Sunshine 5 Teaching Programme

Sunshine
Programme
_____________________________
Area of Foreign Languages
English
Unit Hello
1
Teaching Programme - Sunshine 5
I. OBJECTIVES
Introduce the characters.
Revise vocabulary and structures.
II. CONTENT
1. Listening, Speaking and Conversation
Start getting to know the methods characters.
Learn to sing the song in the unit. Practise the /O:/ sound.
Be able to describe and locate a classmate. Become familiar with new
vocabulary.
Introduction to the new method.
2. Reading and Writing

Identify personal details on an identity card.
Note down results of a class survey.
3. Language learning through use

3.1. Linguistic knowledge
Lexis and structures
My names is Tina. Whats your name?
How old are you? Im ten. Im from
Receptive language
A shiny star, a magnifying glass, a lifesaver, a stick, a rubber, a fun hat!.
3.2. Reflection on language learning

Show interest in the teachers explanations and the contributions made by
classmates.
Show interest in learning English.
Adhere to turn-taking conventions.
Participate actively in the games and activities proposed in class.
Demonstrate a positive attitude towards English.
Show willingness and effort to improve own linguistic production.
4. Socio-cultural aspects and intercultural awareness

Recognise and use basic modes of social interaction.
Socialise with new friends and find out about them.
III. Basic Competences

Linguistic competence: introductions and greetings.
IV. Assessment
Observe students performing the suggested activities.
Assess the students interest and participation.
2
Ask questions related to the knowledge they are expected to have acquired to that
point.
3
Unit 1 My Ideal School
I. OBJECTIVES
Talk about daily routines.
School subjects and activities.
Tell the time.
II. CONTENT
Know how to exchange information on daily routines.
Listen to, read and speak about school subjects and activities.
Learn to tell the time.

Collect information from a notice board.
Publish an advertisement about leisure activities.

What time? At (3 oclock).
Maths, Science, Art, History, Geography, Physical Education, Technology,
Religion, Literature, Spanish. Library.
Receptive language
Break, gardening, castle, project, timetable, web page, kite, cycling, ice-skating.

others.
Listen respectfully to the teacher and to classmates.

Value what is learnt at school and share preferences with classmates.
Encourage team working.

Linguistic competence: subjects and school timetable.
Mathematical competence: timetables
4
Competence in knowledge and interaction with the physical world: timetables
and routines.
Interpersonal, social and civic competence: leisure activities.
Cultural and artistic competence: school subjects.
Learning-to-learn competence: diagrams for ordering facts.
Autonomy and personal initiative: filling in an illustrated dictionary to revise
vocabulary.
IV. Assessment
Write about your ideal school.
Complete sentences about your school routines.
Talk about daily routines.
Ask and answer questions about school subjects and activities.
Tell the time.
5
Unit 2 More Fruit and Vegetables
I. OBJECTIVES
Learn more about fruit and vegetables.
Talk about good eating habits.
II. CONTENT
Learn to give information on fruit and vegetables.
Know how to talk about good eating habits.

Understand an article about the food pyramid.
Write a recipe.

Do you like/love/hate? I like/love/hate
Potatoes, cucumbers, mushrooms, carrots, onions, peppers, strawberries, plums,
oranges, peaches, pears.
Receptive language
Slice, spread, put, cover, press, place, recipe, ingredients, instructions, veg,
veggie, floor, food pyramid, portion, vitamins, peach, plum.

Show initiative and interest in participating in situations which require diverse
forms of oral communication, such as group situations, dialogues, games,
picture descriptions...
Enjoy making ones own artwork and value work produced by others.
Adhere to turn-taking conventions with the teacher and with classmates.
Enjoy singing and performing songs in English.
Enjoy expressing yourself using your body.
Listen to and respect others in dialogues and conversations, adhering to the
social norms and conventions governing linguistic exchanges.
Show interest in others contributions and curiosity about information
received.

Awareness of the pyramid of healthy and unhealthy food.
Show interest in cooking and food preparation.

6
Linguistic competence: healthy alimentation.
Mathematical competence: timetables
Competence in knowledge and interaction with the physical world: healthy
alimentation.
Interpersonal, social and civic competence: sharing tastes.
Cultural and artistic competence: cooking simple dishes.
Learning-to-learn competence: organizing words by categories.
Autonomy and personal initiative: identifying what has been learnt in each unit
by using a self assessment form.
IV. Assessment
Conduct a survey on food preferences.
Write a diary about food eaten at meal times.
Express and understand why fruit and vegetables are important components of
our diet.
Talk about food preferences.
Reorder and fill in sentences.
Describe your diet.
Name some fruit and vegetables.
7
Revision 1
I. OBJECTIVES
Talk about daily routines, school subjects and activities.
Tell the time.
Learn more about fruit and vegetables.
Talk about good eating habits.
II. CONTENT
Know how to exchange information about daily routines.
Listen to, read and talk about school subjects and activities.
Learn to tell the time.
Learn to give information about fruit and vegetables.
Be able to talk about good eating habits.

Read about school subjects and activities.

What time? At (3 oclock).
Maths, Science, Art, History, Geography, Physical Education, Technology,
Religion, Literature, Spanish. Library.
Do you like/love/hate? I like/love/hate
Potatoes, cucumbers, mushrooms, carrots, onions, peppers, strawberries, plums,
oranges, peaches, pears.
Receptive language
Break, gardening, castle, project, timetable, web page, kite, cycling, ice-skating.
Slice, spread, put, cover, press, place, recipe, ingredients, instructions, veg,
veggie, floor, food pyramid, portion, vitamins, peach, plum.

Listen respectfully to the teacher and to classmates.
Show initiative and interest in participating in situations which require diverse
forms of oral communication, such as group situations, dialogues, games,
picture descriptions...
8
Enjoy singing and performing songs in English.
Enjoy expressing yourself using your body.
Listen to and respect others in dialogues and conversations, adhering to the
social norms and conventions governing linguistic exchanges.
received.

Value what is learnt at school and share preferences with classmates.
Encourage team working.
Awareness of the healthy and unhealthy food pyramid.
Show interest in cooking and food preparation.

Linguistic competence: reinforcement of the competences obtained in the two
previous units.
IV. Assessment
point.
9
Unit 3 An Intelligent House
I. OBJECTIVES
Describe a house and talk about objects in it.
Talk about technology.
II. CONTENT
Know how to describe a house and be able to talk about the objects in it.
Be able to talk about technology in the home.

Follow the text of a web file about domotics.
Write an email.

Alarm clock, blinds, coffee maker, lamp, mirror, mixer, tap, fridge, microwave,
washing machine, wardrobe, dishwasher, armchair.
Receptive language
Whats that...?; These are; This is; Where are they?; What is (the story
about)?; Go, open, set, go, close, make your bed, brain, walkie talkie, domotics,
black box, blinds, lights, wireless, remote control, thief, e-mail, message,
subject.

Behave in an organised and orderly manner when undertaking activities.
Show respect for classmates in dialogues and conversations, adhering to turn-
talking norms.
Show interest in listening to and reading texts in English.
Enjoy and show interest in fantasy stories.
received.
Participate actively in the games and activities undertaken in class.
Understand that errors form part of the learning process.

Discover the use of technology in the household.
Show interest in different types of houses and homes.
10
Linguistic competence: intelligent buildings.
Data processing and digital competence: emails
Interpersonal, social and civic competence: conducting a survey.
Cultural and artistic competence: filling in an illustrated dictionary.
Learning-to-learn competence: organizing words by categories.
IV. Assessment
Conduct a survey on electronic devices and household appliances.
Describe a house.
Talk about household objects.
Use this, that, these and those.
11
Unit 4 Im not Supergirl
I. OBJECTIVES
Talk about our own abilities and those of others.
Describe actions.
II. CONTENT
Know and use the language needed to talk about our abilities and those of
others.
Know how to describe actions.

Understand a comic and the moral of the story.
Complete a text to describe a character.

Can? Can/cant. Laugh, cry, dance, dive, hop, chase, mend, save, skip, ride,
dangerous, safe.
Receptive language
Do you have a hero? Whos your hero? Do you read comic strips? Who is your
favourite character? Hero, comic strip, character, film, bike, ship, world, crash,
buzz, noise, arachnids, web, underwater, lizard, insect.

talking norms.
Listen to and respect others in dialogues and conversations.
received.

Value our own abilities and those of others.
Show interest in the opinions of classmates.
12
Linguistic competence: personal abilities.
Competence in knowledge and interaction with the physical world: types of
spider.
Interpersonal, social and civic competence: personal abilities.
Learning-to-learn competence: re-ordering a poem.
vocabulary.
IV. Assessment
Talk about what one can and cannot do.
Complete sentences with verbs of ability.
Complete a text by listening to it.
Describe abilities.
13
Revision 2
I. OBJECTIVES
Describe a house and talk about objects in it.
Talk about technology.
Talk about our abilities and those of others.
Describe actions.
II. CONTENT
Know how to describe a house and be able to talk about the objects in it.
Be able to talk about technology in relation to the home.
Know and practise the language needed to talk about our abilities and those of
others.
Know how to describe actions.

Describe a house.
Describe actions.

Alarm clock, blinds, coffee maker, lamp, mirror, mixer, tap, fridge, microwave,
washing machine, wardrobe, dishwasher, armchair.
Can? Can/cant. Laugh, cry, dance, dive, hop, chase, mend, save, skip, ride,
dangerous, safe.
Receptive language
Whats that...?; These are; This is; Where are they?; What is (the story
about)?; Go, open, set, go, close, make your bed, brain, walkie talkie, domotics,
black box, blinds, lights, wireless, remote control, thief, e-mail, message,
subject.
Do you have a hero? Whos your hero? Do you read comic strips? Who is your
favourite character? Hero, comic strip, character, film, bike, ship, world, crash,
buzz, noise, arachnids, web, underwater, lizard, insect.

talking norms.
received.
14

Discover the use of technology in the household.
Show interest in different types of houses and homes.
Value ones own abilities and those of others.
Show interest in the opinions of classmates.

previous units.
IV. Assessment
point.
15
Unit 5 Above our Heads
I. OBJECTIVES
Describe places.
Understand and give directions, and indicate position.
Use punctuation.
II. CONTENT
Acquire the skills needed to describe places.
Understand and give directions, and indicate position.

Learn to use punctuation signs.
Learn traffic signs from the Anglo Saxon world.
Describe places in writing, saying where to find things.

Wheres? Is/Are there? Yes, there is/are.
No, there isnt/arent. To the left/right.
Bus stop, building, watch, camera, above, below, next to, opposite, right, left,
near, far.
Receptive language
Track, sign post, glue, ink, pen camera, wrap, pocket, chimney, balloons, bridge,
rat, glasses, track, spy watch.

Listen to and respect classmates in dialogues and conversations.
Express own tastes and preferences.
Enjoy learning English through songs and class games.
Recognise others achievements when they are successful.
received.
Demonstrate willingness and effort to improve ones own linguistic
production.
Show willingness to improve our English pronunciation.
Show initiative and interest in participating in different kinds of oral
communication situations.
Take pride in ones own work and value work produced by others.
16
Encourage curiosity about technological gadgets.
Be aware of aspects of road safety.

Linguistic competence: situation in space.
Competence in knowledge and interaction with the physical world: urban
landscapes.
Data processing and digital competence: technology.
Interpersonal, social and civic competence: recognising road signs.
Cultural and artistic competence: getting to know London.
Learning-to-learn competence: identifying the structure of a story.
vocabulary.
IV. Assessment
Read information about London.
Describe places.
Give directions.
Revise punctuation in a text.
17
Unit 6 A Weekend with Granny
I. OBJECTIVES
Talk about the past.
Write a short biography.
Describe people and places in the past.
II. CONTENT
Know the uses of the past simple.
Remember vocabulary related to parks.
Learn the song in the unit.
Know how to use the phrase When I was... in context.
Read and understand the story of the unit, focusing on the use of the past
simple.
Recognise and use time phrases in specific contexts.
Recognise and practise using the pronunciation of the phoneme /w/.

Read a biography and learn to write ones own.
Understand an advertisement for a childrens museum.
Complete the Word File.

Was/wasnt, were/werent, -ed.
Blond/blonde, dark, fat, thin, short, tall, great, interesting, amazing, boring,
horrible.
Receptive language
Sleepwalker, sleepwalking, bin, litter, fancy dress, attic, town, mission,
biography.

Show initiative in participating in class.
Collaborate with classmates during pair work activities.
Enjoy singing the song in the unit.
Take pride in ones own work and value work produced by others.
Listen carefully to the teacher, classmates and to listening texts.
classmates.
Show satisfaction on completion of the exercises in the book.
18
Participate actively in the games and activities proposed.
Respect the opinions of others.
Show initiative in expressing oneself in English.

Talk about how things were in the past.
Discover a science museum for children.

Linguistic competence: past times.
Mathematical competence: numbers (thousands); ordinal numbers (dates).
Competence in knowledge and interaction with the physical world: the first trip
to the moon.
Data processing and digital competence: web pages.
Interpersonal, social and civic competence: valuing past times.
Cultural and artistic competence: science museum.
Learning-to-learn competence: following a model for writing.
vocabulary.
IV. Assessment
Prepare a presentation.
Describe places and people.
Read and understand a short biographical text.
19
Unit 7 Billy and the Carnival
I. OBJECTIVES
Name and classify musical instruments.
Describe what is happening at the moment.
Describe an outfit.
II. CONTENT
Discover the words for some musical instruments in English.
Listen to and sing the song in the unit.
Be able to read and understand the story in the unit.
Focus on the story in the unit.
Be able to pronounce the /S/ phoneme at the beginning of words.
Consolidate the use of the present continuous by reading a programme.
Practise using the present continuous with fluency.
Be able to give opinions on the unit and assess ones own learning.

Extract information from a theatre programme.
Write a recipe.

String, wood-wind, brass-wind, percussion, bass, cello, viola, clarinet, oboe,
trumpet, horn, trombone, carnival.
Receptive language
It sounds like..., Lets give a concert. Orchestra, concert, programme, musicians.

Show interest in listening to and reading English texts.
Listen to and respect others in dialogues and conversations.
received.
Participate actively in activities and games undertaken in class.

Learn more about the components of an orchestra and value instrumental music.
Show appreciation of theatrical productions.
20
Linguistic competence: music and carnival.
Interpersonal, social and civic competence: showing interest in cultural events.
Cultural and artistic competence: music and orchestras.
Learning-to-learn competence: following a model for writing.
IV. Assessment
Describe what is happening at a specific moment.
Describe a sequence.
Give an opinion of a story.
Perform a story.
Recognise and describe some musical instruments in English.
Talk about music.
21
Revision 3
I. OBJECTIVES
Describe places.
Understand and give directions and indicate position.
Use punctuation.
Write a short biography.
Describe people and places in the past.
Name and classify musical instruments.
Describe what is happening at the moment.
Describe an outfit.
II. CONTENT
Acquire the skills needed to describe places.
Understand and give directions and position.
Use the past simple. Remember vocabulary items related to parks.
Learn the song in the unit. Be able to use the phrase When I was... in context.
Recognise and use time phrases in specific contexts.
Recognise and practise the pronunciation of the phoneme /w/.
Be able to pronounce the phoneme /S/ at the beginning of words.
Consolidate the use of structures learnt in the unit. Read a biography and be
able to structure and write ones own.
Practise using the present continuous fluently.

Learn to use punctuation signs.
Read and understand the story of the text, focusing on the use of the past simple.
Consolidate the use of the structures learnt in the unit. Read a biography, structure
it and learn to write your own.

Wheres? Is/Are there? Yes, there is/are.
No, there isnt/arent. To the left/right.
Bus stop, building, watch, camera, above, below, next to, opposite, right, left,
near, far.
Was/wasnt, were/werent, -ed.
Blond/blonde, dark, fat, thin, short, tall, great, interesting, amazing, boring,
horrible.
Present continuous.
String, wood-wind, brass-wind, percussion, bass, cello, viola, clarinet, oboe,
22
trumpet, horn, trombone, carnival.
Receptive language
Track, sign post, glue, ink, pen camera, wrap, pocket, chimney, balloons, bridge,
rat, glasses, track, spy watch.
Sleepwalker, sleepwalking, bin, litter, fancy dress, attic, town, mission,
biography.
It sounds like..., Lets give a concert. Orchestra, concert, programme, musicians.

Express tastes and preferences.
Enjoy learning English through songs and class games.
Recognise others achievements when they are successful.
received.
production.
Show willingness to improve our English pronunciation.
Participate actively in class activities.
Take pride in ones work and value the work produced by classmates.

Encourage curiosity about technological gadgets.
Be aware of aspects of road safety.
Talk about how things were in the past.
Discover a science museum for children.
Learn more about the components of an orchestra and value instrumental music.
Show appreciation of theatrical productions.

previous units.
IV. Assessment
point.
23
Unit Festivals: Christmas & Earth Day
I. OBJECTIVES
Focus on vocabulary typically related to Christmas.
Focus on vocabulary typically related to recycling.
II. CONTENT
Know how to use vocabulary typically related to Christmas.
Know how to use vocabulary typically related to recycling.

Understand a letter written to Santa Claus.
Understand the information on a diagram.
Write a Christmas poem.
Make a collage about recycling.

Christmas carol, Advent calendar, Three Wise Men, Santa Claus, gift, gift tag.
Paper, plastic, glass, recycle.
Receptive language
Secret friend, save, seeds.

production.
Show willingness to improve ones English pronunciation.
Participate actively in class activities.
Take pride in ones work and value work produced by classmates.

Share different ways of celebrating Christmas and respect cultural differences..
Show awareness of the importance of looking after the world around us.

Interpersonal, social and civic competence: Christmas and Earth Day.
IV. Assessment
24
point.
25
26

Sunshine 5 Teaching Programme

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sunshine 5 Teaching Programme

Uploaded by

Copyright:

Available Formats

Sunshine

Area of Foreign Languages

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

2. Reading and Writing

3. Language learning through use

3.2. Reflection on language learning

4. Socio-cultural aspects and intercultural awareness

III. Basic Competences

You might also like