ANNUAL PLAN 1st Term Student s Book: New Treetops 4º Ano Number of lessons: 23 Units: 1, 2, 3 Aims Spoken interaction and production: At the end of this term, students can interact by using basic sentence patterns with memorised phrases and formulae in order to communicate and exchange, e.g. they can answer and ask questions about name, age, weather, places in town, numbers and food and drink. Students can use some simple structures correctly, e.g This is... / There are... / I like/don t like. Aural and visual reception: Students can the main idea and specific or detailed. Written production: Students can write and complete texts with frequently used vocabulary. the seasons of autumn & winter, & related to the seasons weather conditions listen, and follow numbers 11 20 listen to a story related to road safety expressions for talking about the weather Skills / Text types / Activities spoken interaction and production name autumn and winter name in the woodland setting use weather expressions sing and mime name connected to road safety name places in town say numbers 11 20 name related to a winter market ask & answer reading and two separate ongoing characterbased story lines chants photo captions flashcard wordcard pairwork looking for specific true or false choosing the writing vocabularyfocused grammarfocused labelling pictures personalised texts a map activity and writing places in town complete grammar activity pages Vocabulary: Topics and language points Autumn Road safety Town Cardinal numbers 11 20 Ordinal numbers (dates) The weather Maps Places in town Winter People in town Food and drink Grammar This is (my town/treetops Wood) There s a There are What s your name? My name s (Ben). How old are you? I m (eleven). Where are you from? I m from (London). I like (bread). I don t like (fish). Do you like (soup)? Yes, I do./no, I don t. Where s (Bud)? What s the weather like? Today, it s (cold). Cross-curricular work Units 1 2: Science: Maps and symbols Festivals: Intercultural domain Carry out craft activities Identify and talk about different activities and objects related to the seasons celebrations in the UK Assessment Tests in the Teacher s Book Unit 1 Test, Unit 2 Test, Unit 3 Test Round up activities Self- and peer-assessment Direct observation of students
Learning skills: Students willingly engage in communicative tasks. They are able to work autonomously and monitor their own learning. They can assess their progress and their classmates. They can carry out longer craft activities and projects. Fast finishers / Stronger classes: Fast finishers and stronger classes will be able to further develop their writing skills. winter food and drink the questions What s your name? / How old are you? / Where are you from? questions about likes and dislikes about traditions about name, age and where you are from name some food and drink ask and answer questions about likes and dislikes name sing a traditional song play a game correct answer matching texts labelling a map 2 nd Term Units: 4, 5, 6 Number of lessons: 24 Aims Skills / Text types / Activities Vocabulary: Topics and Spoken interaction and production: At the end of this term, students can interact by using longer sentence patterns with memorised the season of spring & spoken interaction and production name spring reading and follow two ongoing writing vocabularyfocused language points Money Toys The body and the five senses Grammar Can I help you? Can I have a (doll), please? Here you are. Cross-curricular work Units 3 4: Science: Healthy eating Units 5 6: Science: Intercultural domain Carry out craft activities Identify and talk about different kinds of homes
phrases and formulae in order to communicate and exchange, e.g. they can answer and ask questions about /toys, bedrooms and furniture and make suggestions about playing. Students can follow conversations in shops and produce their own conversations about buying. Aural and visual reception: Students can the main idea, specific or detailed and match the sequence of to illustrations. Written production: Students can write with frequently used vocabulary. They can write numbers to 100. Learning skills: Students willingly engage in communicative tasks. They are able to work autonomously and monitor their own learning. They can assess their progress and their classmates. They can carry out longer craft activities and projects. related to spring weather conditions listen, and follow toys and prices conversations in shops different prices in a healthy diet follow cultural texts about homes in the UK connected to the care of the environment name in the woodland setting use weather expressions sing and mime name and describe toys and healthy food name different kinds of toys recite a tongue twister name and toys say phrases about possessions name toys for outdoor activities name different types of materials characterbased story lines chants a poem photo captions flashcard wordcard pairwork looking for specific tick or cross choosing the correct answer matching numbering pictures of furniture grammarfocused labelling pictures personalised do a project about homes do a project about the environment make a collage of favourite things complete grammar activity pages Healthy eating Spring Cardinal numbers in tens, 20 100 Ordinal numbers (dates) Care of the environment The house Furniture Outdoor activity Safety in the sun Materials Homes in the UK Thanks. How much is it? It s (30 cents). I like/ don t like to smell the flowers. There s a (sofa) in the (living room). This/ that is Bud s chair. These / those are Pip s books. There s a (lamp) on the (table). There are (shoes) under the bed. I ve got a (racket). Have you got a (kite)? She s/he s got a (comic) Wear (a hat). Drink lots of water. Put sun cream on. Stay in the shade. What is it? It s a window. Materials in the UK
Fast finishers / Stronger classes: Fast finishers and stronger classes will be able to further develop their writing skills. descriptions of bedrooms prepositions of place following ordering words to make a graphic organiser It feels hard. The chair is made of (metal). (Mushrooms) are in the (green group). questions to locate for outdoor activities different materials and how they feel 3 rd Term Number of lessons: 14 Units: 7, 8 Aims Skills / Text types / Activities Vocabulary: Topics and Spoken interaction and production: At the end of this term, students can interact by using sentence patterns the season of spoken interaction and production reading and follow two writing vocabularyfocused language points Clothes Sport Extra English: Grammar I ve got a (blue) (T-shirt). I m wearing (a pink dress) and Cross-curricular work Units 7 8: Science: The water cycle Intercultural domain Carry out craft activities Identify and talk about different
with memorised phrases and formulae in order to communicate and exchange, e.g. they can talk about possessions and. Students can follow descriptions of what people are wearing. They can use some simple structures correctly, e.g I m, How many? I ve got / Have you got?,. Aural and visual reception: Students can the main idea, specific or detailed and match the sequence of to illustrations. Written production: Students can write short, simple with frequently used vocabulary. Learning skills: Students willingly engage in communicative tasks. They are able to work autonomously and monitor their own learning. They can assess their progress and their classmates. Fast finishers / Stronger classes: summer & related to summer weather conditions listen, and follow clothes phrases about what people are wearing phrases about linked to taking care of the community family members times and draw times on clocks follow texts about wild name summer name in the woodland setting use weather expressions sing and mime describe what you are wearing talk about clothes you own name actions ask and answer questions about say a tongue twister with the class do a water cycle experiment name different family members separate ongoing characterbased story lines chants a tongue twister photo captions flashcard wordcard pairwork looking for specific tick or cross choosing the correct answer matching numbering pictures Fast finishers and stronger animals times grammarfocused labelling pictures personalised make a rules poster do a project on recycled toys complete grammar activity pages make a photo album make a carnival mask Family tree Telling the time Wild animals Farm and zoo animals. (brown sandals). I can (play football). I can t (jump). Can you (play basketball)? Yes, I can. No, I can t. I can (swim) and I can (roller skate), but I can t dance. Can you (swim) or (dance)? The sun shines. Vapour makes clouds. Rain and snow fall. Put (litter) in the (bin) It s made of... We collect/recycle I ve got (one brother). It s seven o clock. It s half past five. activities and objects related to the seasons Taking care of the community Carnival celebrations in the UK
classes will be able to further develop their writing skills. wild animals and their appearance and abilities and texts a table of following ordering words to make I (go to school) in (the morning). I (watch TV) at night. I (don t go to school) on (Saturday). It s black and white. It can swim but it can t fly. a wordsearch Metas de Aprendizagem Domínios / Objetivos / Descritores Domínio Intercultural 1. Conhecer-se a si e ao outro 1. Identificar festividades em diferentes partes do mundo. 2. Identificar atividades relacionadas com as festividades. 3. Participar em jogos e pequenas dramatizações. 2. Desenvolver o conhecimento do seu mundo e do mundo do outro 1. Identificar o espaço escolar. 2. Identificar partes do corpo humano. Compreensão Oral 6. Compreender palavras e expressões simples 1. Identificar as horas. 2. Identificar palavras e expressões em rimas e canções. 3. Identificar palavras e expressões em pequenas histórias conhecidas. 7. Compreender frases simples, articuladas de forma clara e pausada 1. Entender instruções dadas diretamente para completar
3. Identificar comidas e bebidas. 4. Identificar os espaços à sua volta. 5. Identificar animais. 6. Identificar os cinco sentidos. 7. Identificar atividades ao ar livre. Léxico e gramática 3. Conhecer vocabulário simples do dia-a-dia 1. Identificar numerais cardinais até 100. 2. Identificar numerais ordinais nas datas. 3. Identificar as horas (eight o clock, half past nine). 4. Conhecer vocabulário com base nos temas apresentados 1. Identificar vocabulário relacionado com o espaço escolar / at school. Diferentes espaços na escola (playground, library). Atividades na escola (singing, running). Reciclagem na escola (don t litter, pick up papers). Ecopontos (yellow bin, green bin). 2. Identificar vocabulário relacionado com o corpo humano / our body. Rosto (eyes, mouth). Corpo (legs, arms). 3. Identificar vocabulário relacionado com comidas e bebidas / food is great. Alimentação saudável (fruit, milk). Snacks (sandwiches, juice). 4. Identificar vocabulário relacionado com os espaços à nossa volta / where we live. pequenas tarefas (pick up the paper/put your hat on). 2. Entender frases sobre os temas estudados. 3. Identificar a sequência de pequenas histórias conhecidas. Interação Oral 8. Exprimir-se de forma adequada em contextos simples 1. Utilizar formas de tratamento adequadas quando se dirige ao professor (Mr Silva, Miss Costa) 9. Interagir com o professor e/ou com os colegas em situações muito simples e previamente preparadas 1. Utilizar palavras e expressões para concordar (me too, so do I). 2. Utilizar palavras e expressões para aceitar e recusar (sure/no, thank you). 3. Perguntar e responder sobre preferências pessoais (What s your favourite drink?/orange juice.). 4. Perguntar e responder sobre temas previamente apresentados. Produção Oral 10. Produzir sons, entoações e ritmos da língua 1. Dizer rimas, chants e cantar canções.
Tipos de casa (house, flat). Divisões da casa (kitchen, bedroom). Locais e edifícios (park, hospital). 5. Identificar vocabulário relacionado com animais / let s visit the animals. Animais e sons (cat/meow, mouse/squeak). Animais na quinta (cow, horse). Animais do jardim zoológico (lion, zebra). 6. Identificar vocabulário relacionado com os cinco sentidos / the five senses. Taste (taste the sweet orange). Touch (feel the fluffy dog). Sight (look at the photos). Hearing (hear the dog barking). Smell (smell the flowers). 7. Identificar vocabulário relacionado com o sol/the sun is shining. Atividades ao ar livre (playing on the beach, having a picnic). A praia (sand, sea, sun). Proteção contra o sol (hat, sunscreen, sunglasses). 5. Compreender algumas estruturas elementares do funcionamento da língua 1. Reconhecer e usar as estruturas dadas no 3.º ano. 11. Expressar-se, com vocabulário limitado, em situações previamente preparadas Leitura 1. Exprimir agrado e desagrado (I love pudding, I don t like turkey.). 2. Descrever o que é/não é capaz de fazer (I can ride a bike, I can t swim). 3. Falar sobre os temas trabalhados. 12. Compreender frases e textos muito simples Escrita 1. Identificar vocabulário acompanhado por imagens. 2. Ler pequenas histórias ilustradas, com vocabulário conhecido. 13. Utilizar palavras conhecidas 1. Legendar sequências de imagens. 2. Preencher espaços lacunares, em textos muito simples, com palavras dadas. 14. Produzir um texto muito simples com vocabulário limitado 1. Preencher balões de fala em sequências de imagens. 2. Escrever sobre si (My name is Pedro. I am 9 years old ). 3. Escrever sobre preferências (I like pizza, I don t like fish, I love cats).
2. Usar lexical chunks ou frases que contenham: Articles: a/an, the. Nouns in the singular and in the plural -s/-es. Possessive Case: s/. Connectors: and, but, or. Determiners: this, that, these, those. Prepositions of Place: next to, behind, in front of (sit next to João, stand behind the table). Prepositions of Time: at, on, after (at two clock, after school). May, can/can t. Let s (Let s go to the beach!). Positive, negative, question forms and short answers with to do. Question Words: who, whose (Who is your teacher? Whose book is this?).