Kid's Box 3 - Cambridge

| |
|Kid's Box 4 |
|English for Spanish speakers |
|2nd Edition |
|Caroline Nixon & Michael Tomlinson | Primary Education
Lesson Programme Kid's Box 4 is divided into eight units as well as an introductory unit.
There are also four units about different celebrations: Thanksgiving,
Pancake Day, Father's Day and International Children's Book Day. And a
further three options (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 the fourth year of Primary Education, each unit consists of five lessons
of 45 to 50 minutes every week. 1st term: Units 0, 1, 2 and activities from Thanksgiving.
2nd term: Units 3, 4 and 5 and Pancake Day and Father's Day activities.
3rd term: Units 6, 7 and 8 and activities from International Children's
Book 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 4
during a lesson. They also reflect the general and specific objectives of
each objective such as competences, types of interaction and the materials
required. The abbreviations used are: Competences
CO - 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 lesson 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 competences. 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 competences 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 competences. 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 there! Lesson 1, PB and AB page 4 |
| |
|Objectives: |
|Revise introductions and greetings. |
|Revise comparatives. |
|Stage |Activities'| Activities |Competence|Interact|Competence|Materials |Reinforcemen|
| |objectives | |s |ion |s | |t - |
| | | | | | | |Extension |
| | | | | | | |/ Homework* |
| | | | | | |Flashcards: | |
|Beginnin|- Meet or |- Introduce yourself to and |OE/OC |LG |LC/SCC |Characters | |
|g of the|remember |greet the pupils. Introduce the | | | | | |
|lesson |the Star |Star family to the class. | | |LC |Cards of the | |
| |family. |Distribute the drawings of the | | | |characters in| |
| | |family and the names around the | | | |the Star | |
| | |class. Say a name from the Star | | | |family and | |
| | |family. The pupils who have the | | | |others with |Reinforcemen|
| | |drawing and its names stick it | | | |their names |t Worksheet |
| | |on the wall. | | | |on |1* (TRP, p. |
| | | | | | | |9) |
| | | | | | | | |
| | | | | | | | |
| | | | | | | |CD-ROM: |
| | | | | | | |Welcome |
| | | | | | | |Unit. Space |
| | | | | | | |Invaders* |
| | | | | | | | |
| | | | | | | |Language |
| | | | | | | |Portfolio, p|
| | | | | | | |1 - 2 |
| | | | | | | | |
|Lesson |- Talk |- PB, p.4, Act 1: Pupils find |RC/OE |Ind |LC | | |
|order |about |the characters. Pupils read the | | | | | |
| |characters |questions aloud. Pupils give | | | | | |
| |from the |predictions and compare them | | | | | |
| |book. |with a classmate. | | | | | |
| | | |OC/OE |LG |LC |PB | |
| |- Remember |- PB, p. 4, Act 2. CD 1, 02: | | | | | |
| |details |Pupils listen to the | | | |AB | |
| |about the |presentations. Pupils reply with|OC |Ind |LC | | |
| |Star |complete sentences. Pupils talk | | | |CD 1 | |
| |family. |about other things in the | | | | | |
| | |drawing. | | | |Notebook | |
| |- Revise | |LC |Ind/P |LC | | |
| |comparative|- PB, p.4, Act 3: Pupils listen | | | | | |
| |s. |to the CD and ci