Backpack 6
Programme
______
Area of Foreign Languages
English
UNIT 1: “AMAZING PEOPLE”
I. Objectives
Revise notions from previous years.
Describe people and deeds they have done.
Practise the use of reading strategies such as analysis, comparison, ranking, deduction and getting the gist.
Know more about History.
Order sequences.
II. Contents
1. Listening, speaking and conversation
Suggest ideas for making a word map about heroes.
Predict words of the song from the title. Describe the illustrations and match them to the lyrics of the song. Sing it all together or in groups.
Use the dialogue in pairs to talk about the people named and their deeds.
Practise the pronunciation of specific sounds based on the recording or key vocabulary.
Hold conversations with a classmate about the lives of the characters in the activity following a model dialogue given.
Practise the pronunciation of specific sounds from the recording of the key vocabulary.
Ask questions using questions words and following a progression of verb tenses using a table as a guide in order to help.
Find out the information their classmate has read by asking questions related to it.
Exchange questions in pairs to obtain information about their classmate and present it to the rest of the class.
Illustrate an unusual fact or a personal memory and present it to the class. Answer the questions with questions words their classmates ask them about it.
In turns, describe what is happening in the photos and order the sequence. Listen to the recording in order to match each number to the letter of the corresponding photo.
Make a poster about a person they admire and present it to the class.
Visit other classes to present their posters in them.
Guess which of the three competitors is the famous person by listening to a series of questions we ask them about their life and achievements,.
Create stamps with surprising people of their choice. Present them to the class following the model and exhibit them in the classroom.
2. Reading and writing
Exhibit on the board photos of people who are surprising to them and write about them.
Read a biography about someone and exhibit a time line with the most relevant things that have happened in their life.
Deduce the meaning of new words from the context. Compare their deductions with a classmate and confirm them with us.
Read sentences quickly in order to memorise information and answer questions. Listen to the recording whilst they listen and deduce from the context the meaning of new words. Answer the questions.
Work in pairs to extract from each text the words related to the profession of each character. Write at home about other characters from the show and present the sentences to the class.
Find in the text, in pairs and as quickly as possible, all the verbs they can. Be the quickest in writing the present form of those verbs.
Predict the theme of the magazine from the titles and illustrations. Decide which section they will read first and do the activity proposed.
Check their answers in Internet.
Read the texts and deduce the meaning of new words from the context, the illustrations and classmates. Answer in groups the questions we give them about the texts.
Summarise the texts individually or in groups.
Write on different papers about things that have happened in their life in order to exchange them with a classmate and ask questions which help to sequence them.
Imagine they are old and make a diary with the dates of the most important things that have happened in their lives.
Write in a few sentences the most important things that have happened in the life of a surprising person of their choice.
3. Knowledge of language through use
3.1. Linguistic knowledge
Lexis and structures.
· Amazing people awards; timelines of amazing people; hero; my amazing family; tours; I don’t know the word (tours), but the sentence says (he went on tours); I know (went on a trip), and I know (actors often travel and do shows); maybe (tours) means (travelling); what did (he) want to be when (he) was young?; play the part of; what famous person did (Antonio Banderas) play in (Evita)?; (he) played (Che Guevara); what part did (Banderas) play in the (Spy Kids) film?; what did (Vanessa-Mae) become when (she) grew up?; (she) became a (musician); what did (Vanessa-Mae) release in (1995)?; (she) released a (pop album); which words in each questions and answer shows the tense?; weird word; paralysed; wheelchair; disabled; what is (she) daydreaming about?; VIP (Very Important Person); success; related terms and biography; related verbs
Receptive language.
Teaching Programme - Backpack 6 1
- Workbook.
- Student’s Book.
- Talk about these amazing people.
- Enrichment.
- Ask and answer.
- Get ready.
- Complete the sentences. Write in your notebook.
- Write a questions for each statement in Activity (7).
- Work with a partner.
- Interview a classmate. Take notes.
- Complete the story with verbs in the past tense.
- Write five questions about the paragraph above.
- Write about an amazing person you know.
Teaching Programme - Backpack 6 1
3.2. Reflection on learning
- Enjoy the rhythm of English through the chants and songs.
- Show interest in knowing more about surprising characters from History.
- Participate in the dialogues and class activities with initiative.
- Show interest in expressing the admiration they feel for others.
4. Socio-cultural aspects and intercultural awareness
- We encourage the children to collaborate in the activities carried out in groups or in pairs, helping their classmates with difficulties as far as possible, in order to create a good social atmosphere in class.
- We teach them to show admiration for other people who are worthy of it and to recognise what they have achieved.
III. Basic competences
Linguistic competence: questions made with question words; past forms of verbs.
Data processing and digital competence: checking certain information on Internet.
Social and civic competence: knowing more about History. .
Cultural and artistic competence: biographies of famous people.
Learning-to-learn competence: reading strategies.
IV. Assessment
We will do continuous assessment based on the activities in the unit.
We will do other types of activities which inform us directly about the knowledge the pupils have gained in the unit.
We will help and guide pupils in self assessment.
The pupils have to complete the test from unit 1, page 27 and the assessment activities from the Workbook.
UNIT 2: “OUR STORIES”
I. Objectives
Revise previous notions.
Know different time expressions and their uses.
Differentiate between the use of the past simple and present perfect.
Practise the use of reading strategies such as skimming, defining and matching.
Talk and write about own ideas and experiences.
II. Contents
1. Listening, speaking and conversation
Suggest ideas about “experiences” in order to make a word map.
Predict words of the song from the title. Describe the illustrations and listen to the song in order to match the lyrics to the drawings. Sing the song.
Listen to the recording following it in their books and repeat it. Answer the questions we ask them.
Listen to and repeat the recording of a text in order to practise the pronunciation of specific sounds.
Use the sentences of the text as a model to tell each other things about themselves in pairs.
Hold dialogues with their classmate about the text, based on the model given.
Practise the pronunciation of specific sounds based on the recording of the key vocabulary.
Ask and answer questions in pairs, acting out the roles of the characters in the dialogue.
Ask and answer questions in order to get information from their classmates and complete the table.
Predict the theme of the magazine from the title and the illustrations. Choose which section they will read first.
Summarise the magazine articles in pairs or groups.
Describe the photos in pairs. Predict words they will hear in the recording. Listen to and match each number to the corresponding photo.
Name the themes of the photos from the previous activity. Ask each other questions related to those themes.
Make an identity cube with important things that have happened in their lives with photos or drawings. Ask and answer classmates about their cubes.
Play the board game in order to make appropriate sentences with for, since or ago.
Choose a strip of paper and talk for a minute about the corresponding topic. Ask the classmate who is speaking questions.
2. Reading and writing
Write a diary with key dates similar to the one in the model in order to make an exhibition.
Read the text deducing the meaning of new words from the context and illustrations. Answer the questions we ask them about it.
Look in the book for sentences and expressions made with for and since and make a list of them.
Write two answers about the same time for each question, one with for and the other with since.
Write two facts in the present perfect. Interview their classmates in order to complete the table made with the facts written previously.
Read the text and deduce the meaning of new words from the context. Answer in groups the questions we ask them.
Work in groups in order to write a time line with things that have happened in their classmates’ lives.
Write about an activity they like to do.
3. Knowledge of language through use
3.1. Linguistic knowledge
Lexis and structures.
Our stories; places we’ve been; how long has (she) lived in (Madrid)?; how long has (he) played the drums?; (Ann) lived in (Warsaw) when (she) was (four); (she) has lived in (Krakow) for (three years); when did (she) live in (Warsaw)? In (1994); how long has (he) been at this school?; how long have we studied English?; kid life; identity cube; things I love doing; important experiences I have had; important people and pets; important facts about me.
Receptive language.
Teaching Programme - Backpack 6 1
- Workbook.
- Student’s Book.
- Talk about (Isabel) and (Rosa).
- Enrichment.
- Read (Carlos)’s scrapbook.
- Ask and answer.
- Look at the pictures and words.
- Write questions in your notebook with ‘how long’.
- Answer the question in the exercise 7.
- Use for and since and your own ideas.
- Work with a partner: role play (Ana) and (Ken).
- Interview your classmates.
- Find out who, how long and when.
- Listen and match.
- Use the present perfect tense.
- Answer the questions with your own information.
- Write about how long you’ve done a favourite activity..
Teaching Programme - Backpack 6 1
3.2. Reflection on learning
Show interest in participating in class activities.
Participate in class dialogues with initiative.
Participate in the group activities with respect and collaboration.
Show a positive attitude when correcting the activities with their classmate.
4. Socio-cultural aspects and intercultural awareness
We show the pupils the importance of helping their classmates with their learning difficulties as well as being ready to learn from them and their own mistakes, in order to create a relaxed atmosphere of confidence and sociability.
III. Basic competences
Linguistic competence: question with when and how long; sentences with for, since and ago; frequency expressions.
Social and civic competence: participating in group activities with respect and collaboration.
Cultural and artistic competence: writing about own ideas and experiences.
Learning-to-learn competence: reading strategies, pronunciation of contractions.
Autonomy and personal initiative: participating in class dialogues with initiative.
IV. Assessment
We will do continuous assessment based on the activities in the unit.
We will do other types of activities which inform us directly about the knowledge the pupils have gained in the unit.
We will help and guide pupils in self assessment.
The pupils have to complete the test from unit 2, page 28 and the assessment activities from the Workbook.
UNIT 3: “SKILLS AND ABILITIES”
I. Objectives
Revise previous notions.
Identify different jobs, activities, skills and abilities.
Familiarise oneself with the guidelines for the pronunciation of sounds.
Learn the use of expressions for tastes and entertainment.
Practise reading strategies such as searching for details, brainstorming, matching and comparing.
II. Contents
1. Listening, speaking and conversation
Work in groups in order to classify a series of professions we give them.
Talk about their family’s professions and predict words they will hear in the song. Check them by listening to the song. Describe the illustrations and match them to the lyrics. Sing the song all together or in groups.
Listen to the recording and follow it in their books.
Describe the image in pairs, building sentences using the model.
Practise the pronunciation of specific sounds from the recording and the repetition of key vocabulary.
Think about possible jobs related to the images.
Hold conversations with a classmate using the model dialogue and the text from the previous activity.
Interview their classmates following the dialogue in order to find out which of the illustrated activities they like.
Talk about the jobs they think are cool using the titles and illustrations from the magazine. Choose the section they will read first.