INFANT EDUCATION: 2ndYear English: Toy Box 2

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Infant Education: SecondYear English

TOY BOX2

UNIT 1:My classroom

Suggested timing:3 weeks during 1st Term

1.1 RESOURCES

Toy Box 2Pupil’s Book: Unit 1

Toy Box 2 Digital on-line Pupil’s Book: Unit 1

Toy Box 2 Pupil’s CD: Unit 1

Toy Box 2 Teacher’s Book: Unit 1

Toy Box 2 Class CD: Unit 1 Tracks1-2

Toy Box 2 Student’s Pop-outs: Unit 1 (school objects)

Toy Box 2Flashcards: Unit 1

Toy Box 2 Reward page (1 copy of per student): Unit 1

Toy Box 2Template pages 110 & 111(1 copy per student): cards

Toy Box 2 Digital on-line audio Big book: Unit 1

 Art materials and realia (real objects): puppets, card, safety pins, a marker, ball, glue sticks, scissors (1 per child), crayons, sheets of paper, Learning Bag (50 x 50 cm felt cloth), needle, thread, coloured fabric, yarn, glitter, sequins, punchers, books (1 per pupil), envelopes (1 per student), lunch box (1 per child), beans (1 per pupil), tape, glue.

1.2 METHODOLOGY

The unit is situated in a meaningful context for the students: their classroom. A relevant and holistic approach to language learning allows the pupils participate in the learning process and acquire English naturally through: TPR activities, real language use viastories and songs such as Hokey Cokey. This unit develops age-appropriatemotor and social skills through games and classroom tasks. The theme-based unit is also linked to different content areas andcompetencies that underpin the pre-primarycurriculums. The social value in this unit focuses on the importance of being friendly and sharing while at the same time it encourages pupils to greet their classmates, get friends and share their things.

1.3UNIT OBJECTIVES

In unit 1 students will leArn to:

  1. Greet people and bid farewell.
  2. Introduce oneself and give personal information.
  3. Answer simple questions in English.
  4. Sing songs chorally using correct pronunciation features.
  5. Identify and name classroom objects through the recognition of flashcards and real objects.
  6. Follow simple oral instructions.
  7. Describe objects.
  8. Identify the quantity of objects.
  9. Develop pre-writing skills by circling the appropriate pictures.
  10. Say a chant using appropriate rhythm and intonation.
  11. Participate actively in language games to consolidate vocabulary.
  12. Use body language, movements and gestures to convey meaning.
  13. Become aware of the importance of being friendly and sharing.

1.4CONTENTS

1.4.1 Self-knowledge and personal autonomy

Greet and say goodbye to the teacher and classmates. (All lessons)

Participate in games showing understanding of their rules. (Lesson 1: class 1, Lesson 2: class 1, Lesson 2: class 2Lesson 3: class 1,Lesson 3: class 2, Lesson 4: class 1 Lesson 4: class 2)

Become acquainted with the expressive possibilities of one’s own body by making gestures and movements to convey meaning. (Lesson 1: class 2, Lesson 2: class 1, Lesson 2: class 2, Lesson 3: class 1, Lesson 3: class 2, Lesson 4: class 1& Lesson 4: class 2)

Develop short term memory skills by playing What is missing? (Lesson 2: class 2)

Become aware of different daily activities one can perform individually to be friendly to others. (All lessons)

Develop awareness of the importance of sharing one’s things with other people. (All lessons)

1.4.2 knowledge of the surrounding environment

Identify objects in the classroom. (All lessons)

Move and do actions following the teacher’s instructions. (Lesson 1: class 2, Lesson 2: class 1, Lesson 2: class 2, Lesson 3: class 1, Lesson 3: class 2, Lesson 4: class 1& Lesson 4: class 2))

Develop short term memory skills by playing What is missing? (Lesson 2: class 2)

Locate objects following oral instructions. (Lesson 3: class 2)

Recognize some properties (e.g. colour) and the quantity of objects. (All lessons)

Develop awareness of belonging to a classroom and the importance of being friendlyand sharing things. (All lessons)

1.4.3 language: communication and representaion

1.4.3.1 Verbal communication

Functions and language:

Greeting and bidding farewell: Hello. Hi. Bye.

Giving personal information: My name is Luis.

Identifying classroom objects: Point to the crayon.

Identifying colours: Show me green.

Following instructions: Raise your hand. Fold your arms. Put the scissors on the green square. Red crayons, stand up. Jump two times. Clap three times.

Identifying and describing objects: The book is red. The chair is blue.

Identifying quantity: How many crayons? One, two, three.

Vocabulary

Numbers: 1 to 3.

Colours:blue, green, red, yellow

Classroom objects:crayon, glue stick, scissors, book, chair, paper, table, lunch box

Integrated skills practice

Greet people and bid them farewell. (All lessons)

Listen to and sing Good morning, good morning. (Lesson 1: class 1, Lesson 1: class 2, Lesson 2: class 1 & Lesson 3: class 2)

Introduce oneself orally. (Lesson 1: class 1)

Listen and point to or show the corresponding objects. (Lesson 1: class 2)

Listen to and sing Hokey Cokey. (Lesson 1: class 2, Lesson 2: class 2, Lesson 3: class 1, Lesson 3: class 2 & Lesson 4: class 1)

Develop pre-writing skills by drawing lines and circles. (Lesson 1: class 2 & Lesson 2: class 1)

Listen to and follow oral instructions. (Lesson 2: class 1, Lesson 2: class 2, Lesson 3: class 1 & Lesson 4: class 1)

Listen to and say the chant Red, blue, and green! (Lesson 3: class 2)

Listen to the teacher and repeat language chorally. (Lesson 3: class 2 & Lesson 4: class 1)

1.4.3.2 Audiovisual and information technologies languages

Listen at home with family members to the Toy Box 2 Pupil’s CD for Unit 1 (All lessons)

Listen to and understand the Toy Box 2 Pupil’s CD in class. (All lessons)

1.4.3.3Artistic communication in art and music

Listen to and sing along chorally to the song Good morning, good morning. (Lesson 1: class 1, Lesson 1: class 2, Lesson 2: class 1 & Lesson 3: class 2)

Listen to and sing along chorally to the song Hokey Cokey miming the corresponding actions. (Lesson 1: class 2, Lesson 2: class 2, Lesson 3: class 1, Lesson 3: class 2 & Lesson 4: class 1)

Listen to and say the chant Red, blue, and green! making adequate use of suprasegmental features of pronunciation (stress, rhythm, and intonation). (Lesson 3: class 2)

Make a lunch box using card, scissors, crayons, tape, glue, yarn, paper, and glitter. (Lesson 3: class 2)

Colour the Reward page for Unit 1. (Lesson 4: class 2)

Make picture cards using Toy Box Templates 1 and 2, a puncher, glue sticks, and crayons. (Lesson 1: class 2 & Lesson 4: class 2)

1.4.3.4 Body language

Use body language and facial expression to greet and bid farewell to the teacher and classmates. (All lessons)

Interpret non-verbal language such as gestures and facial expressions. (All lessons)

Mime actions while listening to and singing the song Hokey Cokey. (Lesson 1: class 2, Lesson 2: class 2, Lesson 3: class 1, Lesson 3: class 2 & Lesson 4: class 1)

Give non-linguistic responses to oral instructions. (Lesson 2: class 1, Lesson 2: class 2, Lesson 3: class 1 & Lesson 4: class 1)

Follow the commands given when playing Simon says! (Lesson 2: class 1)

Use one’s fingers to count the amount of objects. (Lesson 4: class 1 & Lesson 4: class 2)

1.5 ATTENTION TO DIVERSITY

Given the young age of the students in Infant Education, in these very early stages of the Spanish educational system and according to RD1630/2006, diversity will be dealt within the centre and the classroomby proposing a series of General measuresand Ordinary measuresas defined in the Organic Law 02/ 2006 passed on the 3rd of May that provide for in the planning of the centre support for diversity in the classroom. These, ordinary measures will play an important role in taking into account students differences with the goal of catering to student’s learning styles and other needs in the classroom. Finally, through the help of early detection strategies, a prevention plan regardingpossibleSpecial needs students will be carried out through teacher observation of students in the centre.

1.5.1 GENERAL MEASURES IN THE CENTRE INCLUDE:

  • The presence of guidancecounselling and timing of Teacher-parent meetings on a regular basis in order to facilitate contact with parents regarding the development of the child.
  • The development of tutorial action plans and coordination within the centre.
  • The development of school programs and procedures, defined in the PE, to deal with absenteeism, promote healthy habits, values and other priorities in Infant education as defined in RD1630/2006.

1.5.2 ORDINARY MEASURES IN THE COURSE SYLLABUS INCLUDE:

  • Specifically, in 2ndyear English Infant level objectives found in 1630/2006 have been included into the course programme in each unit and in every level.Unit 1 in particular contributes to the creation of a collaborative group working environment and to students’ understanding of the importance of being friendly and sharing things.
  • Different groupings and organization in the classroom has been ensured in order to enrich the learning experience and attend different learner needs. Strategies used are:
  • Pair work, small group and whole group work.
  • Specific places for objects and clear classroom organizational practice for storing books, and art materials.
  • A flexible time table and use of space which is adaptable to different needs and learning styles in individual work as well as group work.
  • Objectives in TOY BOX 2 have been prioritized according to students needs as integrative preventive measures and guide the development of the contents as well as the different activities related to them.
  • Initiate use of a foreign language inside the classroom while showing enjoyment and using the language for communicative exchanges.
  • Use and enjoy language as an instrument to communicate and learn.
  • Appreciating different languages and mediums of expression as a way of expressing ideas and feelings.
  • Value language as a way of communicating with others.
  • Understand the linguistic message and intentions of others in the second language.
  • Initiate pre-reading and writing skills.
  • Develop awareness of artistic expression and its diverse possibilities and mediums through participation.
  • Create a positive self-image through interaction with others.
  • Identify gradually one’s own characteristics, possibilities and limitations.
  • Develop feelings of self-esteem and personal autonomy.
  • Know and show the parts of the body and their functions.
  • Discover how to use the body to for self expression and actions.
  • Coordinate and control with increasing dexterity both movements and gestures.
  • Identify one’s own feelings, emotions, needs or preferences.
  • Be able to show and communicate one’s own feelings to others with respect.
  • Perform daily routines and simple tasks with increasing autonomy.
  • Increase autonomy when facing day to day challenges.
  • Show self confidence and increased initiative in developing skills to satisfy basic needs.
  • Modify behaviour according to the needs of others.
  • Develop attitudes and habits of respect, help and collaboration while avoiding dominance or submission.
  • Progress in acquiring habits and attitudes related to security, hygiene, improving health.
  • Appreciate and enjoy everyday situations and emotional well being.
  • Observe and actively explore the surrounding environment.
  • Generate expectations and show interest in situations and significant events.
  • Interact with other children in an increasingly balanced fashion.
  • Internalize and follow rules regarding social behaviour.
  • Get to know different social groups and their cultural values, icons, and ways of life, artistic production showing attitudes of respect, tolerance and appreciation.
  • Initiate basic skills in math through: adding numbers or objects, grouping, relating, classifying ordering and counting.
  • Know and value the basic components of a natural environment, their relationship and transformation.
  • Develop an attitude of respect and responsibility towards the conservation of the environment.
  • A rich and varied methodology drawing on different learning styles has been planned and keeps pupils on track.
  • Repetition of contents verbally in the classroom accompanied by gestures, facial expressions and realia in order to communicate meaning.
  • Use of varied teaching strategies such as movement, song and art integrated in course contents. See the corresponding course contents for this unit for more details.

1.6 BASIC COMPETENCES

Basic Competences in Unit 1
COMPETENCE / LESSON / ACTIVITY / ASSESSMENT CRITERIA
Students are able to:
1. LINGUSTIC / All lessons
All lessons
All lessons
All lessons / Greet and say goodbye to people.
Recognise classroom objects in oral messages.
Sing the songs of the unit.
Listen to and follow oral instructions. / Use basic language for social interactions.
Point to, show, and match pictures to demonstrate knowledge of vocabulary.
Participate actively in the singing of songs making efforts to pronounce correctly.
Do actions as told by the teacher.
2, MATHEMATICAL / 4 / Indicate the quantity of objects. / Count and say how many objects there are.
3. KNOWLEDGE INTERACTION WITH THE PHYSICAL WORLD / All lessons
All lessons / Recognise objects in one’s surrounding environment.
Develop a sense of belonging to a classroom. / Identify objects that are usually found in a classroom.
Identify oneself as a member of a group.
4. DIGITAL / All lessons / Listen to and understand the CD in class. / Understand messages from an ICT source.
5. CIVIC/ SOCIAL / All lessons
All lessons
All lessons
All lessons / Listen and respond to greetings and farewells.
Work cooperatively in group activities.
Understand the importance of being friendly and sharing things.
Interpret and use non-verbal language. / Use language for social interaction.
Contribute to the fulfilment of a common goal.
Show a friendly attitude and share things.
Understand and communicate messages through movements and gestures.
6. CULTURAL & ARTISTIC / All lessons
1 & 4
3
3 / Sing along chorally to songs.
Make picture cards.
Say a chant.
Make a lunch box. / Learn simple songs and sing themchorally showing interest in pronouncing correctly.
Develop artistic skills to make learning materials.
Use adequate stress, rhythm, and intonation to say a chant.
Use initiative, creativity, and imagination to make a lunch box.
7. LEARNING TO LEARN / All lessons
1 & 4
2 / Develop awareness of the communicative possibilities of body language and gestures.
Create picture cards.
Play What is missing? / Become familiarised with the expressive possibilities of one’s body.
Elaborate materials to review and consolidate vocabulary.
Develop short-term memory skills through a game.
8. AUTONOMY AND PERSONAL INITIATIVE / All lessons / Develop independent working habits by carrying out several activities individually. / Work autonomously to carry out various activities successfully.

1.7 ASSESSMENT

1.7.1 AsseSSment Criteria for unit 1

By the end of this unit students should be able to:

1. Greet people and bid farewell using appropriate linguistic and non-linguistic expressive devices.

2. Introduce oneself to others and give personal information.

3. Answer simple oral questions in English.

4. Use adequate pronunciation features when singing songs chorally.

5. Identify and name classroom objects in oral exchanges with the help of pictures and real objects.

6. Listen and follow simple instructions.

7. Describe objects answering short and simple questions in English.

8. Identify the quantity of classroom objects.

9. Practise and develop pre-writing skills by circling the appropriate pictures.

10. Make adequate use of suprasegmental features of pronunciation (stress, rhythm, and intonation) when saying a chant in English.

11. Take active part in a variety of language games to consolidate the vocabulary of the unit.

12. Take advantage of body language, movements and gestures to create messages and transmit information.

13. Recognise the importance of making friends, sharing, and being friendly to others.

14. Show respect for classmates in classroom activities.

15. Participate actively in classroom activities.

1.7.2 AsseSSment StratEgies for unit 1

Objective measurements (e.g., drills, songs, questioning, games, and practice).

Observation of pupils based on interaction with teacher and classmates.

Fine motor skills activities (e.g. drawing,colouring, circling, crossing out, matching, and cutting).

Guided problem solving.

Pair/group collaboration to achieve a common goal.

Games and simulations.

1.7.3 PROPOSEDASSESSMENTSHEET for unit 1

UNIT 1 ASSESSMENT: My classroom

Name: ______ / Surname: ______
The student is able to:(Pupil’s linguistic production is marked in bold) / Yes / In Progress
  • Greet people and introduce oneself: Hello. My name is Rosa.

  • Sing songs chorally.

  • Answer simple wh- questions: What’s your name? My name is Rosa. What’s this? A crayon.

  • Say goodbye to people: Bye, Miss Ana.

  • Identify objects through recognition: Point to the scissors. Show me the book.

  • Develop pre-writing skills by using a pencil or a crayon to draw lines and circles.

  • Identify objects by answering wh- questions: What’s this? A book.

  • Follow oral instructions.

  • Answer yes or no questions to identify actions and the colour of objects: Is he raising his hand? Yes/No. Is this blue? Yes/No.

  • Say a chant using adequate rhythm and intonation and doing the corresponding actions.

  • Make and decorate a lunch box using initiative and creativity.

  • Count and indicate the quantity of objects.

  • Colour and describe a picture.

  • Be respectful towards classmates.

  • Enjoy participating in classroom activities.

Infant Education: Second Year English

TOY BOX 2

UNIT 2: Me

Suggested timing: 3 weeks during 1st Term

2.1 RESOURCES

Toy Box 2 Pupil’s Book: Unit 2

Toy Box 2 Digital on-line Pupil’s Book: Unit 2

Toy Box 2 Pupil’s CD: Unit 2

Toy Box 2 Teacher’s Book: Unit 2

Toy Box 2 Class CD: Unit 2 Tracks 3-5

Toy Box 2 Student’s Pop-outs: Unit 2

Toy Box 2 Flashcards: Unit 2 (blue, brown)

Toy Box 2 Reward page (1 copy of per student): Unit 2

Toy Box 2Template pages 112, 113 & 114 (1 per pupil): puppets & cards

Toy Box 2 Big book: Unit 2(Lele’s Special Day, by Diana Jones)

Toy Box 2 Digital on-line audio Big book: Unit 2

 Art materials and realia (real objects): crayons, puncher, glue sticks, tongue depressors, tape, several large pieces of construction paper, markers, scissors, Learning Bag (50 x 50 cm felt cloth), birthday items of different sizes and colours (hats, candles, balloons, presents, coloured sheets of paper (1 per student), envelopes (1 per pupil).