother play horse racing while watching her father on television. Emma's father is a TV presenter and is working on TV today. Can you point out Emma's father?

Example 3

Emma has two cousins called John and Paul. John and Paul are brothers and they are having a pillow fight, can you find John's brother?

The volunteer student has to imitate the sound of the animal he/she has chosen, and the others have to guess it. When they know it, they will have to stand up and wait for the volunteer to say their name and ask the question "Is it a hen?" The main pupil will have to answer: "Yes, it is" or "No, it isn't". If they don't guess correctly, they will have to choose another player to ask the question. Whoever guesses is next to take a card.

(LV) Section 3. 4YO Units 0-9 Academies

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Transcript

DIDACTIC PROGRAMME LEVEL 4

Introduction

Learning Corners

Didactic Units

Section 3. Didactic Units

Unit 4. Dino Family

Unit 2. Like a Monkey

Unit 3. Zip Up Everyone!

Starter Unit. We're Back

Unit 1. Hello Friends

Unit 5. Wonders of the world

Unit 6. Welcome to the City

Unit 9. I Play the Trumpet!

Unit 8. When I Grow Up

Unit 7. To the Moon and Back

12. Didactic Units

12.1 Unit 0

Title

Course

Justification

12.1 Unit 0 We're Back

Learning Objectives

Learning Contents

12.2 Unit 1. This is my body

12.1 Unit 0 We're Back

Activities

Welcome!

Resources: continuous paper, finger paint

Grouping: big group

Creative Corner

Creative Corner

Resources: play dough/mouldable material+ flashcards

Play Dough Numbers

Grouping: individual activity

Building Blocks Counting

Grouping: big group

Active Corner

Resources: lego tokens + flashcards

Resources: none

Make A Group Of...

Grouping: big group

Active Corner

Resources: ping-pong balls, egg, cups, spoons.

Table Tennis Numbers

Grouping: big group

Active Corner

12.4 Unit 3. Santa brings toys

12.1 Unit 0 We're Back

We're Back 1

We're Back 2

Grouping: individual activity

Grouping: individual activity

Resources: London's Adventures

Resources: London's Adventures

12.4 Unit 3. Santa brings toys

12.1 Unit 0 We're Back

I Sound 1

I Sound 2

Grouping: individual activity

Grouping: individual activity

Resources: London's Adventures

Resources: London's Adventures

12.1 Starter Unit "We're back"