Cool Kids 5: Tabla de contenidos

Transcripción

1 Cool Kids 5: Tabla de contenidos Our world Captar el sentido global de textos orales sobre lugares y la descripción física de personas. preguntas del profesor y comunicar al resto de la clase lo que se ve en una ilustración. Participar en intercambios orales consistentes en preguntas y respuestas. Captar el sentido global y específico de un texto en forma de cómic. Reconocer y utilizar el léxico nuevo de los países y repasar el vocabulario relacionado con este tema que se ha visto en niveles anteriores. Wales, Tanzania, Peru, China, Canada, the USA, computer, magic, school project, Thanks! School, plane, taxi, helicopter, lion, football, hotel, fish, head, hair, eyes, mouth, ear, legs, big, long, teacher, eight o clock, half past eight, los números del 1 al 6 Wembley Stadium, football match, visit, at school, picture, number, travel, again, flag, start, end Where can you see a lion? Where s Peru? He s got short brown hair and blue eyes. She s got straight blond hair and brown eyes. What s his / her name? Go to What s this? What time do you get up? How do you go to school? What s his name? Describe a pupil to your partner. What s the name of this country? What other countries can you see? Look at the picture. What can you see? Is that correct? What do you have to do? Tell me about Tom. Let s start our school project. Who are you? How can we go home? Well done. That s great. 1 Free time in Wales Captar el sentido global de textos orales sobre gustos y preferencias en actividades de ocio. preguntas del profesor y hablar con el resto de la clase sobre el tema de la unidad. Participar en encuestas orales utilizando preguntas y respuestas. breves sobre gustos y preferencias. Comprender y utilizar las convenciones lingüísticas que se utilizan para hablar sobre los gustos. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo de actividades y repasar el vocabulario relacionado con estos temas que se ha visto en niveles anteriores. Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el juego de la tarea final. Continuar con la elaboración del Portfolio que se ha empezado en los cursos anteriores. ice-skating, wind-surfing, playing volleyball, sailing, shopping, going to the cinema, cycling, acting dancing, playing football, reading, running, swimming, drawing, playing computer games, singing, Dad, Mum, Granny, sister, brother, Grandad, family, books, near, write, pink, in, on survey, family photos, everything, horse-riding, on holiday, run, play, swim, sing, dance, pen, Ben, pig, big, peach, beach, town, village, rugby, Millennium Stadium, fantastic, beautiful, Bermuda, secret, card, hobbies, Welsh, about, OK, Good, Excellent, Listening, Speaking, Reading, Writing Do you like sailing? Yes, I do. / No, I don t. Peter likes sailing. He / She likes sailing. He / She doesn t like acting. Does he / she like? Yes, he / she does. No he / she doesn t. He s running. She s swimming. She s 10 years old. This is my grandad. I ve got two brothers. My name s Gina. There s so much to do in Cardiff. What do you like doing on Saturdays? What does your family like doing? Nice to meet you. Are you OK? Come in. Put up your left / right hand. How old is he / she? What do you have to do? We have fun, under the sun, there s no school, in the pool, How many brothers and sisters has she got? I live in a village. He studies at Cardiff University, by the sea Temas transversales Educación para la igualdad de ambos sexos: importancia de no discriminar a las personas por su sexo. 175

2 2 Animals in Tanzania Captar el sentido global de textos orales sobre descripciones de animales. preguntas del profesor y para comunicar al resto de la clase cómo se ha hecho cada actividad. Participar en juegos de expresión oral utilizando descripciones y preguntas. breves sobre los animales. Comprender y utilizar las convenciones lingüísticas que se utilizan para hablar sobre los animales. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo de animales salvajes y repasar el vocabulario relacionado con este tema que se ha visto en niveles anteriores. Apreciar la importancia de la lengua inglesa como Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el juego de la tarea final. rhinos, eagles, cheetahs, ostriches, buffaloes, vultures, flamingos, hippos, grass, plants, leaves, small animals, meat monkeys, elephants, zebras, crocodiles, lions, giraffes, snakes, legs, wings, horns, tail, necks, ears, heads, run, fly, swim, jump, hat, bananas, gorillas, thin, by car, teeth, Thanks, birds, animals, water, on, in, big, climb trees, long, small, meat, animals, los colores Africa, America, at the zoo, in the forest, cut, hut, cup, cap, go exploring, safari guide, spots, dangerous, Quick! Mr Gamekeeper, butterflies, through, jungle, savannah, thousands, picnic, animal reserve, lots of, beautiful, ugly, fantastic, camels, wolves, visit, attractions, binoculars, lynxes, OK, Good, Excellent, Listening, Speaking, Reading, Writing What are those / these? They re Have they got? They ve got long legs. They live on land / in water. Yes, they have. No, they haven t got long legs. They can run. They can t fly. Can they fly? Yes, they can. No they can t. They eat grass. They re brown. Can they? They can Where s Tanzania? Here we are in the safari camp. Welcome to Tanzania. Ready, steady, go! What an adventure! Are you ready? Animals in danger, Open the envelope, What do you eat? Where do you live? What animals can you see? What do they eat? Where do they live? What colour are they? The Serengeti National Park, cross the Serengeti, There are lots of animals, Let s go on safari, You can go on safari boats, You can visit many other attractions. Temas transversales Educación ambiental: respeto por los animales y la conservación de las especies. 1 & 2 Revision (School Kids y Take a Break!) Comprender una historia utilizando los conocimientos previos y el apoyo visual. Familiarizarse con preguntas y respuestas utilizadas por niños ingleses. Responder a preguntas sobre la historia demostrando una comprensión específica de la misma. Escribir palabras y frases haciendo uso de códigos dados. Entender pequeños textos orales y completar el juego del bingo. Leer y resolver adivinanzas. hippos, ostriches, buffaloes, cheetahs, rhinos, flamingos, elephants, lions, ice-skating, cycling, sailing, wind-surfing, shopping, playing volleyball, acting, blond, brown, hair, new, boy, long, friend, Thanks, Hi, class, opposite, horseriding, dancing, drawing, ears, legs, trousers mobile phone, phone box, bingo card, School kids Your friend has got brown hair. Her name is, Does she like swimming? He likes sailing What are those animals? They re cheetahs, Do you like your new class? What s this? Whose this? You ve got my phone, baby, mother, children Let s, Take a break! Answer the riddles, Let s take it to school, What do you look like? How do you know that? School kids 176

3 3 A town in Peru Captar el sentido global de textos orales sobre los edificios y su ubicación en la ciudad. preguntas del profesor y para hablar con el resto de la clase sobre la localización de lugares y objetos. Participar en intercambios orales consistentes en preguntas y respuestas. breves sobre la ciudad y sus edificios. Comprender y utilizar las convenciones lingüísticas que se utilizan para dar y entender instrucciones. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo de edificios, localización e instrucciones y repasar el vocabulario relacionado con estos temas que se ha visto en niveles anteriores. Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el juego de la tarea final. bank, cathedral, police station, sports centre, museum, shopping centre, theatre, restaurant hospital, cinema, hotel, toy shop, behind, boy, school, park, ice cream, sandwich, pool, zoo, shark, near, shops, behind, opposite, next to, between, girl, old, town, Mum, el alfabeto, las prendas de vestir, los colores Shark, north-west, statue, main square, map, post office, Start, Finish, stand up, tourist information office, laughing, talking, friend, foot, cart, card, net, ruins, mountain, temple, city, city centre, town, house, baths, abbey, nice, beautiful, old, interesting, important, fabulous, lots of, stay, tourists, true, false, OK, Good, Excellent, Listening, Reading, Speaking, Writing Is there a (bank) in the town centre? Yes, there is. / No, there isn t. There s a police station. There isn t a bank. There are shops here. Where s Peru? Turn left. Turn right. Go straight on. They are jumping, wearing, running, walking, eating, riding a bike, drinking, swimming, It s sunny, I m walking, This is my friend, His name is Frank, Bath has got lots of shops, los lugares de una ciudad What do you have to do? Don t be silly, The statue is moving, She works at the museum. What colour s this? What s missing? We re going to the park, I m going into town, So much to do, Where is María from? Where are you from? for a day or two, Go to the temple, I m at the museum, your town, Where s the...? Who s...? What can you remember about Cusco / Bath? Educación vial: importancia de respetar las normas de tráfico por la propia seguridad. 4 A School in China Captar el sentido global de textos orales sobre el colegio y la comida. preguntas del profesor y para hablar con el resto de la clase sobre las asignaturas, los alimentos y las comidas. Participar en intercambios orales consistentes en preguntas y respuestas. breves sobre el colegio y la comida. Comprender y utilizar las convenciones lingüísticas que se utilizan para hablar de dónde se imparten las asignaturas y qué se come en las diferentes comidas. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo sobre el colegio y la comida y repasar el vocabulario relacionado con estos temas que se ha visto en niveles anteriores. History, Music, Art, Maths, Chinese, English, Science, Sport, breakfast, lunch, dinner cereal, milk, sandwiches, chicken, chips, ice cream, rice, salad, bananas, lemonade, toast, orange juice, burger, cola, pork, vegetables, pasta, sandwiches, fruit, chocolate, fish, pizza, tea, cheese, apple, egg, tomato, bacon, sausages, jam, honey, yoghurt, potatoes, going to the cinema, reading, acting, name, town, likes, Granny, Grandad, los números del 1 al 8, los días de la semana Where do they have English? In classroom 6, What does Tom have for breakfast? He has cereal and milk for breakfast, They have lunch at one o clock, The family has dinner, What do you have for breakfast on Monday? I have cereal for breakfast. I m 9 years old, Mum is 35 years old, She likes going to the cinema, I have English at nine o clock, Do you like (reading)? Yes, I do, No, I don t, I like Sport, What s your name? My name s Marta, Where do you live? I live in Hong Kong, Can you run? Yes, I can, No, I can t, I can jump, favourite, The family lives in Hong Kong, What s this? 177

4 Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el juego de la tarea final. menu, healthy / unhealthy diet, China, kite, subject, fishing, classroom, lab, gym, Watch! Jump, kick, too, Sorry! My friend s menu, food, the most, piece, meal, mill, bean, bin, sheep, ship, bowl of soup, pork, light lunch, son, daughter, subject, rice soup, buns, together, weekend, silly, OK, Good, Excellent, Listening, Reading, Speaking, Writing Where s China? What do you have to do? This is the English classroom, I love Kung fu, What s your favourite sport? We can jump, Be careful! What food can you see? Is that correct? What time does he / she have lunch? Joe likes eating all kinds of food, Where does your family live? How old is your dad? What does he / she like? Where are Tom and Beth? Where is Kin from? They don t have a big breakfast, They like a big breakfast, They love rice. Educación para la salud: importancia de llevar una dieta sana. 3 & 4 Revision (School Kids y Take a Break!) Comprender una historia utilizando los conocimientos previos y el apoyo visual. Familiarizarse con preguntas y respuestas utilizadas por niños ingleses. Responder a preguntas sobre la historia demostrando una comprensión específica de la misma. Escribir palabras y frases haciendo uso de códigos dados. Entender pequeños textos orales y completar el juego del bingo. Leer y resolver adivinanzas. museum, bank, restaurant, shopping centre, sports centre, police station, café, Science, English, Music, History, Maths, Art, long, short, blond, brown, black, lab, breakfast, on Saturdays, toast, cereal, orange, apple, cheese, sandwich, chicken, egg, fish, chips, banana, paella Next to, behind, in, opposite, las horas too, outside, late, now, Sorry! something different, School Kids, riddle, Old Town Road, Liverpool Street, The White House, Washington DC I get up at eight clock, Jenny has got long blond hair, It s ten o clock, What are you doing here? I m waiting for Jenny, there are two cafés, Where s Jenny? What are you doing tomorrow? I m going to the sports centre, I m waiting for Jenny, Who are the children in the story? What do they look like? Tell me about the story, Are you going? What time do you get up? Let s meet at ten o clock, Tell me again, Ready, steady, go! See you then! Jenny gets up at ten o clock, Jenny and Nathan are going to meet, What do you have to do? What do you do on Saturdays? 178

5 5 A day in Canada Captar el sentido global de textos orales sobre rutinas diarias y el tiempo atmosférico. Utilizar la lengua inglesa para responder a las preguntas del profesor y para comunicar al resto de la clase cómo se ha hecho cada actividad. Entrevistar oralmente a un compañero. Captar el sentido global y específico de textos sobre la rutina diaria de otros niños. Escribir textos cortos siguiendo un código a partir de un modelo dado. Comprender y utilizar las convenciones lingüísticas utilizadas para hablar sobre las actividades cotidianas. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo de la rutina diaria y el tiempo atmosférico y repasar el vocabulario relacionado con estos temas que se ha visto en niveles anteriores. Apreciar la importancia de la lengua inglesa como vehículo para conocer mejor otras culturas. Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el juego de la tarea final. gets dressed, makes his / her bed, starts school, finishes school, does his / her homework, goes fishing, washes the dishes, feeds the dog gets up, goes home, has breakfast / lunch / dinner, watches television, plays computer games, plays tennis, goes to bed, plays football, rides a bike, has / have a shower, goes / go to school, goes / go home, read, goes / go to bed, by bus, lives / live, gets / get up, has / have breakfast, play basketball, windy, cloudy, hot, cold, sunny, Peru, Wales, China, Tanzania, spring, morning, afternoon, evening, eye, brother, sister, Mum, Dad, friends, cold, summer, winter, las horas and then, fantastic, here, Quick! Help! I know, weather, playground, do some work, have some fun, play the drums, every day, a bit, high, ill, hill, Art, heart, weekend, swimming pool, with, Look! It s there, poor little Phil, is feeling ill, sitting, high, hill, with, Canada, Weather map, Niagara Falls, Balearic Islands, Scotland, Shetland Islands, OK, Good, Excellent, Listening, Speaking, Reading, Writing What does she do at eight o clock? He gets up at at seven o clock, What does she do at eight o clock? She gets dressed. He / She gets up at half past seven, I start school at eight o clock, What does he / she do at half past seven? He / She gets up at quarter past seven, I start school at nine o clock, It s raining. Where s Canada? What time do you get up? I m Tom, What time do you start school? I can feed the dogs, It s sunny, It s Toronto, I m in Quebec, This is Robert, He s 10 years old, He s got two brothers, He lives in Coppermine, It s very cold. What s the time? What do you have to do? What time does he / she get dressed? Come in for breakfast, My dad takes me, A day in Arctic Bay, See you later, What s the weather like in Vancouver? When it s sunny, he plays tennis, In the morning, so much to do, Where are Tom and Beth? Where is Sally from? What s his / her name? How old is he / she? Where does he / she live? It s still dark, In the week, Where s the picture? Come and meet my family, The sun is shining. Educación para la igualdad de ambos sexos: importancia de que todos los miembros de la familia colaboren en las tareas domésticas. 6 People of New York Captar el sentido global y extraer información específica en diversos tipos de textos orales. preguntas del profesor y para comunicar al resto de la clase cómo se ha hecho cada actividad. Participar en juegos orales utilizando descripciones y preguntas referidas a acciones en el pasado inmediato. escritos sobre las profesiones y las nacionalidades en los que se compara el pasado con el presente. Escribir postales usando lo aprendido en el curso. film star, musician, taxi driver, artist, baseball player, nurse, cook, firefighter policeman, teacher, doctor, clown, farmer, Hi, Italian, green, white, red, thanks, favourite, city, and, but, grandad, at, in, on, American, British, singing, dancing, singer, dancer, los días de la semana the Empire State Building, Times Square, Brooklyn Bridge, He / She was a cook, Was he / she a cook? Yes, he / she was, No, he / she wasn t, I was a baker, She was a baseball player, but now she s a musician, He was in Central park, When were you at St Patrick s Cathedral? We were at the Empire State Building on Tuesday, They were at the Empire State Building, I was at the toy shop, His mum was a teacher. Is she a film star? Yes, she is. No, she isn t. Where s New York? Is it in America? 179

6 Comprender y utilizar las convenciones lingüísticas que se utilizan para hablar sobre las profesiones y las nacionalidades. Reconocer y reproducir los aspectos de entonación y ritmo de la lengua inglesa a través de la canción y las actividades de práctica de sonidos. Reconocer y utilizar el léxico nuevo de profesiones y países y repasar el vocabulario relacionado con estos temas que se han visto en niveles anteriores. Apreciar la importancia de la lengua inglesa como vehículo para conocer mejor otras culturas. Utilizar todos los conocimientos adquiridos en la unidad para llevar a cabo el proyecto de fin de curso. the Rockefeller Centre, St Patrick s Cathedral, Natural History Museum, Central Park, the Statue of Liberty, Little Italy, Chinatown, The United States, New York, the UK, Wales, Ireland, China, Italy, the USA, France, Russia, Puerto Rico, Moscow, Ireland, France, Germany, Italy, Spain, Portugal, Canada, lots of people, flag, that s right, home, now, there, fireman, rock musician, bag, back, log, lock, dog, dock, famous, fan, also, ticket inspector, polar express, North Pole, funny, brochure, town plan, transport, dirty, log, back, OK, Good, Excellent, Listening, Speaking, Reading, Writing I m from the USA, I live in New York, I love New York, I like painting the streets, How old are you? What s your / his / her name? He s from the USA, he s a baseball player, He s got two Oscars, He likes football, He lives in London, He likes singing, His dad is a teacher. I really like painting the streets of New York. That s the Italian flag. We can go on a tour with my dad. Where are you from? We re from the UK, What do you have to do? What s this job? What s in New York? Where does he / she live? Where do they / you live? Where is Ewan McGregor from? Let s make a brochure, Welcome to Britain! Were you in Britain last summer? Yes I was. No, I wasn't. Educación para la paz: importancia de conocer y respetar otras culturas diferentes a la propia. 5 & 6 Revision (School Kids y Take a Break!) Comprender una historia utilizando los conocimientos previos y el apoyo visual. Familiarizarse con preguntas y respuestas utilizadas por niños ingleses. Responder a preguntas sobre la historia demostrando una comprensión específica de la misma. Escribir palabras y frases haciendo uso de códigos dados. Entender pequeños textos orales y completar el juego del bingo. Leer y resolver adivinanzas. musician, firefighter, taxi driver, film star, nurse, washes the dishes, feeds the dog, goes fishing, makes the bed, goes to bed, watches TV, Canada, Ireland, the USA, Italy, My grandad is visiting, He likes reading, Do you like Elvis? This is my friend, in the afternoon, at eight o clock, windy, cloudy, wet, sunny, hot live, die, Statue of Liberty, the Empire State Building, husky, snowman, bonfire, School Kids, outside, market, week, king, queens, famous, favourite, singer, rock n roll, at the end, riddle He was a famous English king. What does he like? He loves History. Pleased to meet you, Wales, sunny, hot, cold, raining, cloudy, windy, Art, school, café, books, reading, buying, grandad, English, pounds, Hi, from, Thank you, nice, very, Let s look at the books, What have you got? How much is this? Two pounds fifty, I m buying a book too. I m looking for a present, It s from the market in town. Who are the children in the story? Where are they? Tell me about the story, What does he like? What have you got? It s her birthday next week, This is for you, That s the wrong bag, Here you are. 180

7 Familiarizarse con el mundo cultural de los países de habla inglesa y la manera en que celebran la Navidad. Comparar la celebración de la Navidad en esos países con la forma en que se celebra en el país de los alumnos. Aprender aspectos de la celebración de la Navidad a través de una actividad de comprensión escrita. Cantar una canción tradicional relacionada con la Navidad. Hacer un pequeño proyecto relacionado con la Navidad. Happy Christmas, Christmas menu, Christmas presents, reindeer, sleigh, carrots, suit, believe Father Christmas, roast turkey, Christmas pudding, red, cold, hot, big, colour, Christmas Eve, Christmas Day, Christmas tree Finland, Brussels sprouts, parsnips, silent, visit, Christmas card, Santa Claus, Lapland, Australia, the Netherlands, Spain, traditional, mince pies, by the sea, dessert, main course, heavenly peace, Holy What does he wear? What do children believe? He s from Lapland, He comes from Spain, He wears a red suit. Where is Father Christmas from? What can you see? all over the world, lots of countries, the sixth of January. D Familiarizarse con el mundo cultural de los países de habla inglesa y la manera en que celebran el Día de san Valentín. Comparar la celebración del Día de San Valentín en esos países con la forma en que se celebra en el país de los alumnos. Aprender aspectos de la celebración del Día de San Valentín a través de una actividad de comprensión escrita. Cantar una canción tradicional relacionada con San Valentín. Hacer un pequeño proyecto relacionado con San Valentín. Valentine s Day, send, my darling, Valentine 14th of February, cards, people, name, boys, girls, love, smile, you and I, flower, chocolates, young, sweets, balloon Patron saint of lovers, secret, celebrate, sign, love hearts, forever, true love, be mine, send, celebrate, postman, heart, Saint Happy Valentine s Day! Do you like this card? I ll be yours, if you are mine, More than ever, Hug me, Trust me, You re fab. 181