2º syllabus
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This document outlines the content and objectives of 7 units in an early education course. The units cover topics like the self, the body, food, health, water, the sun, forces and machines. Each unit aims to teach key vocabulary and concepts through activities, songs and role plays. Assessments ensure students can identify parts, understand needs, classify items, and follow daily routines. The overall goals are to build knowledge and promote healthy habits.
2º syllabus
- 1. UNIT 1 ALLABOUT ME OBJECTIVES To familiarise yourself and the children with each other's name To introduce the routines to be used throughout the course (weather, date, control) To introduce the children to the characters that will appear throughtout the course To investigate and compare the number of boys and girls in the class To identify physical characteristics To acknowledge that there are differences and similarities between people CONTENTS: SCIENCE/ KEY LANGUAGE Days of the week, date, weather Features: hair, eyes Hair and eye colour: blue, green, red, brown, black, blonde Hair length: long, short Key structures: My name is (Max) I'm a boy/girl. My eyes are (blue). My hair is (brown). His/her hair is (blue). His/her eyes are (brown). There are (12) boys/girls. Feelings: How do you feel? I'm (happy)/(sad) ACTIVITIES Getting acquainted with the course characters and each other Observing and recording eye and hair colour Recording eye and hair colour of various comic characters (worksheets) Watching flashcards showing emotions Role play: Showing emotions and telling them ASSESSMENT CRITERIA Can describe herself/himself and other classmates Can describe different characters Can follow the routines Can say the days of the week, the date and what the weather is like VALUES Acknowledgement of physical differences among classmates
- 2. UNIT 2 MY SKELETON OBJECTIVES To review parts of the body and joints To identify and name bones in the body To locate bones in the body CONTENTS: SCIENCE/ KEY LANGUAG Bones: skull, humerus, ribs, Body: head, body, arm, hand, leg, foot Joints: neck, shoulders, elbows, wrist, hip, knees, ankles "I put my neck in, I put my neck out." ACTIVITIES Playing Cosmo says movement game "Touch your skull" Doing movement Songs and Games Cutting out a stencil skeleton and labeling the bones ASSESSMENT CRITERIA Can identify and name some bones in the body Can identify the joints Is aware of joints and how we can move Matches pictures to text at word level Cuts out a stencil and puts parts together to make a skeleton Participaticipates in songs with movements and gestures
- 3. UNIT 3 FOOD (McMillan UINT 5, page 138) OBJECTIVES To learn and name different types of food To identify food that is good for you To identify the main meals of the day To classify food according to its origin: plant or animal To identify food according to its animal origin To promote healthy habits at meal times CONTENTS: SCIENCE/ KEY LANGUAGE Food: chicken, meat, fish, pears, apples, carrots, potatoes, bread, pasta, milk, eggs, chocolate Other food: sweets, ice-cream, cake, sausages, ham, cheese, cauliflowers, lettuce, oranges, grapes, pineapples, plums, rice, melons, watermelons, cherries, youghurt, butter, salami, chopsI have (milk) for (breakfast) Meals: breakfast, lunch, dinner Food origin: (Lemons) come from (plants)/ (Ham) comes from (animals) Healthy habits: Wash your hands./Brush your teeth. Can I have...please? Here you are Thank you. I eat (fish) for (dinner). ACTIVITIES Listening to a dialogue and tickin the food items that appear in it Identifying food and tracing the corresponding words Classiifying foods into fruit or vegetables Listening to a dialogue about food tath is good for health and colouring food Identifying healthy food and classifying it Observing where food comes from and classifying it Cutting out and sticking food cut-outs Identifying where food comes from and completing sentences Listeing to a dialogue about meals and relating it to the children's own experiences Observing healthy habits and completing sentences ASSESSMENT CRITERIA Recongnises and names different types of food Can differentiate between fruit and vegetables Can identify food that is good for you Can identify healthy food Can classify food according to its origin: plant or animal Can identify food according to its animal origin Can identify the main meals of the day Understands the importance of healthy habits at meal times VALUES Understanding the importance of eating healthy food
- 4. UNIT 4 AT THE DOCTOR'S OBJECTIVES To know what the human body needs to stay healthy To understand how important it is to go to the doctor To be able to tell the doctor what hurts CONTENTS: SCIENCE/ KEY LANGUAGE Doctor's bag's tools Ostethoscope: listens to your heart. Ostoscope: looks in nose and ears manometer: blood pressure cuff thermometer: takes your temperature tongue depressor: holds down your tongue hammer: taps your knee syringe: gives injections band aids bandage Language at the doctor's surgery (to be used by the teacher during a role-play). Pupils act while the teacher speaks. “What's the problem?” “I've got a fever...” “Where does it hurt?” “It hurts here!” “I`m going to take your temperature.” Your temperature is high. “I'm going to take your blood pressure.” “Could you roll up your sleeve? I'm going to give you an injection. Take this pills. Staying heallthly: food, rest, exercise ACTIVITIES Showing flashcards and say At the doctor's surgery...”I have a headache.” “I have a stomachache.” “I'm coughing.” “I got a fever.” Flashcards games: STOP: Teacher says “I've got the flu.” Then shows the flashcards one after the other. Students say “STOP” when they see the right one. POINT: Teacher places flashcards around the classroom. Pupils point to each card while rapping. KANGAROO SAYS: “I got the flu.” A student chooses the right flashcard and puts it in Kangaroo's pocket.
- 5. MIMING - Teacher mimes. Pupils copy. - Teacher says the sentence. Pupils mime. Colouring and writing sentences in a worksheet. Teacher says “I have a stomachache.” Students point. They color. Playing a role play. At the doctor's surgery. RESOURCES Slide presentation and worksheet to point, write and colour (our own materials) McMillan page 32, UNIT 3 “MY BODY”, LESSON 7 “STAYING HEALTHY ASSESSMENT CRITERIA Can name several tools from a doctor's bag Can identify pain in different parts of the body Can tell a doctor how she/he feels within a role play VALUES Understanding the importance of leading a healthy lifestyle UNIT 5 WATER AND AIR (Mc Millan UNIT 8) OBJECTIVES To identify where we find water To identify water as necessary for life To identify the uses of water in our daily lives To recognize the need for the responsible use of water To identify air as necessary for life To identify wid as the force that moves things To observe and understand different types of weather To observe and represent different types of weather CONTENTS: SCIENCE/ KEY LANGUAGE Forms of water: “There is water in a river, a lake, the sea, a waterfall, a cloud, rain, snow, ice Uses of water: Water is for swimming/drinking/cooking, washing, cleaning, watering plants, brushing your teeth air, wind, boads, kite, clothes, flags Key structures: Is this water? Turn off the tap. Don't waste water. (Living things) need water. Animals/plants/people need water. The wind moves (clothes)/(kites) What's the weather like today? It's sunny/foggy/stormy/rainy/snowy ACTIVITIES Listening to a dialogue about water Colouring pictures that feature places where there is water Learning that all living things; people, animals and plants need water Listening to a dialogue about the need not to waste water
- 6. ASSESSMENT CRITERIA Can identify where to find water Recognizes water as necessary for life Recognises the need for responsible use of water Understands uses of water in our daily lives Can identify the characteristics of water by exploration VALUES Awareness of the need for a responsible use of water UNIT 6 THE SUN AND THE EARTH OBJECTIVES To identify elements seen in the skyscraper To know that the Sun gives heat and light To learn some of the Sun's characteristics To discuss some activities we do in the day and at night To learn the months of the year To identify the seasons and their characteristics CONTENTS: SCIENCE/ KEY LANGUAGE Planets and the Sun: the Sun, moon, stars, planet, the Earth, heat, light, skyscraperThe seasons: spring, summer, autumn, fall, winter The months of the year: January February, March, April, May, June, July, August, September, Octover, November, December Other: telescope, sky, in the day, at night, far away, plane, helicopter, clouds Key structured: I can see...It's day/night/The sun is very big/far/hot/our day time star. The sun gives us heat/light. You can see it in the day/but not at night. Present simple ourtines: U sleep/play/go to school/have lunch/tidy up/play football/brush my teeth/comb my hair/play in the park in the day. I sleep/see the stars and the moon at night. ACTIVITIES Listening to a dialogue about the stars, the moon and planets Relating words to their corresponding picture Investigating the Sun and its properties and completing sentences Learning a song describing characteristics of the Sun (Hello Sunshine!) Investigating why we have night and day and labelling a photo with the results Listening to a dialogue about the seasons and the months and the features of each Relating the seasons to a series of items that characterise each one Listening to a dialogue about protecting ourselves from the Sun
- 7. ASSESSMENT CRITERIA Can tell some basic characteristics of the Sun Can sing and dance a song about the Sun Can tell some activities done in the day/at night Can tell the months of the year VALUES Awareness of the need to protect ourselves in the sun UNIT 7 FORCES AND MACHINES OBJECTIVES To identify, label and learn the names of tools To identify, label and learn the components of a computer CONTENTS: SCIENCE/KEY LANGUAGE KEY LANGUAGE Handy Mandy Toolbox: pliers, screwdriver, screws, nails, hammer, wrench, meter Other: watch, scissors Computer: keyboard, monitor, screen, hard drive, CPU, printer, scanner, pen drive, mouse Other: ipod, tablet, internet Key structures: Is this a (screwdriver)? Yes, it is./No, it isn't. Can you give me the (hammer), please? What's this? It's a (wrench). Role play: A – I want to fix the wall/desk. Give me the hammer/nail/screwdriver, please. B – Here is the hammer. Here is the hammer... A- I want to saw the wood./I want to drill a hole. ACTIVITIES Watching a video of “Handy Mandy” Identifying tools from a toolbox (plastic or real) Watching a Slide Presentation on tools Matching tools to their corresponding names (blackboard and/or worksheet) Labeling and coloring tools from Handy Mandy tool box (Lora Tamayo) Word search: tools Watching a Slide Presentation about Computers Matching parts of a computer to their corresponding names (blackboard and/or worksheet) Word search: components of a computer ASSESSMENT CRITERIA
- 8. UNIT 8 ANIMALS I (McMillan UNIT 6) OBJECTIVES To understand that animals move indifferent ways To observe the relationship between animals and their habitats. CONTENTS: SCIENCE/ KEY LANGUAGE Which animals fly/walk/swim/slither/run? Birds fly/Dogs walk/Fish swim/Snakes slither/Leopards run. How do (birds) move? (Birds) fly. Can snakes jump? No, they can't. Can birds fly? Yes, they can. Habitat song: Animals have a habitat, just like you and me. A fish lives in the water. A dolphin lives in the water...A water habitat! An elephant lives on land. A pig lives on land...A land habitat! Where do fish live? A fish lives in the water. ACTIVITIES Identify animal movements Classify animals by their movements: flying, walking, swimming or slithering. (Santillana page 86, McMillan page 61) Identify the natural habitat of wild animals by writing land or water (Santillana page 87, McMillan pages 59, 65) Draw a Venn diagram (On land/in the water). Singing the Habitat Song. **Dependiendo del tiempo disponible, podríamos buscar o elaborar fichas para: ovíparos/vivíparos, herbívoros/carnívoros/ omnívoros ASSESSMENT CRITERIA Can name some wild animals Recognizes the relationship between animals and their habitats Recognizes similarities and differences between different types of animals Understands that animals move in different ways Can identify animals in the immediate environment
- 9. UNIT 9 ANIMALS II (McMillan Unit 6) OBJECTIVES To learn the names of some domestic animals and their young CONTENTS: SCIENCE/ KEY LANGUAGE Animals: pig, cow, hen, cat, dog, horse, sheep, duck Baby animals: kitten, puppy, chick, piglet Adjectives: wild, domestic Reading: Domestic animals (Santillana page 122, McMillan page 57) Domestic animals live near people. They live on a farm or in a house. They give us food and they keep us company. Key structures: Is a (horse) a domestic animal? Yes. Is a dolphin a domestic animal? No. A (kitten) is a baby cat. Animals have babies! Wild animals. (Santillana page 132 – animales del bosque, McMillan page 58 Wild animals) Wild animals: snake, crocodile, monkey, bird, chameleon Other animals: dolphin, fish, spider, scorpion, parrot, lion, tiger, zebra, octopus, butterfly, whale, bee, worm, snail, crab Adjective: wild Key structures: Is a (snake) a wild animal? Yes. Is a dog a wild animal? No. A (lion) is a wild animal. ACTIVITIES Play Is it a domestic animal? Listen and read about baby animals Sing the song Animals have babies. Listen to the story At the safari park. ASSESSMENT CRITERIA Recognizes and can name some domestic animals Can relate some domestic animals to their young
- 10. UNIT 10 PLANTS (McMillan UNIT 7) OBJECTIVES To identify plants and their basic needs To understand the importance of sunlight, water and air for plants To distinguish the parts of a plant To identify the edible parts of plants To understand basic stages of the life cycle of a plant To respect and take care of plants CONTENTS: SCIENCE/ KEY LANGUAGE Parts of a plant: roots, stem, leaf, seed, leaves, flower, fruit, vegetable Plants: plant, grass, bush, tree, cactus Water, air, sunlight living, non-living Key structures: Plants need water/air/sunlight We eat the (stems) of plants. ACTIVITIES Listen to a dialogue about plants Identify what plants need to live Listen to a dialogue about growing a plant Label the parts of a plant Investigate growing a plant and draw its life cycle Learn about different types of plants Identiy the edible parts of plants (stickers) Order pictures about the life cycle of a plant ASSESSMENT CRITERIA Can identify plants and their basic needs Understand the importance of sunlight air and water to polants Can distinguish the parts of a plant Understands the basic stages of growing a plant Can identify plants in the local environment
- 11. UNIT 11 LANDSCAPES (McMillan Unit 10) OBJECTIVES To recognize basic differences between inland and coastal landscapes. To recognize human and physical elements seen in the environment To recognize human and physical elements seen in the immediate locality CONTENTS: SCIENCE/KEY LANGUAGE Inland: countryside, forest, mountain, plain, lake Coast: beach, cliffs, sea, seaweed, sand, island, sea, water Other: both, inland, coast, natural, man-made Key structures: A (cliff) is a natural feature. A (house) is a man-made feature. There is a (mountain). ACTIVITIES Listening to a dialogue about landscapes Watching a slide presentation about landscapes.(McMillan CD ROM) Distinguishing inland features from coastal features Drawing and coloring landscape features (McMillan Worksheet 1) Classifying different features of coastal and inland landscapes Classifying natural and man-made features of landscape Matching pictures and words related to landscapes (worksheet) Labeling the different features of a landscape (worksheet) Investigating the natural and man-made features that can be found around the school and completing a chart with the results ASSESSMENT CRITERIA Recognises basic differences between inland and coastal landscapes Can match landscape features to their corresponding landscape
- 12. UNIT 12 WE HELP EACH OTHER (McMillan UNIT 4, unit 9 LESSON 3) OBJECTIVES To learn and name family members To identify family members To discuss the distribution of household chores To survey who helps at home To identify people and professions involved in providing local services To learn about and respect different types of family structures CONTENTS: SCIENCE/ KEY LANGUAGE Family: mother, father, bayb, grandmother, grandfather, brother, sister, uncle, cousins Household chores: making the bed, cooking the dinner, washing the dishts, tidying up, watering the plants, laying the table A (teacher) works in a (school). A (police officer) helps in the neighbourhood. A teacher teaches children. A baker makes bread. A postal worker posts letters. A firefighter puts out fires. A police officer directs traffic. ACTIVITIES Singing and mimic he song “Families” SONG: “Families can be big, families can be small, I love my family most of all. I love my mother, I love my father, we are a family.” Listening to a dialogue and identifying the family members described in it Understanding the relationships between different family members Writing about and drawing family members Listening to a dialogue about household tasks and relating it to the pupil's own experiences Carrying out an investigation survey in the class about helping at home Identifying families among a series of pictures and drawing the pupils' own families Identifying people who work in the neighbourhood Say what each job does Watch video about jobs ASSESSMENT CRITERIA Can identify family members Can discuss the distribution of household chores Understands the importance of helping at home Is aware of and respects different types of family structures VALUES Respect for different types of family structures Understanding the importance of helping at home
- 13. UNIT 13 TRANSPORTS (McMillan Unit 9) OBJECTIVES To identify some common means of transport To classify the means of transport according to whether they travel on land, in water or in the air CONTENTS: SCIENCE/ KEY LANGUAGE ACTIVITIES Transport: car, bus, plane, helicopter, boat, bike Others (song): wheels, doors, wipers, money, horn, driver/swish, open, shut, move Key structures: A (plane) goes in the air. A (car) goes on land. A (boat) goes in water. The (wheels) on the bus go (round and (round) The (doors) on the bus go (open and shut). The (wipers) on the bus go (swish, swish, swish) The (driver) on the bus goes (move to the back). Learning the names of different means of transport Relating means of transport to the corresponding pictures Watching a video and singing the song “The wheels on the bus” Writing words from the song and coloring a bus drawing ASSESSMENT CRITERIA Can identify and name some common means of transport Can classify the means of transport according to whether they travel on land, in water or in the air
- 14. UNIT 14 AT THE MARKET OBJECTIVES CONTENTS: SCIENCE/KEY LANGUAGE KEY LANGUAGE ACTIVITIES ASSESSMENT CRITERIA UNIT 15 OUR PAST OBJECTIVES
- 16. COMMON ASSESMENT CRITERIA: Recognises words and phrases in context Responds to classroom language using verbal and non-verbal strategies Shows understanding of the story and dialogue´s global and specific meanings Predicts and makes guesses Matches pictures to text at word level Compares sentences and simple texts Cooperates with others and respects other children Participates in classroom activities Is able to work independenltly Shows confidence and interest in their ability to learn Science through English Shows confidence and interest in their ability to learn English through Science BASIC COMPETENCES KEY C1: Competence in linguistic communication C2: Mathematical competence
- 17. C3: Competence in knowledge of an interaction with the physical world C4: Competence in processing information and use of ICT C5: Competence in social skills and citizenship C6: Artistic and cultural competence C7: Learning to learn C8: Autonomy and personal initiative