INFANT EDUCATION: 3rd Year English: Toy Box 3

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Infant Education: Third Year English

TOY BOX 3

UNIT 1: Our school

Suggested timing: 3 weeks during 1st Term

1.1 RESOURCES
Toy Box 3 Pupils Book: Unit 1

Toy Box 3 Digital on-line Pupils Book: Unit 1

Toy Box 3 Pupils CD: Unit 1

Toy Box 3 Teachers Book: Unit 1

Toy Box 3 Class CD: Unit 1 Tracks

Toy Box 3 Students Pop-outs: Unit 1

Toy Box 3 Flashcards

Toy Box 3 Reward page (1 copy of per student)

Toy Box 3 Template pages 1& 2: puppets& cards (1 copy of each per student)

Toy Box 3 Bigbook: Unit 1

Toy Box 3 Digital on-line audio Big book: Unit 1

Toy Box 3 Posters: Unit 1

Toy Box 3 Poster cut-outs: Unit 1

Art materials and realia (real objects): crayons, pencil, books, scissors, rubbers,
lunchboxes, backpacks, hula hoop, music CD and a large black plastic bag.
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1.2 METHODOLOGY
The unit is situated in a meaningful contest for the students: their school and
classroom. A relevant and holistic approach to language learning allows the pupils
participate in the learning process and acquire English naturally through: TPR activities,
and songs such as Start the day with a smile. This unit develops age-appropriatemotor
and social skills through games and classroom tasks. The theme-based unit is also
linked to different content areas andcompetencies that underpin the pre-
primarycurriculums. The social value in this unit focuses on the importance of
respecting everybody and encouraging pupils to greet and be polite with the school
workers.

1.3UNIT OBJECTIVES

IN UNIT 1 STUDENTS WILL LEARN TO:

1. Listen and follow simple instructions.

2. Sing a song chorally to learn greetings and introduce themselves.
3. Answer yes or no to questions in English.
4. Identify classroom objects through recognition activities in English.
5. Identify school workers and locations through recognition activities in English.
6. Develop fine motor skills by making and decorating Toy Box puppets.
7. Practice pre-writing skills by drawing a line to match objects.
8. Participate in a game identifying vocabulary in English.
9. Follow commands in English playing TPR games.
10. Guess classroom objects through touch.
11. Show respect for classmates in classroom activities.
12. Participate actively in classroom activities.

1.4 CONTENTS

1.4.1 SELF-KNOWLEDGE AND PERSONAL AUTONOMY

Develop short-term memory skills by playing Missing Game (Lesson 1: class 2)

Greet and say goodbye to the teacher and classmates. (All lessons)

1.4.2 KNOWLEDGE OF THE SURROUNDING ENVIRONMENT

Develop memory skills by finding what is missing in a flashcard sequence (Lesson 1:
class 2)

Guess previously met classroom objects through touch. (Lesson 2: class 1)

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Recognize the colour of the crayon provided and memorize the sequence of colours to
line up in that order. (Lesson 3: class 1)

Match the school workers pop-ups with the correct flashcards. (Lesson 3: class 1)

Circle the school workers with the correct colour. (Lesson 3: class 2)

Count from one to ten using the fingers. (Lesson 4: class 1)

Count objects from a worksheet and match them with the correct number. (Lesson 4:
class 1)

Recognize numbers from one to ten and show the correct amount using beans.(Lesson
4: class 2)

Identify and put into groups depending on the number called by the teacher.(Lesson 4:
class 2)

Count the number of objects and recognize the quantity by matching in the Reward
Page. (Lesson 4: class 2)

Describe the object from the reward page. (Lesson 4: class 2)

1.4.3 LANGUAGE: COMMUNICATION AND REPRESENTAION

1.4.3.1 Verbal communication

Functions and language:

Greeting and saying goodbye: Hello, Miss Lisa!
Giving personal information: My name is Anna.
Identifying objects: What is this? A pencil. Is it a crayon? Yes!
Identifying school locations: This is a nurse office. Whats this? The bathroom. This is
the classroom.
Identifying what you do with objects: I colour with my crayon.
Identifying school workers: This is a nurse. Who is she? The nurse.
Identifying quantity: How many backpacks? Five!

Vocabulary
School locations:classroom, playground, bathroom, nurses office.
School workers: nurse, headmasters, teacher, and caretaker.
Materials:crayon, pencil, book, scissors, rubber, lunchbox, backpack.
Colours:red, green, blue, yellow.
Other: bean, hug, snake, boy and girl.
Numbers: 1-5.

Integrated skills practice

Listen and respond to greetings. (All lessons)

Name school objects through the observation of them.(Lesson 1: class 1)

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Identify school objects while playing a game.(Lesson 1: class 1)

Identify school objects through the observation. (Lesson 1: class 2)

Recognize school objects from page 3 of the pupils book. (Lesson 1: class 2)

Describe school objects through simple questions. (Lesson 1: class 2)

Show the correct school object following teachers instructions. (Lesson 2: class 1)

Recognize a boy and a girl by looking at the page 5 of Pupils Book 3. (Lesson 2: class
1)

Point out in the worksheet the objects named by the teacher. (Lesson 2: class 1)

Complete sentences saying the correct word. (Lesson 2: class 2)

Identify colours crayons showing them to the teacher. (Lesson 2: class 2)

Describe an object previously coloured to the group. (Lesson 2: class 2)

Name the school workers showed by the teacher using pop-ups. (Lesson 3: class 1)

Identify school workers using pop-ups. (Lesson 3: class 1)

Called out the numbers pointed on the board.(Lesson 4: class 1)

Recognize the number while playing musical chairs. (Lesson 4: class 2)

1.4.3.2 Audiovisual and information technologies languages

Listen to the Toy Box 3Digital on-line audio Bigbook for Unit 1(All lessons)

Listen at home with family members to the Toy Box 1PupilsCD for Unit 1 (All
lessons)

Listen to and understand the Toy Box 3Pupils CD in class.

1.4.3.3 Artistic communication in art and music

Dramatize and sing songs(Our teacher, Start the day with a smile)by repetition.(Lesson
1: class 1)

Colour school objects following the instructions.(Lesson 1: class 2)

Colour the pictures from the template 1 with the correct colour. (Lesson 2: class 2)

Interpret a school worker by naming his profession. (Lesson 3: class 2)

Miming a school workers and let the group to guess who is it. (Lesson 3: class 2)

Create puppets of school workers using Template 1 from the book. (Lesson 3: class 2)
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1.4.3.4 Body language

Interpret non-verbal language such as gestures and facial expressions. (All lessons)

Participate by following commands to bringing classroom objects to the teacher

(Lesson 1: class 1)

Repeat sentences said by the teacher and miming the actions. (Lesson 2: class 2)

Express the correct movement playing Simon says. (Lesson 2: class 2)

Do gestures and actions related with numbers by following the teacher instructions.
(Lesson 4: class 1)

1.5 ATTENTION TO DIVERSITY

Given the young age of the students in Infant Education, in these very early stages of
the Spanish educational system and according to RD1630/2006, diversity will be dealt
within the centre and the classroomby proposing a series of General measuresand
Ordinary measuresas defined in the Organic Law 02/ 2006 passed on the 3rd of May
that provide for in the planning of the centre support for diversity in the classroom.
These, ordinary measures will play an important role in taking into account students
differences with the goal of catering to students learning styles and other needs in the
classroom. Finally, through the help of early detection strategies, a prevention plan
regardingpossibleSpecial needs students will be carried out through teacher
observation of students in the centre.

1.5.1 GENERAL MEASURES IN THE CENTRE INCLUDE:

The presence of guidancecounseling and timing of Teacher-parent meetings on

a regular basis in order to facilitate contact with parents regarding the
development of the child.

The development of tutorial action plans and coordination within the centre.

The development of school programs and procedures, defined in the PE, to deal
with absenteeism, promote healthy habits, values and other priorities in Infant
education as defined in RD1630/2006.

1.5.2 ORDINARY MEASURES IN THE COURSE SYLLABUS INCLUDE:

Specifically, in 1st year English Infant level objectives found in 1630/2006 have
been included into the course programme in each unit and in every level.
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Specifically in Unit 1 the values of courtesy and creating a group working

environment are being developed in addition to creating positive feelings
regarding an initial contact in the school centre.

Different groupings and organization in the classroom has been ensured in

order to enrich the learning experience and attend different learner needs.
Strategies used are:

o Pair work, small group and whole group work.

o Specific places for objects and clear classroom organizational practice
for storing books, and art materials.

A flexible time table and use of space which is adaptable to different needs and
learning styles in individual work as well as group work.

Objectives in TOY BOX 1 have been prioritized according to students needs as

integrative preventive measures and guide the development of the contents as
well as the different activities related to them.

o Initiate use of a foreign language inside the classroom while showing enjoyment and
using the language for communicative exchanges.
o Use and enjoy language as an instrument to communicate and learn.
o Appreciating different languages and mediums of expression as a way of expressing
ideas and feelings.
o Value language as a way of communicating with others.
o Understand the linguistic message and intentions of others in the second language.
o Initiate pre-reading and writing skills.
o Develop awareness of artistic expression and its diverse possibilities and mediums
through participation.
o Create a positive self-image through interaction with others.
o Identify gradually ones own characteristics, possibilities and limitations.
o Develop feelings of self-esteem and personal autonomy.
o Know and show the parts of the body and their functions.
o Discover how to use the body to for self expression and actions.
o Coordinate and control with increasing dexterity both movements and gestures.
o Identify ones own feelings, emotions, needs or preferences.
o Be able to show and communicate ones own feelings to others with respect.
o Perform daily routines and simple tasks with increasing autonomy.
o Increase autonomy when facing day to day challenges.
o Show self confidence and increased initiative in developing skills to satisfy basic needs.
o Modify behavior according to the needs of others.
o Develop attitudes and habits of respect, help and collaboration while avoiding
dominance or submission.
o Progress in acquiring habits and attitudes related to security, hygiene, improving
health.
o Appreciate and enjoy everyday situations and emotional well being.
o Observe and actively explore the surrounding environment.
o Generate expectations and show interest in situations and significant events.
o Interact with other children in an increasingly balanced fashion.
o Internalize and follow rules regarding social behavior.
o Get to know different social groups and their cultural values, icons, and ways of life,
artistic production showing attitudes of respect, tolerance and appreciation.
o Initiate basic skills in math through: adding numbers or objects, grouping, relating,
classifying ordering and counting.
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o Know and value the basic components of a natural environment, their relationship and
transformation.
o Develop an attitude of respect and responsibility towards the conservation of the
environment.

A rich and varied methodology drawing on different learning styles has been
planned and keeps pupils on track.

o Repetition of contents verbally in the classroom accompanied by

gestures, facial expressions and realia in order to communicate
meaning.

o Use of varied teaching strategies such as movement, song and art

integrated in course contents. See the corresponding course contents for
this unit for more details.
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1.6 BSIC COMPETENCES

Basic Competences in the Unit 1

COMPETENCE LESSON ACTIVITY ASSESMENT CRITERIA

Students are able to:

1. LINGUSTIC
4 Say the name of the previously met object or
answer a yes / no question when participating
in the game Musical chairs.
Describe the school object.
Participate linguistically in the end of unit
revision game.
Participate linguistically using the reward
page.

2, MATHMATICAL 4 Recognize numbers from 1 to 10. Count numbers from 1 to 10.

4 Match the number from 1 to 5 to the quantity Count the number of objects and recognize
of objects. the quantity.

3. KNOWLEDGE &
INTERACTION
WITH THE
PHYSICAL 2 Participate by following commands to bringing Interact with the immediate physical space.
WORLD classroom objects to the teacher

4. DIGITAL

All lessons Listen to and understand the CD in class. Understand messages from an ICT source.

5. CIVIC/ SOCIAL

All lessons Listen and respond to greetingsand farewells. Use language for social interaction.

All lessons Interpret non-verbal language. Understand the teachers through gestures.

6. CULTURAL &
ARTISTIC

1&3 Sing along chorally to the song Start the day Learn a simple song and sing it chorally.
with a smile, Our teacher.
3 Enjoy creating a personalized art production.
Create and decorate puppets.

7. LEARNING TO 2
LEARN

Develop memory skills guessing what is Guess what is missing from the objects of the
missing. board.

8. AUTONOMY
AND PERSONAL
INITIATIVE
All lessons Do gestures and actions in order to guess a Participate and miming the actions.
school worker.
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1.7 ASSESMENT

1.7.1 ASSEMENT CRITERIA FOR UNIT 1

BY THE END OF THIS UNIT STUDENTS SHOULD BE ABLE TO:

1. Listen and follow simple instructions.

2. Sing a song chorally to learn greetings and introducethemselves.

3. Answer yes or no to questions in English.

4. Identify classroom objects through recognition activities in English.

5. Identify school workers and locations through recognition activities in English.

6. Develop fine motor skills using a pencil and decorating Toy Box puppets.

7. Practice pre-writing skills by drawing a line to match objects.

8. Participate in games identifying vocabulary in English.

9. Follow commands in English playing TPR games.

10. Guess classroom objects through touch.

11. Show respect for classmates in classroom activities.

12. Participate actively in classroom activities.

1.7.1 ASSEMENT STRATAGIES FOR UNIT 1

Objective measurements (e.g., drills, songs, chants and practice).

Observation of pupils based on interaction with teacher and classmates.

Fine motor skills activities (e.g., tracing, matching and cutting).

Guided problem solving.

Group collaboration (2-5 students).

Games and simulations.

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1.7.3 PROPOSEDASSESMENTSHEET FOR UNIT 1

UNIT 1 ASSESSMENT: My school

Name: Surname:
______________________ ____________________________________

In
The student is able to:(Pupils linguistic production is marked in bold) Yes
Progress

Give personal information when asked a question: What is your name? Bobby.

Greet and saying goodbye in context.

Identify some classroom objects via recognition activities: Show me the crayon.
Point tothe book.
Identify school workers and locations.

Identifythecolours blue and red with a short answer: Is this blue? Yes.

Identifying quantity via recognition activities: How many tables? One. Show me
onefinger.
Respond to commands non-verbally in TPR activities: Clap one time. Walk.
Follow me.
Participate in classby singing a song chorally.

Answer yes or no to questions in English about classroom objects.

Participate actively in classroom activities.

Show respect towards classmates.

Create and decorate a puppet.

Use touch to guess classroom objects.

Show interest in using a pencil or a crayon to draw a line.

Count the number of objects and recognize the quantity from 1 to 5.

Enjoy participating in classroom activities.