Kid's Box 3 - Cambridge University Press

Kid's Box 3
english for spanish speakers
Updated 2nd Edition
Caroline Nixon & Michael Tomlinson Primary Education
Lesson Programme Kid's Box 3 (Updated 2nd Edition) is divided into eight units as well as an
introductory unit. There are also four units about different celebrations:
Courtesy Day, World Hello Day, April Fool's Day y Mother's Day. And three
optional units (in the Teacher's Resource Pack): Halloween, Christmas and
Easter. This Lesson Programme has been drawn up for use throughout the academic
year at bilingual educational centres or at schools where more hours are
spent learning English than the minimum established by the Spanish
educational system. Each teacher can adapt the programme to his/her needs
and those of his/her centre. In Primary Education, each unit consists of five lessons of 45 to 50
minutes every week. 1st term: Units 0, 1, 2 and activities about Courtesy Day and World Hello
Day (and Halloween and Christmas).
2nd term: Units 5, 6, 7 and 8 and activities about April Fool's Day (and
Easter).
3rd term: Units 6, 7 and 8 and activities about Mother's Day. Each table in this Lesson Programme suggests how to use the activities in
the Pupil's Book (PB), Activity Book (AB) and others parts of Kid's Box 3
during a lesson. They also reflect the general and specific objectives of
each objective such as skills, types of interaction and the materials
required. The abbreviations used are: Skills:
OC - Oral Comprehension
OE - Oral Expression
RC - Reading Comprehension
WE - Writing Expression Interaction:
Ind - individual
P - in pairs
SG - small groups
LG - large group, the whole class
Competences
LC - Linguistic Communication
MSCT- Mathematical competence and basic competences in science and
technology.
DC - Digital Competences
LL - Learning to Learn
SCC - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions At the end of each session there are optional activities in the Teacher's
Book (Extra activities) which the teacher may use if there is time, giving
priority to those which reinforce the most needed structures, vocabulary
and skills. In the Reinforcement-Extension / Homework* column activities are added for
different purposes:
1. Reinforcing parts of the unit which are not clear or which are
difficult.
2. Giving pupils who learn slowly more chance to practice.
3. Allowing faster pupils to reinforce and extend their knowledge without
getting bored. Some of these activities may be used in class and others can be given as
homework (marked with *). Pupils also have My Home Booklet, which allows
them to revise the materials and skills they have learned in class with
their parents at home; there are various exercises for each unit. El Teacher's Resource Pack (TRP) includes Worksheets which are also shown
in this column. These may be used in various ways depending on what the
teacher considers most appropriate for the class's needs of for those of
specific pupils. They are briefly explained during the class so that pupils
know how to use them and can do so later. With each Worksheet there is also
an Optional follow-up activity (see Teacher's notes in each TRP unit). Previously mentioned optional extra activities can also be used at home to
reinforce what has been learned and give further information, if they have
not already been used in class. The CD-ROM includes fun games and songs for each unit. These may be used as
extensions in class or at home and so it is included in the lesson
reinforcement column in which the information needed to use the games or
sing the song is given. The interactive DVD offers further games, videos and activities for
studying vocabulary and structures. The evaluation tables at the end of each unit reflect the activities at the
end of each lesson which can be used to evaluate different skills. The
teacher can use these and others to observe pupils' progress, or choose
specific options to evaluate the whole unit, although to do the latter we
recommend using the Tests included in theTeacher's Resource Book. An
evaluation lesson is recommended at least once per unit. |Unit Hello! Lesson 1, PB and AB page 4 |
| |
|Objectives: |
|-Revise vocabulary and structures to give and understand personal information. |
|Stage |Activities'| Activities |Skills|Interact|Competence|Materials |Reinforcement|
| |objectives | | |ion |s | |- Extension |
| | | | | | | |/ Homework* |
| |
|Beginning of the lesson |
| |
|Objectives: |
|- Use colours and numbers to talk about toys. |
|Stage |Activitie|Activities |Skills |Interact|Competence|Materials|Reinforcemen|
| |s' | | |ion |s | |t - |
| |objective| | | | | |Extension / |
| |s | | | | | |Homework* |
| | | | | | | | |
|Beginnin|- Revise |- Revise Alphabet Song from Kid's Box 2.|OE |LG |LC | | |
|g of the|the | | | | |CD Kid's | |
|lesson |alphabet | |OE |LG |LC |Box 2 | |
| |and the |- Pupils stand in alphabetical order by | | | | | |
| |colours. |name. They spell them. They write them | | | | | |
| | |on the board. |OE |LG |LC | | |
| | | | | | | | |
| | |- Point out object in the class. Pupils | | | | | |
| | |say the colour. | | | | | |
| | | | | | | | |
| | | | | | | |Reinforcemen|
| | | | | | | |t Worksheet |
| | | | | | | |2* (TRP, p. |
| | | | | | | |10) |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Lesson |- Spell |- PB, p.5, Act 4. CD 1, 03: Pupils |OC/RC/OE|LG |LC/MSCT |PB | |
|order |and |listen to the words. Write them on the | | | | | |
| |revise |board. Pupils look at the drawing and | | | |AB | |
| |numbers |say the number and colour. | | | | | |
| |1-20. | | |P |LC/MSCT |CD 1 | |
| | |- PB, p.5, Act 5: One pupil spells and |OE/OC | | | | |
| |- Revise |the other says the sentence. | |Ind |LC | | |
| |numbers | |LC | | | | |
| |1-20. |- AB, p. 5, Act 3: Pupils colour in the | | | | | |
| | |number for each colour. | |P |LC | | |
| |- Revise | |OC/OE | | | | |
| |the |- PB, p.5, Act 6: Pupils read the | | | | | |
| |objects' |sentences from the book and an