Treetops 3-4 planificacion

PLANIFICACIONES 3 & 4

Introduction by Dr. Cristina Banfi, Methodology and Teaching Ideas by Silvia Ester Ronchetti, and Planificaciones by Corine Arguimbau

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TT_PLANIFICACIONES_3and4_SO.indd 1 14/8/09 12:27:49



Dr. Cristina Banfi

Dr. Cristina Banfi holds a Teacher’s degree from Teacher Training College at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández” (Buenos Aires, Argentina), an M.Phil. from the University of Cambridge and a Ph.D. from University College London, both in Linguistics. She has worked in educational institutions at all levels, from pre-school to higher education, and has experience advising institutions and implementing innovative programmes and projects. She has also organized and participated in international conferences, published numerous papers and edited journals.

Silvia Ester Ronchetti

Silvia Ester Ronchetti is a graduate from INES en Lenguas Vivas “J. R. Fernández” and holds a Master of Science in Applied Linguistics from Edinburgh University in the UK. She has lectured in English Language, Phonetics, Discourse Analysis and Methodology and Teaching Practice at the Lenguas Vivas Teacher Training College, and has lectured extensively on these areas around Argentina. She is co-director at Clover English Language Centre (Buenos Aires, Argentina).

CONTENTS

Introduction to Treetops 4 by Dr. Cristina Banfi

Methodology and Teaching Ideas 6 by Silvia Ester Ronchetti

Planificaciones Treetops 3 13 by Corine Arguimbau

Planificaciones Treetops 4 22 by Corine Arguimbau

Corine Arguimbau

Corine Arguimbau has an M.A. in English Language Teaching from King’s College University, London, and is a graduate teacher from INES en Lenguas Vivas “J. R. Fernández”. She is currently teaching IGCSE English language and literature courses at Northlands and the Practicum at the Teacher Training Course at IESLV “J. R. Fernández”, and she is also an UCLES Oral Examiner. Prior to this she was a teacher trainer for Red Federal de Educación and ESSARP; tutor of Module 13: The Learner in the Wider Context, for the Diploma in English Teaching of the University of London; and former English Department coordinator at IESLV “J. R. Fernández” (Primary & Secondary levels).


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People are more and more aware of the importance of English in the context of increasing globalization. For many people, English has become an essential requirement for educational and professional development. This means that there is a greater demand for English language tuition, both formally and more informally.Across the globe, children are starting to learn English at a much younger age – at the beginning of primary or even pre-school. There are many advantages to this:• Very young children seem to pick up languages easily

and with much lower anxiety levels than adults.• Parents think that the earlier their children start

learning a foreign language, the more successful they will be at it.

• Children who start learning a foreign language early on attain a more natural pronunciation, which is almost impossible if the language is learned later.

• Once children have learned some elements of the foreign language, their performance appears to be free of the grammatical errors caused by the influence of the mother tongue.

Obviously, it is possible to learn a foreign language at any age, but it is popularly believed that ‘the earlier, the better’. For best results, certain basic conditions need to be met. Key among these conditions is teachers with the necessary resources to face the challenges of teaching very young learners. This booklet aims to help teachers in their task by providing them with methodological resources.As well as attention to global trends, there is an increasing focus on local needs and characteristics. Localization emphasizes the importance of taking into consideration the pupils’ circumstances, the educational setting, the interest and concerns of their society, the background of the teachers, etc. It is clearly not the same to teach English to a Mexican immigrant child in the USA, as French to an English-speaking child in Quebec, Hawaiian to an English-speaking child in Hawaii, or English to a Spanish-speaking child in Argentina. This booklet, locally produced by well-respected Argentine specialists, has been produced to accompany the international textbook series, Treetops, which takes into account the most recent insights into foreign language teaching. This booklet contains two main sections:• Methodology and Teaching Ideas. This section, written

by Silvia Ester Ronchetti, provides the methodological background and includes tips and suggestions for teachers to apply when using Treetops.

• Class Plans. This section, written by Corine Arguimbau, provides unit-by-unit lesson plans to guide teachers when using Treetops with their pupils.

Here are some of the guiding principles that are taken into account both in Treetops and this booklet:

Characteristics of the childWhen teaching young children, it is essential to consider their particular characteristics, especially when taking into account the limited accumulated knowledge of teaching them foreign languages. Young children are naturally curious. This curiosity enables them to become familiar first with their immediate surroundings and then the world beyond. They are sometimes referred to as ‘sponges’ because they have a great facility for absorbing what goes on around them. This essential characteristic of young children should be encouraged by teachers or, at least, not hindered. Activities that foster discovery, deduction and exploration are therefore central. These activities should accompany the cognitive development of the child. In Treetops, the initial stages of numeracy, for example, are explored at the beginning of the series when children are at an age that is keen on recognizing numbers and practising sums.Children are not limited by their immediate surroundings, interests or experiences. Their interest in the world of fantasy is at its most intense at this stage and it is crucial for it to have the opportunity to develop. It is essential for the child to have sympathetic characters to interact with. Stories and characters that stimulate children’s imagination are the starting point of a life-time interest in reading. Treetops incorporates the narrative form both through the main characters that appear throughout the series, Holly and Bud, and through the inclusion of traditional tales such as Little Red Riding Hood, The Three Billy Goats Gruff and the Legend of King Arthur. The children will be familiar with some of these stories in their mother tongue and others will provide new narratives from the English-speaking culture.Lastly, children enjoy playing above all else. Educationalists emphasize the importance of allowing time, space and opportunity for children to play, and warn against current trends in keeping children as busy and safe as possible, thus limiting their playtime. Pre-school is perhaps the environment where play still retains a privileged status but, as children move up into primary school, the connection between learning and playing is often severed. Unfortunately, some teachers seek to eradicate playing in the classroom and confine it to break-time. This is clearly a mistake: children learn best while playing. The challenge is precisely to devise ways in which children can play more and learn better. Language teaching lends itself naturally to this approach. Treetops includes a wide variety of games such as treasure hunts and board games.

Characteristics of the teacherFor many teachers, the task of teaching English to young children poses challenges. Even though primary foreign language teacher training programmes have existed for some years now, many teachers currently working with young learners have not had specific training, particularly

Introduction to Treetops

by Dr. Cristina Banfi


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with regard to the peculiarities of the age group and the best methodological approaches to use with them. This means that they should be particularly aware of the need to supplement their initial training and shape their continuous professional development taking into account the specific needs of this teaching scenario. Ideally, teachers will have access to specific in-service training in recent developments. Another useful tool for the professional development of teachers is the generation of discussion groups, both face-to-face and virtual, where they can share their experiences. Where appropriate, teachers should supplement their initial and in-service training with courses or other activities that feed into their specific needs. Personal reading plans that make use of teachers’ resource books, both generic and specific, are also an important component of professional growth.

Characteristics of the teaching settingThe interaction between children and their teachers is always conditioned by the specifics of the setting where it takes place. This setting includes the physical environment/classroom, the frequency and total time of contact, and how the subject fits within the curriculum as a whole. In some cases, the classroom where English teaching takes place is exclusively devoted to that end. This means that the teacher has more control over its layout and decoration. In other cases, the English language teacher has only temporary control over it. Other variables such as time allocation tend not to be under the control of individual teachers but are rather the decision of school or even government authorities. This does not mean, however, that these issues should be disregarded. The integration of different curricular areas, the expansion of inter-disciplinary approaches, the incorporation of content areas into language teaching (e.g. CLIL), emphasize the need to work collaboratively within the school. This means that teachers should work cooperatively in the planning and delivery of the instructional programme. Treetops offers a number of links to different subject areas, e.g. maths, geography and history, and the lesson plans highlight specific connections.Another feature relevant to the setting is the coverage of the cultural diversity between different English-speaking countries. Treetops includes sections on different regions within the UK. In addition, sections on festivities such as Halloween and Christmas allow for the exploration of similarities and contrasts between the way these are traditionally celebrated in Argentina and in other countries.We hope you find this material helpful in supporting your teaching practice – adopting the best features of global trends but always bearing in mind local circumstances.

BibliographyBanfi, C. (to appear) Las lenguas extranjeras en la educación infantil: Modalidades de enseñanza y aprendizaje, Buenos Aires: Novedades Educativas.

Blondin, C. et al. (1999) “Foreign languages in Primary and PreSchool Education: Context and Outcomes”, Unión Europea: Programa Lingua.

Crystal, D. (1998) English as a Global Language, New York: Cambridge University Press.

Graddol, D. (1997) The future of English? A guide to forecasting the popularity of the English language in the 21st century, London: British Council.

Graddol, D. (2006) English Next, London: British Council.

Ioannou-Georgiou, S. and Pavlou, P. (2003) Assessing Young Learners, Oxford: Oxford University Press.

Lewis, G. et al. (1999) Games for Children, Oxford: Oxford University Press.

Phillips, D. et al. (1999) Projects with Young Learners, Oxford: Oxford University Press.

Slattery, M. and Willis, J. (2001) English for Primary Teachers, Oxford: Oxford University Press.

Tonucci, F. (2003) Cuando los niños dicen: ¡basta!, Buenos Aires: Losada.

Wright, A. and Maley, A. (1995) Storytelling with Children, Oxford: Oxford University Press.

Wright, A. and Maley, A. (1997) Creating Stories with Children, Oxford: Oxford University Press.


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Teaching children can be as challenging as it is rewarding. In the early stages of their education children require a great deal of personal attention and careful organization of class work routines, but they are curious and ready to learn from any kind of stimulating activities. As they progress into their third or fourth year of schooling, learners will have developed new learning strategies, are consolidating and broadening their learning styles and are more capable and willing to exercise a degree of learner autonomy. They will have also gained valuable experience in social and cognitive skills and can cope with longer, more complex tasks.These notes, written to complement the detailed guidance provided by the Treetops Teacher’s Book and your own local knowledge and experience, aim to clarify some important aspects of class management skills and the rationale behind core procedures in the teaching of English to learners between 8 and 10 years of age.

Teaching and learning strategiesAs a teacher of children who may be in their third or fourth year at school, one of your roles is to help your pupils develop effective learning styles and routines.

Sense impressionsTo make learning more memorable and effective, we must carry out activities that involve all our senses: auditory (listening to stimuli), visual (looking at stimuli) and kinaesthetic (responding to stimuli by moving and manipulating things). Learning materials designed for young learners therefore contain a great variety of visual and auditory activities, which should be combined with movement and action-orientated activities. This continues to be important to keep 8 to 10 year-olds interested, but the materials at this new level can be more challenging and less guided in terms of performance and conceptual difficulty. The pupils are still asked to draw and match or complete pictures as they respond to instructions and descriptions, either through reading or listening activities. But now the tasks require further interpretation and choice, are a bit more open-ended and require new strategies, more awareness of language form and patterns and greater learner involvement, especially in Treetops 4.

Getting meaning acrossAs a teacher, it is very important to exploit the communicative potential of body language, and to train the learners to do so as well – we communicate concepts, intentions and values through our whole bodies, not just appropriate language. Young children are good observers and imitators and will perceive and adopt an enthusiastic teacher’s attitude quite readily.As a teacher of 8 to 10 year-olds you should show interest, curiosity and surprise or appreciation about their performance, about the materials you are using and about any kind of personal information they choose

to share with you or other peers. At this level, they will need to express doubt and confirmation, so it is important that you voice reasonable doubt and use expressions of agreement in the target language for the learners to imitate. Miming and body language are highly effective tools to get meaning across, reinforce understanding and consolidate memory.

Clarity and routineTo cope with learning of a foreign language, young learners need familiar scenarios and teaching materials, and to work in an organized environment with clear instructions and routines. It is very important to illustrate class routines and the most effective strategies to carry out tasks and participate in games, pair or group work, role playing activities, singing and so on. In the early stages it is important to demonstrate performance before getting the learners to work more autonomously. It is equally important to work with the form teacher to show integration and coherence in terms of class routine and usual practices (instructions, class rules, type of tasks, icons). As changing tutors and shifting languages can be threatening, it is necessary to standardize the learning environment whenever possible to increase a feeling of safety and familiarity and preserve a positive learning atmosphere.

Manageable tasksAs with younger learners, tasks must be short and varied to increase active participation and promote enthusiastic engagement. Short activities are simpler, thus promoting enthusiastic engagement. They allow learners to experience immediate achievement; and if there are problems, they can be quickly addressed.Variety of task type and topics is absolutely essential to engage everybody’s interest. Variety feeds the learners’ curiosity by bringing in an element of surprise; it shows how language items can be practised in different situations; it caters for different abilities and learning styles and it multiplies the chances of success.Variety may be provided in topic choice, different contexts of language use, the strategies and skills engaged, the resources used (textbook material, personal items, videos or films, tapes, CDs, websites, books), modes of participation (individual, pair, group), whether done as class work or homework, using published materials or those generated by teachers and learners or simply varying the type of exercise or task. You can consolidate a particular structure or vocabulary set through some of these options, moving briskly along and thus keeping boredom away from repetitive practice. It is better to carry out a combination of short familiar activities rather than to stick to one particular type too long.Young learners also benefit from engaging in the type of tasks they have done before, as they will have developed a suitable working strategy – they remember how to

Methodology and Teaching Ideas

by Silvia Ester Ronchetti


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go about it and the expected end-product. Reiterating exercise types and activities will not only provide a safe learning environment but it will also save time and effort as the learners get in and out of tasks more quickly and efficiently.

Making connectionsNew information is made sense of through previous knowledge and experience and, once processed, it is incorporated back into this cognitive-emotional network. Without these connections memory is short-lived and the information received is diffused and ineffective; it will not only disappear very quickly, but it will weaken the strength of further associations, which depend on pre-existent knowledge. To build this network successfully you must gear the learners to produce links systematically. It is necessary to integrate vocabulary, structures, content and facts, strategies and procedural skills thoroughly. Exploit the graphics in Treetops, or any other equivalent resources such as pictures and films, which are both familiar and attractive to your pupils, to go beyond the specific language focus; bring back vocabulary and structures from previous units and tasks, especially from those personal stories and queries your pupils shared throughout the course. Referring back to local information will certainly increase their motivation because it will not only show that you care but that their contributions are truly significant. This is an important signal to foster more spontaneous participation, the kind that develops autonomy and makes the target language a valid tool for real communication.

Cross-curricular linksIt is very important to relate information and cognitive skills across curricular areas. You will find suggestions to carry out these connections in the Treetops Teacher’s Book, but you will need to adjust the details to fit local needs by working together with the form teacher, so that you can refer to what the pupils are learning or have learned in other classes, such as in science, geography, history, maths or language, in order to use it as cognitive support to cope with the information in the target language.Learners can also profit by transferring learning strategies and class routines. If you are teaching in a language institute, you should become acquainted with the pupils’ school curriculum or just ask them about it. Whatever the context, activate your pupils’ general knowledge and experience to facilitate and integrate further learning. Together with this, making new items and concepts manageable is certain to increase confidence and fuel motivation all round.

Teaching for autonomyThe successful teacher should build up a sense of autonomy in the learners. In the early stages, pupils’ work is monitored closely but this supervision begins to fade as their schooling advances. To start with, teachers will extend the teaching scenarios to include learners’ personal experience, inviting them to participate more enthusiastically in different types of activities while

talking about their own interests. Sharing is a highly social strategy and develops values such as responsibility, respect while listening to others, taking an interest in topics and tasks, making relevant contributions and pulling together towards a common aim. Though 8 to 10 year-olds can be too young for completely unguided joint collaboration, with proper teacher supervision they may gradually begin to build these values through simple group work activities. You should help them along this process by encouraging free and spontaneous sharing whilst you show a generous and appreciative attitude towards their effort to communicate.Even with guidance, working in groups requires strategic competence and the experience of how to function as part of a team, so tasks to be carried out in pairs or in small groups working on their own will also help develop learner autonomy and social skills. Although you may take a step aside to let your pupils work independently, you should never abandon your role as a monitor. As everybody is engaged in their task you should circulate around the different groups watching over their work, making yourself available to clear up doubts, guiding, suggesting or just showing approval and satisfaction over their achievement.Carrying out manual tasks will also grant the individual learner a strong sense of personal achievement and autonomy. When the items are made in class, you should interact with individual pupils about their work, and when the final product is ready, they can share their achievement with other pupils. Looking at the work of others and sharing their own product contributes to the sense of the class as a community. When these samples of individual work form part of the pupils’ Portfolio, they can be discussed outside school with family and friends. Sharing their work with other people outside the school environment is motivating and will boost a sense of pride over school work and personal achievement.At this level, pupils can also engage in individual work by doing homework, especially written practice, or consolidating reading, listening and speaking skills working at home with the course book and the audio material provided on CD. In order to foster independence and self-assurance, learners can also be asked to produce some simple exercises to use in class – they can prepare a couple of questions on the texts they have read, or write out a couple of sentences for peers to judge true or false, rehearse a simple retelling with a few changes in content for peers to repair and so on. They may also work with encyclopaedias, websites, school manuals and other more comprehensive resources as they gather information for a particular project or as part of cultural extension tasks and links with other content areas of the curriculum.

Personalizing tuitionYour interaction with the group, or with individual learners as they work independently, is as important as the material in the Class Book or in the other teaching resources included in Treetops.


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While they are working individually or in groups, you should go round talking to the learners about their work, showing genuine interest and enthusiasm about their performance, both in terms of language use and of learning attitude and disposition. You may check on their progress, cater for special needs, make suggestions to help with or improve their work, or make comments to recycle known vocabulary or structures. This monitoring provides an ideal opportunity to give extra help to those who need it and further input for those who are more advanced and is a useful tool in dealing with mixed ability classes. This spontaneous interaction with your learners will also allow you to keep score of their progress in a non-threatening way and readjust your teaching project to fit the group’s needs.By circulating in this way, you are also helping your pupils to gain self-confidence and reinforce their learning strategies. Effective scaffolding, a didactic way to help the learner to reach higher levels of understanding, systematization and performance in the target language and to sustain personal progress, is a teacher-pupil contract and cannot be included in any teaching materials. It is a delicate and professional skill and nothing can replace a perceptive and devoted teacher at work.As you interact with the learners, it is very important that you should sound and look appreciative and curious about their work. You can do this by using engaging and cheerful intonation, suitable body language and appropriate facial expression to show interest, understanding and encouragement. It is also good practice to move briefly away from class work and delve into their private world to hold a more personal conversation and show interest and care.

Adapting to developing mindsAt this age learners start developing the ability to structure knowledge, mainly gathering and grouping information, as well as discovering simple regularities and language patterns. For example, they can classify items as ‘same’ versus ‘different’, complete basic grammar paradigms, notice morphological marks; they can work with mind maps, draw charts and complete fact files, rank or relate things. However, although they have progressed in their cognitive capacity, 8 to 10 year-olds still need the support of familiar contexts and clear instructions.Teaching materials for this level are more challenging, but they must be kept manageable so that the learners maintain a degree of satisfaction and ease in learning a foreign language. The teacher’s role within this complex process is one of mediator and facilitator. You may need to adapt materials and techniques to suit your pupils’ needs and learning potential. At times you may have to pre-teach some items to lighten the learning load, or you may have to add some extra stages to split a complex task. You will also need to help them cope with longer and more varied text types. In those cases where the learners’ potential goes beyond expectations, you will need to increase the challenge, perhaps skipping some

of the suggested stages or content and empowering the learners to work more autonomously. Remember to keep the degree of difficulty in check to preserve learner confidence and self-satisfaction.At this stage of their education, 8 to 10 year-olds may begin to move into initial levels of primary logic and abstract thinking, in particular when they are attending fourth or fifth grade. They are able to gather and interpret, transform and articulate simple information; make generalizations; link up facts and trace longer sequences of events; engage in prediction; come to a conclusion and so on. In Treetops, most of this passage into more elaborate and independent thinking is monitored through imitation tasks, completing gaps in short texts, answering leading questions, transferring information into files, carrying out questionnaires, etc. Pupils may also be asked to complete texts that summarize information or report on an event; they may be asked to interview characters; to carry out short surveys; relate and compare things or personal routines. They may also use their knowledge and skills to learn information about the global world or particular cultures to broaden their knowledge and experience. In this respect it is important that they learn to view language as a valuable communication tool, a resource that opens new ways into a wider world and makes learning and personal growth possible.

Stimulating their mindsAlthough 8 to 10 year-old learners have grown in terms of articulating cognitive, social and emotional skills, they are still children and thrive on adventure, variety and surprise as their schooling progresses. It is important to keep their curious spirit alive and make them guess, anticipate and imagine things, both about language and about their experience or general knowledge. In order to feed their sense of curiosity you should include question-making activities about almost any topic or event that crops up in the classroom or around their lives. You must develop this disposition systematically as it is a difficult communicative skill for young pupils. Asking questions is not only difficult for Spanish-speaking learners at the grammatical level, it is also a difficult strategy to use when a curious and an inquisitive mind has been allowed to rest too much for lack of proper stimulation.You should also encourage an attitude of discovery and further learning by extending their reference resources, such as consulting encyclopaedias and websites. Treetops includes a session on cultural information about places, festivals, historical monuments, famous people and so on. It also encourages comparison between the foreign scenarios and equivalent contexts in the learners’ local culture. This comparison is valuable as it raises awareness and curiosity about the learners’ own cultural environment and that of the target language. The tasks on the cultural topics also arouse curiosity and feed the need to find out more about both cultures. The comparison process itself develops valuable cognitive skills and helps structure general knowledge and


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learning. This comparison and transfer of experience across cultures will feature highly in your teaching project throughout the school year. You may have to do some research to become better acquainted with the foreign cultural scenarios. In this respect the notes on culture in the Treetops Teacher’s Book are extremely helpful, as well as references to the Internet and other e-learning materials.Introduce as much variety as possible to engage their curious minds, to keep a dose of challenge and to cater for different needs and learning styles. This will keep them fully active and alert, will make them more flexible and resourceful, will broaden their learning skills and improve their education all round.Older learners should be given greater choice in everything they do. This could be in choosing the topics to talk about or providing information content, in choosing their own way to carry out tasks, even whether to work individually, in pairs or in groups when not indicated otherwise. This should still happen under your careful supervision and guidance – at times they need to be told what to do and how to go about it.

Social skillsAs learners progress, they are able to work cooperatively and develop new social skills. They engage more readily in pair or group work. They need to develop a new set of social skills to be able to team up with peers: to listen to other members of the class, to handle the pressure of working in groups, to share material things and ideas, to learn other strategies from peers, to organize the way they participate within a common project (whether through individual contributions, or pair work, team work or whole class activities), to try out the different roles they can play and so on. You must help them to adopt new attitudes and values such as respect, sympathy and understanding, commitment to the learning project itself as they grow more aware about language systems and learning, caring for their own progress and that of other members of the class as much as for school materials and their teachers’ efforts. You must model these attitudes and values yourself as you prepare the teaching project, organize materials, guide their learning, interact with them in different ways, and above all by showing this team spirit and concern in the way you collaborate with the form teacher and other members of the school staff or parents. Treetops 3 and 4 include systematic work on social values by including scenarios where cooperation, mutual care, respect, urban integration and friendship are clearly illustrated. This is the focus of the ‘citizenship’ sections and it figures highly in the procedural suggestions in the Teacher’s Book.At this level pupils become more aware of language patterns and rules and they can also share learning strategies and linguistic knowledge. Although they cannot be expected to check and repair their own performance and that of their peers as you do, you may still foster peer cooperation, inviting them to use their knowledge and language capacity to help each other. This role is likely to reinforce their own learning as they will monitor their own performance more successfully

and it will grant them a positive sense both of autonomy and belonging within the class and the school project.

MediatingAs learners extend their repertoire of language forms and communication strategies, or acquire new and more complex learning and communication skills, the teacher’s role as mediator in the learning process also grows. As their language competence increases, both in their mother tongue (L1) and in the target language (L2), there may be some conflict between the two. Knowing the two language systems allows you as teacher to support the learning of the new language more efficiently. As a teacher of monolingual classes of Spanish-speakers, you will be able to predict areas of difficulty deriving from L1 interference, or use features of L1 which will facilitate access to L2 characteristics and use.Another of your roles is that of organizing and directing classroom discourse. You have to link up participation across the group and preserve communicative flow. You may recast comments, add your own bits to bridge gaps or link speakers, ask questions to bring reluctant pupils in or to direct awareness and topic development. You can also preserve language accuracy by rewording incorrect performance so that everyone can pick up the proper forms.Integration and group affiliation also require your mediation. As learners mature and progress, they perform new roles and develop new social skills. You must mediate between particular moods, needs and strategies within your class. One way to achieve this is ensuring there is plenty of variety: different materials, alternative ways to cope with tasks, varied topics and content, a sensible amount of personal choice, and your genuine vocation to make room for personal demands. In spite of any individual differences, your class must grow into a fully integrated community, and you must teach them how to keep their individuality while they all contribute towards achieving common goals. This becomes more complex, when you are teaching a course in a private language school or institute, as the learners may come from different educational and social backgrounds and hold a more heterogeneous set of expectations. In these cases mediating towards group convergence becomes a priority from the very beginning as only group cohesion will provide the energy to sustain the learning project. Your pupils need a clear sense of purpose to help them achieve their aims, as a group and as individuals.

ConsolidationOnce the content and the messages of new material have been presented, it is necessary to provide solid consolidation for the learning process to be complete. In the earlier stages of Treetops consolidation is carried out mostly through observation and reiterated use of new items. The learners derive meaning and pick up patterns from context and by using the language spontaneously, imitating the characters in the book, their teacher or peers. This learning strategy changes


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substantially with the inclusion of written texts in Treetops 3 and 4. With the development of writing, a large part of consolidation practice is done through written exercises, both to be done at school or more independently as homework.Fourth-grade learners can be expected to be more aware of the features of a language system so they can be introduced to basic grammatical and morphological observations about the target language. They can copy out simple examples to notice and mark key features, and perhaps begin to discover patterns and rules more systematically; they may even be asked to complete tables or write out some basic formulas of use. This language awareness is further consolidated through varied oral and written practice, including grammar and vocabulary exercises, games, storytelling and so on. Spelling games are an important tool in paving the way for reading and writing skills, as well as making picture-word associations (such as bingo and crossword puzzles, which reinforce visual-oral correspondences) and ordering words to form sentences. Any activity that strengthens visual and auditory memory will eventually render better readers and writers.For Spanish-speaking learners the association between the oral and the written form of words and phrases in English is a huge stumbling block, as they expect word spelling and pronunciation to be an almost exact match. When dealing with longer sequences, sentence stress and phonological reduction or weakening obscure their mental visualization of the words used. This difficulty requires more systematic work to build clear visual and auditory associations to cope with reading and writing in English.The learning process is sustained over time by the reiteration of performance through stimulating activities, the constant reference to familiar contexts to illustrate meaning and by the teacher’s positive reinforcement. This, together with their peers’ affiliation and approval, an entertaining atmosphere and the teacher’s inspired guidance furthers the motivation to learn. The learners’ focus is shifted from language form to message content and communicative energy.

Games, songs and storytellingGames, songs and storytelling maintain the appeal and teaching potential they enjoyed in earlier stages. Treetops has an abundance of this type of material, which combines language work with transmitting social educational values.Treetops bases a large part of oral practice on games that pupils can easily play while they integrate old and new language items. With 8 to 10 year-olds these can be more challenging and divert the learners’ minds from focusing on language features to centre on the purpose of the game. Games bring in a stimulating dose of challenge that can be very engaging and invite the learners to strain their capacity to use language in a significant way. At this level learners are becoming more aware of language rules and form, and this may interfere with a more natural language learning process.

Games reinforce the use of language to achieve personal and social needs, where competition fuels participation and the need to be efficient. Games show clearly the communicative power of language and the importance of strategic performance. Participating in games brings fun and enthusiasm, and in addition it provides a familiar scenario where intelligibility, promptness, effective choice and decision-making become all important. This replicates natural communication and prepares learners to cope with fluent conversation as they mature and progress with their education.Songs also do far more than provide some fun and create a cheerful atmosphere around the learning process – they provide engaging repetition and practice of target items and structures. As the learners imitate the recorded songs or rhymes, they produce meaningful language chunks, or rhythmic groups, more spontaneously, thus practising core phonological issues such as word and sentence stress, and syllable reduction processes. Correct rhythm and stress are vital to ensure intelligibility and should be given great attention from the start. Repeating the singing several times over different units of work provides much needed oral practice within a context of pleasure and fun. Singing is also associated with rhythmic movement and dancing, thus combining visual, auditory and kinaesthetic learning. As the learners repeat the songs, the scenarios in which they learned them are promptly recalled, and with them the language work of the unit. It is good practice to use previously learned songs to start a class or provide a boundary between different activities or types of class work, or simply at the end of a class for everyone to leave in a cheerful mood. Learners are likely to keep singing their favourite songs throughout the day outside class.

Developing literacy skillsAt this level, learners benefit from a sensible amount of challenge and autonomy to solve tasks and participate in class. This is especially important when it comes to developing literacy, as they will have to cope with reading and writing which, though interactive in spirit, are solitary and communicatively demanding activities. They will need to learn appropriate listening, reading and writing strategies. They have to cope with reading or listening tasks based on texts that now go far beyond single sentences, and they have to develop writing skills to produce their own pieces of simple prose. They can only be expected to handle short and simple texts and carry out very simple production tasks, mostly based on imitation or text completion.Treetops 3 and 4 provide a wealth of guided activities to introduce pupils to receptive and productive skills. Typical reading tasks include matching or selecting information, answering questions, judging statements as true or false, completing a file, drawing or completing a picture.


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Speaking tasks are usually based on imitation or are derived from familiar reading materials; they may include reading aloud, memorizing dialogues, engaging in imitative role playing of short conversations, asking questions to complete a questionnaire, talking about the topics in previous reading or listening texts, even carrying out poster presentations about familiar topics. In addition to this monitored performance, there is oral consolidation practice, the sharing of personal information, participation in games and the spontaneous unscripted interaction with the teacher in those moments when you circulate around the class checking on work or simply picking up a simple conversation.Writing tasks are based on imitation, matching, ordering or completing bits in a text. Learners may be asked to complete gaps in a one-paragraph text with words provided in a box or by pictures; they may be asked to order some sentences to build up a simple text or to complete a text using information from another source. This type of task integrates reading skills, such as prediction and anticipation of language or content, and writing skills such as selection, basic logic and communicative purpose, as well as textual features such as word order, agreement marks and sentence structure. The Treetops Teacher’s Book provides clear guidance about text-processing strategies and awareness-raising procedure to develop language skills.

Reading storiesTelling stories or simple anecdotes is at the heart of most teaching projects, especially in language teaching. Young learners thrive on storytelling; they are very familiar with the format of narratives and the spirit of recreating someone’s experiences. Their imagination is highly stimulated, and they can imagine concrete adventures and events under proper stimulation of their creative minds.Now that learners have grown in their literacy they can engage in reading simple stories on their own, not just listening to them as in pre-literate stages. Treetops includes stories and legends which provide genuine samples of the foreign culture. This cultural authenticity enhances their value as reading material and gives learners a taste of the foreign world.Before reading a story you must prepare the learners’ mind to anticipate some of the key facts and facilitate understanding of the text. You may pre-teach some key items that are central to the story, and as you do it you will be activating mental pictures. This prepares for two integral aspects of a story: the unfolding of plot and of language use as illustrated in the text. As readers get a better understanding of the situation and events, they can guess the meaning of new words or structures in the text.After the initial preparation, but before reading the text itself, you can play the recorded reading of the story. Use it as the first complete version of the story your pupils get, ask a few key global questions about it and then proceed into a more interactive and teacher-guided reading of the text. While you are going through the

written text with the class, you should facilitate further comprehension by engaging your pupils’ participation through questions, clarifying meanings through synonyms or translation, paraphrasing difficult bits, providing simple explanations, using pictures or miming and, above all, engaging their attention by exploiting performing skills such as body language, dramatic pauses and meaningful vocal effects. In this way you stir the hearers’ imagination and develop a more interactive listener and reader of the story.Once the pupils are fully acquainted with the story you can carry out some stimulating post-reading activities to deepen understanding and develop a reading habit. When working with stories it is very important to preserve the appeal, the entertaining purpose or cultural value of the whole piece, and not turn it simply into a language activity, as focusing merely on vocabulary and grammatical structures is bound to destroy the narrative flow and spirit of the story.Aside from recorded versions (whether audio or video), your own storytelling skills are vital to exploit the full teaching potential of this type of material. Your storytelling strategy must invite the learners to participate in the process. You can describe pictures, tell parts of the story (especially character lines), produce strategic gaps for the pupils to suggest ways to fill them in and complete the story, ask key questions that further the plot and so on. These openings for the pupils to participate in the storytelling can take place at different points: before knowing the facts, through anticipating content by referring to pictures or by guessing; after hearing the story, to recall sections and participate more actively. After having worked with the story several times they may remember enough to do the telling themselves with the support of pictures or some prompting from you, through verbal cues or proper miming. You could also stir their creativity by asking them to introduce new details or changes into the story. This interactive practice will pave the way for developing an articulate and confident language user, at first as a listener, and later as a reader and writer.In order to encourage further reading for pleasure, you should build up a class library appropriate to the age and proficiency of your class. To aid this individual reading attempt you should design a task sheet to accompany every book in the library with a few simple and attractive pre-reading tasks to prepare for the story, a couple of activities to be done as they are reading the story to guide the reading process itself and a couple of post-reading activities to integrate and check comprehension. These activities should not focus on language form but should capture features that build up the story and the reader’s response to it. Even more importantly, there should be an after-reading task to promote some simple reflection about the reading experience and the reader’s reaction to the story. This personal evaluation may include things like rating different values 1 to 5 (appeal, difficulty, mystery, action), saying whether they liked it or not, choosing their favourite character, drawing an illustration, and finally giving it a recommendation rating


12

for other readers. Those pupils who are capable may write a short comment or brief summary of the story.In Treetops 4, you may structure the pupils’ response to the story by means of more challenging tasks such as inviting them to ask simple questions arising from their personal interpretation of its context, participants and plot, interviewing the characters that appear in the story or any others that may form part of the fictional world around them (parents, friends, tutors, even pets).

Handling two languagesWhen learners have sufficiently improved their proficiency in their mother tongue and English, they can be immersed in an English-speaking environment more substantially. They can handle more vocabulary and grammar and will have developed greater and better intuition to cope with unknown language resources and more extended performance. You must now increase the use of English as the language of instruction and of personal communication in the classroom, supplementing performance with appropriate body language or graphic and oral materials to ensure comprehension. There will still be many occasions when the pupils will naturally resort to their mother tongue to interact with you or their classmates. The use of the mother tongue should not be penalized as it will enable more articulate learning all round. However, you should recast relevant key statements or questions into English, preserving the learners’ communicative intentions and acknowledging their needs.Even if they are expressed in the mother tongue, from a teaching point of view, questions or comments should be welcomed to clear up or reinforce a teaching point so that everyone will profit from it; at the more personal level, making room for anecdotes shows how you care for them as individuals and it will bring the group together as they learn about each other. Even more importantly, the personal stories they share are the best pool of ideas you can resort to when you need to give examples of language use, or design materials for further practice.In spite of the beneficial integration of the mother tongue and English in everyday practice, you should progressively use more English to increase contact with the target language and provide greater immersion for pupils to pick up vocabulary items and language chunks. Using English more consistently will show it as a valid tool to communicate all sort of messages, not just to illustrate rules and language use. Rewording their spontaneous comments into English will be far more significant and memorable to them than the pre-packed menus in the teaching published materials.

EvaluationIn every unit Treetops includes systematic self-evaluation tasks asking learners to reflect on their progress, assess their achievement and keep a record in simple graphic form. It also provides appropriate written evaluation samples to demonstrate how much progress learners have made through each unit and a final exam assessing the four language skills.

Pupils also keep a record of their work doing the exercises in the Class Book and building their personal Portfolio as suggested in the Teacher’s Book, extending the idea to include some extra material the pupils may have collected from personal projects or local interests. Each personal Portfolio should reflect the learner’s progress through samples of work throughout the year. As learners get older, at the end of Level 4 perhaps, they could select a more reduced number of projects showing their best achievement or only include the tasks they particularly enjoyed doing, or those to which they attribute greater educational value. Selecting which pieces to include requires self-evaluation and perception of one’s own potential; it also helps develop suitable criteria to decide which samples best show personal achievement of the learning aims of the course. In fact, in later stages the pupil’s choice itself is a statement of personal development and learning awareness. In this way, assembling the yearly Portfolio becomes another opportunity to develop learner autonomy.

BibliographyFisher, R. (1995) Teaching Children to Learn, Cheltenham: Stanley Thornes (STP).

Fisher, R. (1995) Teaching Children to Think, Cheltenham: Stanley Thornes (STP).

Gardner, B. and Gardner, F. (2000) Classroom English, Oxford: Oxford University Press.

Hedge, T. (2000) Teaching and Learning in the Language Classroom, Oxford: Oxford University Press.

Hedge, T. and Whitney, N. (eds) (1996) Power, Pedagogy and Practice, Oxford: Oxford University Press.

Ioannou-Georgiou, S. and Pavlou, P. (2003) Assessing Young Learners, Oxford: Oxford University Press.

Lightbown, P. and Spada, N. (1993) How Languages are Learned, Oxford: Oxford University Press.

Madsen, H. S. et al. (1983) Techniques in Testing, Oxford and New York: Oxford University Press.

Phillips, S. and Maley, A. (1993) Young Learners, Oxford: Oxford University Press.

Phillips, S. and Maley, A. (1999) Drama with Children, Oxford: Oxford University Press.

Porter Ladousse, G. and Maley, A. (1987) Role Play, Oxford: Oxford University Press.

Reilly, V. et al. (1997) Very Young Learners, Oxford: Oxford University Press.

Slattery, M. and Willis, J. (2001) English for Primary Teachers, Oxford: Oxford University Press.

Vale, D. with Feunteun, A. (1995) Teaching Children English, Cambridge: Cambridge University Press.

Wright, A. and Maley, A. (1995) Storytelling with Children, Oxford: Oxford University Press.

Wright, A. and Maley, A. (1997) Creating Stories with Children, Oxford: Oxford University Press.


13

Pla

nif

icaci

ones

Treeto

ps

3

Unid

ad I

ntr

oduct

ori

a:

Treeto

ps

Tow

nO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Rev

isar

los

cono

cim

ient

os a

dqui

ridos

en

el n

ivel

ant

erio

r pa

ra f

acili

tar

el d

esar

rollo

de

la c

ompe

tenc

ia c

omun

icat

iva

y el

apr

endi

zaje

aut

ónom

o.

Eje

Tem

átic

o:

Una

vis

ita

cult

ural

al R

eino

Uni

doÁ

rea

de

Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• Sa

ludo

s y

pres

enta

cion

es.

• Su

gere

ncia

s.

• Es

cuch

a y

repe

tició

n de

sal

udos

.•

Uso

de

fórm

ulas

par

a sa

luda

r.•

Escu

cha

y dr

amat

izac

ión.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.

Con

teni

dos

Lexi

cale

s:

• Lo

s an

imal

es.

• Lo

s co

lore

s.

• En

cuen

tro

con

los

pers

onaj

es.

• C

uent

a y

escr

itura

.•

Hal

lazg

o y

escr

itura

.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

leng

uas

extr

anje

ras.

Con

teni

dos

Gra

mat

ical

es:

• Pr

onom

bres

per

sona

les.

• V

erbo

to

be (

afirm

ativ

o).

• Su

gere

ncia

s.•

Impe

rativ

o.•

Preg

unta

s.

• C

uent

o: G

oodb

ye t

o Tr

eeto

ps W

ood.

• Es

cuch

a y

lect

ura.

Port

folio

: •

La c

arát

ula

del p

ortf

olio

.*•

Rea

lizac

ión

de la

car

átul

a de

l por

tfol

io.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 3


14

Unid

ad 1

: B

usy

Tow

nO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Inte

rcam

biar

info

rmac

ión

sobr

e id

entid

ad, e

dad

y pr

oced

enci

a.•

Iden

tifica

r lo

s nú

mer

os y

con

tar

hast

a 20

.•

Expr

esar

exi

sten

cia.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.•

Escr

ibir

cart

as.

• D

iseñ

ar u

na c

iuda

d.

Eje

Tem

átic

o:

Una

ciu

dad

conc

urri

daÁ

rea

de

Exp

erie

nci

a:

El m

undo

que

nos

rod

ea

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• In

terc

ambi

os s

obre

iden

tidad

, eda

d y

proc

eden

cia.

• In

terc

ambi

os s

obre

la c

iuda

d o

el p

uebl

o pr

opio

.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

apre

nder

y u

sar

la le

ngua

ext

ranj

era.

• A

prec

iaci

ón d

el v

alor

del

tra

bajo

coo

pera

tivo

para

fa

cilit

ar e

l int

erca

mbi

o co

mun

icat

ivo.

Con

teni

dos

Lexi

cale

s:

• Lu

gare

s.•

Núm

eros

: 11–

20.

• C

uent

a de

los

obje

tos

en la

lám

ina.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

num

erac

ión.

• Es

critu

ra a

par

tir d

e es

tímul

os v

isua

les.

Esc

ucha

, id

entifi

caci

ón y

rep

etic

ión

de n

úmer

os.

• R

elac

ión

de p

alab

ras

con

núm

eros

.•

Can

to (

chan

t): T

he C

ool C

at C

ount

.•

Rel

ació

n de

pre

gunt

as c

on r

espu

esta

s y

com

plec

ión

de la

s re

spue

stas

.•

Ord

en d

e le

tras

, esc

ritur

a y

rela

ción

.•

Dic

cion

ario

ilus

trad

o.

Con

teni

dos

Gra

mat

ical

es:

• Ex

iste

ncia

: the

re is

.•

Ver

bo t

o be

.

• C

anto

: The

Tow

n So

ng.

• Le

ctur

a y

elec

ción

de

la r

espu

esta

cor

rect

a.•

Com

plec

ión

de u

na p

osta

l.•

Jueg

o: c

ompl

eció

n de

pre

gunt

as d

esci

fran

do e

l có

digo

.•

Rel

ació

n de

pre

gunt

as c

on r

espu

esta

s.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Diá

logo

.

• Es

cuch

a y

repe

tició

n.•

Com

plec

ión

de o

raci

ones

.•

Escu

cha

y el

ecci

ón d

e la

opc

ión

corr

ecta

.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: Dan

ger

in T

own.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.

Treetops 3


15

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

His

torie

ta: C

ool C

at.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.•

Escu

cha

y re

petic

ión.

• In

terc

ambi

os b

reve

s.

• Es

timul

ació

n de

la r

elac

ión

del c

onte

nido

de

las

área

s de

exp

erie

ncia

con

el c

onte

xto

prop

io.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Po

rtfo

lio: u

na p

osta

l.•

Port

folio

: una

car

ta.

• Es

critu

ra d

e un

a po

stal

.•

Escu

cha

y co

mpl

eció

n de

tar

jeta

s de

iden

tifica

ción

.•

Escr

itura

de

una

cart

a br

eve.

• C

ompl

eció

n de

una

car

ta a

par

tir d

e es

tímul

os

visu

ales

.

Áre

a In

terd

isci

plin

aria

: •

Can

ción

: Chi

ldre

n of

the

Wor

ld.

• C

anto

.•

Mov

imie

ntos

cor

pora

les.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Cul

tura

l: •

A C

ity in

the

UK

: Edi

nbur

gh.

• Es

cuch

a y

lect

ura.

• C

anto

: The

Bes

t Fr

iend

s So

ng.

• Pr

oyec

to: u

na c

iuda

d de

l paí

s pr

opio

.

Eval

uaci

ón:

• Ev

alua

ción

.•

Aut

o-ev

alua

ción

.•

Prue

ba e

scrit

a.Po

rtfo

lio (

eval

uaci

ón c

ontin

ua):

•

Una

ciu

dad.

*

• Es

critu

ra d

e lu

gare

s a

part

ir de

dib

ujos

.•

Escu

cha

y se

lecc

ión.

• R

espu

esta

s a

preg

unta

s.•

Com

plec

ión

de u

n cu

estio

nario

sob

re e

l pro

gres

o pr

opio

.*•

Rea

lizac

ión

de u

na e

valu

ació

n es

crita

.•

Dis

eño

de u

na c

iuda

d.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 3


16

Unid

ad 2

: Shoppin

gO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Expr

esar

gus

tos

y pr

efer

enci

as.

• Id

entifi

car

com

idas

y b

ebid

as.

• Id

entifi

car

los

núm

eros

y c

onta

r ha

sta

50.

• Pr

egun

tar

y re

spon

der

en n

egoc

ios

y tie

ndas

.•

Escu

char

cue

ntos

y d

ram

atiz

ar.

Eje

Tem

átic

o:

De

com

pras

Áre

a d

e Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• Pr

efer

enci

as y

gus

tos.

• In

terc

ambi

os d

ialó

gico

s pa

ra c

ompr

ar y

ven

der.

• Es

cuch

a y

dibu

jo.

• In

terc

ambi

os b

reve

s so

bre

gust

os y

pre

fere

ncia

s.•

Can

to: T

he P

izza

Son

g.•

Com

plec

ión

de in

terc

ambi

os p

ara

com

prar

y v

ende

r.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.

Con

teni

dos

Lexi

cale

s:

• La

s co

mid

as y

las

bebi

das.

• N

úmer

os: 2

0–50

.•

Din

ero.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

num

erac

ión.

• Es

critu

ra d

e pa

labr

as.

• El

ecci

ón y

esc

ritur

a de

pal

abra

s.•

Escu

cha,

iden

tifica

ción

y r

epet

ició

n de

l val

or d

e la

s m

oned

as.

• C

ruci

gram

a.•

Com

plec

ión

de o

raci

ones

.•

Com

plec

ión

de o

raci

ones

a p

artir

de

un e

stím

ulo

visu

al.

• D

icci

onar

io il

ustr

ado.

Con

teni

dos

Gra

mat

ical

es:

• Pr

efer

enci

a (a

firm

ativ

o, n

egat

ivo

e in

terr

ogat

ivo)

.•

Inte

rcam

bios

com

unic

ativ

os b

reve

s.•

Com

plec

ión

de o

raci

ones

y r

elac

ión

con

el d

ibuj

o co

rrec

to.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Can

ción

: The

Sho

ppin

g So

ng.

• D

iálo

go.

• D

iálo

go e

n un

neg

ocio

o u

na t

iend

a.

• Es

cuch

a y

cant

o.•

Escu

cha

y re

petic

ión.

• In

terc

ambi

os b

reve

s.•

Com

plec

ión

de o

raci

ones

.•

Escu

cha,

iden

tifica

ción

, rep

etic

ión

y nu

mer

ació

n.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

• Es

timul

ació

n de

la r

elac

ión

del c

onte

nido

de

las

área

s de

exp

erie

ncia

con

el c

onte

xto

prop

io.

Treetops 3


17

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: A N

ew F

rien

d.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.•

Lect

ura

y di

bujo

.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

His

torie

ta: C

ool C

at.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.•

Jueg

o de

rol

es.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Po

rtfo

lio: u

na lá

min

a.

• A

rmad

o de

una

lám

ina

sobr

e gu

stos

y p

refe

renc

ias

refe

rent

es a

com

idas

.

Áre

a In

terd

isci

plin

aria

: •

Cue

nto:

Tow

n M

ouse

and

Cou

ntry

Mou

se.

• Es

cuch

a y

dram

atiz

ació

n.•

Rea

lizac

ión

de m

ásca

ras.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.

Eval

uaci

ón:

• Ev

alua

ción

.•

Aut

o-ev

alua

ción

.•

Prue

ba e

scrit

a.Po

rtfo

lio (

eval

uaci

ón c

ontin

ua):

•

Un

jueg

o.*

• R

otul

ació

n de

com

idas

.•

Escr

itura

, esc

ucha

y s

elec

ción

de

la o

pció

n co

rrec

ta.

• Es

critu

ra d

e pr

egun

tas

y re

spue

stas

a p

artir

de

pala

bras

mez

clad

as.

• C

ompl

eció

n de

un

cues

tiona

rio s

obre

el p

rogr

eso

prop

io.*

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• R

ealiz

ació

n de

un

jueg

o so

bre

com

pras

.•

Jueg

o.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 3


18

Unid

ad 3

: H

om

eO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Des

crib

ir ha

bita

cion

es.

• Ex

pres

ar p

oses

ión.

• Ex

pres

ar e

xist

enci

a.•

Escr

ibir

sobr

e la

ciu

dad

prop

ia.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.

Eje

Tem

átic

o:

El h

ogar

Áre

a d

e Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• In

terc

ambi

os s

obre

obj

etos

per

sona

les.

• In

terc

ambi

os b

reve

s.•

Cue

stio

nario

sob

re p

oses

ione

s.•

Com

plec

ión

de in

terc

ambi

os b

reve

s a

part

ir de

di

bujo

s.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.

Con

teni

dos

Lexi

cale

s:

• La

s ha

bita

cion

es.

• M

uebl

es.

• O

bjet

os p

erso

nale

s.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

num

erac

ión

de

los

obje

tos

de u

na h

abita

ción

.•

Escr

itura

de

pala

bras

.•

Rot

ulac

ión

de lo

s el

emen

tos

de la

hab

itaci

ón.

• D

icci

onar

io il

ustr

ado.

Con

teni

dos

Gra

mat

ical

es:

• Ex

iste

ncia

.•

Prep

osic

ione

s de

luga

r: in

, on,

und

er.

• Po

sesi

ón.

• Pr

esen

te s

impl

e.

• Es

cuch

a, id

entifi

caci

ón y

rep

etic

ión.

• C

ompl

eció

n de

ora

cion

es, e

scuc

ha y

rev

isió

n.•

Escu

cha

y di

bujo

.•

Can

to (

chan

t): I

’ve

Got

a S

coot

er.

• Es

cuch

a, r

elac

ión

y es

critu

ra.

• Es

critu

ra d

e pr

egun

tas

a pa

rtir

de p

alab

ras

mez

clad

as.

• C

anto

: Pla

y Ti

me.

• Es

critu

ra d

e or

acio

nes

a pa

rtir

de p

alab

ras

mez

clad

as y

dib

ujo.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Can

ción

: The

Hom

e So

ng.

• D

escr

ipci

ón.

• H

isto

rieta

: A S

afe

Plac

e.

• C

anto

.•

Cue

nto

de v

enta

nas

y pu

erta

s.•

Escu

cha,

iden

tifica

ción

, rep

etic

ión

y nu

mer

ació

n de

lo

s ob

jeto

s de

la h

abita

ción

.•

Escr

itura

de

pala

bras

.•

Escu

cha

y le

ctur

a.•

Dra

mat

izac

ión.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

Treetops 3


19

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

His

torie

ta: C

ool C

at.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.•

Estim

ulac

ión

de la

rel

ació

n de

l con

teni

do d

e la

s ár

eas

de e

xper

ienc

ia c

on e

l con

text

o pr

opio

.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: Coo

l Cat

.

• Es

cuch

a y

lect

ura.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Po

rtfo

lio: m

i hab

itaci

ón.

• D

ibuj

o y

desc

ripci

ón d

e la

hab

itaci

ón p

ropi

a.•

Escr

itura

sob

re lo

s ob

jeto

s pe

rson

ales

y d

ibuj

o.

Áre

a C

ultu

ral:

• H

ouse

s in

the

UK

.•

Escu

cha

y le

ctur

a.•

Can

to: T

he H

ouse

s So

ng.

• Pr

oyec

to: h

ogar

es e

n m

i ciu

dad.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.

Eval

uaci

ón:

• Ev

alua

ción

.•

Aut

o-ev

alua

ción

.•

Prue

ba e

scrit

a.Po

rtfo

lio (

eval

uaci

ón c

ontin

ua):

•

Grá

fico

sobr

e lo

s ob

jeto

s pe

rson

ales

del

gru

po.*

• R

otul

ació

n de

obj

etos

.•

Elec

ción

de

la p

repo

sici

ón c

orre

cta

y es

cuch

a pa

ra

confi

rmar

.•

Lect

ura

y co

mpl

eció

n de

una

car

ta.

• C

ompl

eció

n de

un

cues

tiona

rio s

obre

el p

rogr

eso

prop

io.*

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• R

ealiz

ació

n de

un

gráfi

co a

par

tir d

e un

cu

estio

nario

.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 3


20

Unid

ad 4

: Fr

iends

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• H

acer

sug

eren

cias

.•

Expr

esar

pos

esió

n.•

Expr

esar

hab

ilida

d.•

Iden

tifica

r la

s pa

rtes

del

cue

rpo.

• Es

crib

ir de

scrip

cion

es.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.

Eje

Tem

átic

o:

Las

amis

tade

sÁ

rea

de

Exp

erie

nci

a:

La v

ida

pers

onal

y s

ocia

l

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• In

terc

ambi

os s

obre

dep

orte

s.•

Suge

renc

ias.

• In

terc

ambi

os s

obre

des

crip

cion

es f

ísic

as.

• C

anto

: The

Fri

end’

s So

ng.

• Ju

ego:

Fac

e Fu

n.•

Com

plec

ión

de in

terc

ambi

os.

• R

espu

esta

a p

regu

ntas

.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.

Con

teni

dos

Lexi

cale

s:

• Lo

s de

port

es.

• Pa

rtes

del

cue

rpo.

• A

djet

ivos

cal

ifica

tivos

.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

num

erac

ión.

• Es

critu

ra d

e pa

labr

as a

par

tir d

e es

tímul

os v

isua

les.

• R

elac

ión

de p

alab

ras

con

dibu

jos.

• C

ompl

eció

n de

ora

cion

es.

• D

icci

onar

io il

ustr

ado.

Con

teni

dos

Gra

mat

ical

es:

• H

abili

dade

s: c

an, c

an’t

.•

Pose

sión

: hav

e go

t, h

as g

ot.

• Es

cuch

a y

repe

tició

n.•

Escr

itura

de

orac

ione

s ex

pres

ando

hab

ilida

d.•

Can

to: C

ount

You

r Fr

iend

s!•

Com

plec

ión

de o

raci

ones

.•

Sele

cció

n de

la r

espu

esta

cor

rect

a.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Diá

logo

.•

Des

crip

ción

.

• Es

cuch

a y

sele

cció

n de

la h

abili

dad

corr

espo

ndie

nte.

• Es

cuch

a, id

entifi

caci

ón y

rep

etic

ión.

• Es

critu

ra d

e fr

ases

.•

Escu

cha

y nu

mer

ació

n.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

• Es

timul

ació

n de

la r

elac

ión

del c

onte

nido

de

las

área

s de

exp

erie

ncia

con

el c

onte

xto

prop

io.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: A N

ew H

ome.

• D

escr

ipci

ón.

• Es

cuch

a y

lect

ura.

• D

ram

atiz

ació

n.•

Lect

ura,

dib

ujo

y co

lore

o.

Treetops 3


21

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

His

torie

ta: C

ool C

at.

• Es

cuch

a y

lect

ura.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Po

rtfo

lio: d

escr

ipci

ón d

e un

/a a

mig

o/a.

• D

escr

ipci

ón d

e un

/a a

mig

o/a.

• D

escr

ipci

ón d

e la

car

a pr

opia

y d

ibuj

o.

Áre

a In

terd

isci

plin

aria

: •

Port

folio

: un

post

er e

stre

lla.

• C

uent

o: T

he T

hree

Bill

y G

oats

Gru

ff.

• R

ealiz

ació

n de

una

lám

ina

con

form

a de

est

rella

so

bre

las

prop

ias

habi

lidad

es.

• Le

ctur

a y

dram

atiz

ació

n.•

Rea

lizac

ión

de t

ítere

s.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.

Áre

a C

ultu

ral:

• D

ays

of t

he W

eek.

• H

allo

wee

n.•

Mot

her’

s D

ay a

nd F

athe

r’s

Day

.

• C

anto

: Day

s of

the

Wee

k.•

Escu

cha,

rep

etic

ión

y es

critu

ra.

• R

ealiz

ació

n de

un

gráfi

co s

obre

el c

lima.

• Es

cuch

a y

lect

ura.

• C

anto

: Hal

low

een.

• D

iseñ

o de

una

bol

sa d

e H

allo

wee

n.*

• Es

cuch

a y

lect

ura.

• C

anto

: Mot

her’

s D

ay a

nd F

athe

r’s

Day

.•

Rea

lizac

ión

de u

na t

arje

ta.

Eval

uaci

ón:

• Ev

alua

ción

.•

Aut

o-ev

alua

ción

.•

Prue

ba e

scrit

a.Po

rtfo

lio (

eval

uaci

ón c

ontin

ua):

•

Un

libro

sob

re c

aras

.*

• R

otul

ació

n de

dib

ujos

sob

re d

epor

tes.

• Es

cuch

a, d

ibuj

o y

colo

reo.

• R

elac

ión

de o

raci

ones

con

est

ímul

os v

isua

les

y es

critu

ra.

• C

ompl

eció

n de

un

cues

tiona

rio s

obre

el p

rogr

eso

prop

io.*

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• R

ealiz

ació

n de

un

libro

sob

re c

aras

.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Not

a: E

l cur

so T

reet

ops

1–3

cum

ple

con

los

desc

ripto

res

del n

ivel

A1

del m

arco

de

refe

renc

ia e

urop

eo p

ara

las

leng

uas.

Treetops 3


22

Pla

nif

icaci

ones

Treeto

ps

4

Unid

ad I

ntr

oduct

ori

a:

Welc

om

e t

o B

rita

inO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Rev

isar

los

cono

cim

ient

os a

dqui

ridos

en

el n

ivel

ant

erio

r pa

ra f

acili

tar

el d

esar

rollo

de

la c

ompe

tenc

ia c

omun

icat

iva

y el

apr

endi

zaje

aut

ónom

o.

Eje

Tem

átic

o:

Una

vis

ita

cult

ural

al R

eino

Uni

doÁ

rea

de

Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• Sa

ludo

s y

pres

enta

cion

es.

• Es

cuch

a y

repe

tició

n de

sal

udos

.•

Uso

de

fórm

ulas

par

a sa

luda

r.•

Des

crip

ción

de

los

colo

res

de la

s ba

nder

as.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.

Con

teni

dos

Lexi

cale

s:

• Lo

s pa

íses

y s

us c

apita

les.

• Lo

s nú

mer

os.

• Lo

s co

lore

s.

• Es

cuch

a e

iden

tifica

ción

de

país

es y

sus

cap

itale

s.•

Escu

cha

y co

mpl

eció

n.•

Escu

cha

y re

petic

ión

de in

terc

ambi

os.

• In

terc

ambi

o de

info

rmac

ión

pers

onal

.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

leng

uas

extr

anje

ras.

Con

teni

dos

Gra

mat

ical

es:

• Pr

onom

bres

per

sona

les.

• V

erbo

to

be (

afirm

ativ

o).

• H

abili

dad:

can

.•

Estr

uctu

ra d

e la

fra

se s

usta

ntiv

a: c

olor

+ s

usta

ntiv

o.

• Es

cuch

a e

iden

tifica

ción

de

país

es y

sus

cap

itale

s.•

Escu

cha

y co

mpl

eció

n.•

Escu

cha

y re

petic

ión

de in

terc

ambi

os.

• Es

cuch

a y

com

plec

ión

de u

na t

arje

ta d

e id

entifi

caci

ón p

erso

nal.

• In

terc

ambi

o de

info

rmac

ión

pers

onal

.

Port

folio

: •

The

Tree

tops

Clu

b: u

na t

arje

ta d

e id

entifi

caci

ón

pers

onal

.*

• In

terc

ambi

o de

info

rmac

ión

pers

onal

y c

ompl

eció

n de

una

tar

jeta

de

iden

tifica

ción

per

sona

l.•

Prom

oció

n de

l apr

endi

zaje

con

scie

nte

y au

tóno

mo.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


23

Unid

ad 1

: M

y F

am

ily

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• In

terc

ambi

ar in

form

ació

n re

fere

nte

a la

fam

ilia.

• Id

entifi

car

a y

habl

ar s

obre

los

mie

mbr

os d

e la

fam

ilia.

• Ex

pres

ar p

oses

ión.

• D

ram

atiz

ar c

uent

os.

Eje

Tem

átic

o:

La f

amili

aÁ

rea

de

Exp

erie

nci

a:

La v

ida

pers

onal

y s

ocia

l

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• In

form

ació

n pe

rson

al: l

a fa

mili

a.•

Inte

rcam

bios

com

unic

ativ

os p

ara

iden

tifica

r al

lega

dos.

• Es

cuch

a y

lect

ura

de u

n pr

oyec

to.

• R

espu

esta

s a

preg

unta

s.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

apre

nder

y u

sar

la le

ngua

ext

ranj

era.

• A

prec

iaci

ón d

el v

alor

del

tra

bajo

coo

pera

tivo

para

fa

cilit

ar e

l int

erca

mbi

o co

mun

icat

ivo.

Con

teni

dos

Lexi

cale

s:

• La

fam

ilia

y su

s m

iem

bros

.•

Escu

cha,

iden

tifica

ción

y r

epet

ició

n de

pal

abra

s.•

Dib

ujo

e id

entifi

caci

ón d

e lo

s m

iem

bros

de

la f

amili

a pr

opia

.•

Com

plec

ión

de p

alab

ras

y es

critu

ra.

• C

ompl

eció

n de

ora

cion

es a

par

tir d

e un

árb

ol

gene

alóg

ico.

Con

teni

dos

Gra

mat

ical

es:

• A

djet

ivos

pos

esiv

os: h

is/h

er.

• Po

sesi

ón: h

ave

got.

• H

abili

dad.

• Es

cuch

a y

repe

tició

n.•

Com

plec

ión

de d

iálo

gos.

• Le

ctur

a, r

espu

esta

y e

scrit

ura.

• C

ompl

eció

n de

inte

rcam

bios

a p

artir

de

un c

uadr

o.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Can

ción

: The

Fri

ends

Son

g.

• Es

cuch

a y

num

erac

ión.

• Es

cuch

a y

com

plec

ión

de o

raci

ones

.•

Inte

rcam

bio

com

unic

ativ

o y

com

plec

ión

de t

abla

s co

n in

form

ació

n pe

rson

al.

• Es

cuch

a y

cant

o.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

• Es

timul

ació

n de

la r

elac

ión

del c

onte

nido

de

las

área

s de

exp

erie

ncia

con

el c

onte

xto

prop

io.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

Inte

rcam

bio

com

unic

ativ

o so

bre

la f

amili

a.

• In

terc

ambi

os c

omun

icat

ivos

.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: Per

cy t

he K

nigh

t.

• Es

cuch

a, le

ctur

a y

repe

tició

n de

una

his

torie

ta.

Treetops 4


24

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• U

na p

ágin

a w

eb.

• Le

ctur

a de

una

pág

ina

web

.•

Com

plec

ión

de la

pág

ina

web

per

sona

l con

la

desc

ripci

ón f

ísic

a.

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del s

onid

o /æ

/.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Inte

rdis

cipl

inar

ia:

• Th

e R

ing

of A

lbio

n: u

na h

isto

ria f

amos

a de

l Rei

no

Uni

do.

• C

ompr

ensi

ón g

loba

l de

una

hist

oria

.•

Lect

ura

de la

his

toria

del

Rey

Art

uro.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a so

bre

los

luga

res

de la

leye

nda.

*

Eval

uaci

ón /

Refl

exió

n:

• A

uto-

eval

uaci

ón.

• Pr

ueba

esc

rita.

Port

folio

(ev

alua

ción

con

tinua

):

• El

esc

udo

fam

iliar

.*

• C

ompl

eció

n de

un

árbo

l gen

ealó

gico

.•

Escr

itura

de

preg

unta

s y

orac

ione

s a

part

ir de

pa

labr

as m

ezcl

adas

.•

Escu

cha

y se

lecc

ión

del d

ibuj

o co

rrec

to.

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• C

ompl

eció

n de

un

cues

tiona

rio.*

• D

iseñ

o de

l esc

udo

fam

iliar

.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


25

Unid

ad 2

: A

t Sch

ool

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• In

terc

ambi

ar in

form

ació

n re

fere

nte

a gu

stos

y p

refe

renc

ias

pers

onal

es.

• Id

entifi

car

los

días

de

la s

eman

a.•

Inte

rcam

biar

info

rmac

ión

sobr

e la

s m

ater

ias

en la

esc

uela

.•

Leer

his

toria

s.•

Escu

char

cue

ntos

y d

ram

atiz

ar.

• Es

crib

ir m

ensa

jes

elec

trón

icos

.

Eje

Tem

átic

o:

La e

scue

laÁ

rea

de

Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• Ex

pres

ione

s re

fere

ntes

a g

usto

s y

pref

eren

cias

.•

Preg

unta

s re

fere

ntes

al t

iem

po: W

hen

…?

• In

terc

ambi

os c

omun

icat

ivos

sob

re g

usto

s y

pref

eren

cias

pe

rson

ales

. •

Com

plec

ión

de in

terc

ambi

os.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra f

acili

tar

el in

terc

ambi

o co

mun

icat

ivo.

Con

teni

dos

Lexi

cale

s:

• M

ater

ias.

• Lo

s dí

as d

e la

sem

ana.

• Es

cuch

a, le

ctur

a y

resp

uest

as a

pre

gunt

as s

obre

el t

exto

.•

Escu

cha,

rel

ació

n de

los

obje

tos

con

las

mat

eria

s y

rotu

laci

ón

de la

s im

ágen

es.

• Es

cuch

a y

escr

itura

.

Con

teni

dos

Gra

mat

ical

es:

• Pr

esen

te s

impl

e (f

orm

as a

firm

ativ

a, n

egat

iva

e in

terr

ogat

iva)

.•

Preg

unta

s re

fere

ntes

al t

iem

po: W

hen

…?

• Pr

oyec

to s

obre

las

mat

eria

s es

cola

res.

• C

ompl

eció

n de

ora

cion

es.

• Ju

ego:

Do

you

like

…?

• R

espu

esta

s a

preg

unta

s a

part

ir de

un

hora

rio.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Can

ción

: Hap

py D

ays.

• C

anci

ón: T

he S

unsh

ine

Song

.

• Es

cuch

a, le

ctur

a y

repe

tició

n.•

Escu

cha

e id

entifi

caci

ón d

e gu

stos

y p

refe

renc

ias.

• Es

cuch

a y

cant

o.•

Lect

ura

de u

n cu

adro

y c

ompl

eció

n de

ora

cion

es.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la u

tiliz

ació

n y

de la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je

para

pro

mov

er la

esc

ucha

y e

l res

peto

por

los

turn

os p

ara

com

unic

arse

.•

Estim

ulac

ión

de la

rel

ació

n de

l con

teni

do

de la

s ár

eas

de e

xper

ienc

ia c

on e

l con

text

o pr

opio

.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

Inte

rcam

bio

com

unic

ativ

o so

bre

pref

eren

cias

y

gust

os s

obre

mat

eria

s es

cola

res.

• In

terc

ambi

o co

mun

icat

ivo

sobr

e pr

efer

enci

as r

elac

iona

das

con

las

mat

eria

s es

cola

res.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: Cas

tle

Scho

ol.

• M

ensa

je e

lect

róni

co.

• Id

entifi

caci

ón d

e pr

efer

enci

as.

• Le

ctur

a.

Treetops 4


26

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• M

ensa

je e

lect

róni

co.

• C

ompl

eció

n de

un

men

saje

ele

ctró

nico

con

pre

fere

ncia

s y

gust

os p

erso

nale

s.•

Lect

ura

y co

mpl

eció

n de

un

men

saje

de

corr

eo e

lect

róni

co.

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del d

ipto

ngo

/aɪ/

.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Cul

tura

l: •

Lond

on.

• Es

cuch

a y

lect

ura.

• C

anto

: The

Bri

tish

Nat

iona

l Ant

hem

.•

Dis

eño

y ar

mad

o de

una

cor

ona.

Áre

a In

terd

isci

plin

aria

: •

The

Rin

g of

Alb

ion:

una

his

toria

fam

osa

del

Rei

no U

nido

.

• C

ompr

ensi

ón g

loba

l de

la h

isto

ria.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a.*

Eval

uaci

ón /

Refl

exió

n:

• A

uto-

eval

uaci

ón.

• Pr

ueba

esc

rita.

Port

folio

(ev

alua

ción

con

tinua

):

• H

orar

io e

scol

ar.*

• C

ompl

eció

n de

un

hora

rio e

scol

ar.

• R

espu

esta

s a

preg

unta

s so

bre

un h

orar

io.

• R

elac

ión

de p

regu

ntas

con

res

pues

tas.

• Es

cuch

a y

elec

ción

de

la r

espu

esta

cor

rect

a.•

Rea

lizac

ión

de u

na e

valu

ació

n es

crita

.•

Com

plec

ión

de u

n cu

estio

nario

.*•

Escr

itura

del

hor

ario

esc

olar

.•

Inte

rcam

bio

de in

form

ació

n.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


27

Unid

ad 3

: Fa

mous

People

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• D

escr

ibir

pers

onas

.•

Iden

tifica

r y

men

cion

ar la

s pa

rtes

del

cue

rpo.

• Ex

pres

ar p

oses

ión.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.•

Leer

his

toria

s.•

Hac

er u

na d

escr

ipci

ón e

scrit

a pa

ra u

na p

ágin

a w

eb.

Eje

Tem

átic

o:

Pers

onas

fam

osas

Áre

a d

e Exp

erie

nci

a:

El m

undo

que

nos

rod

ea

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• D

escr

ipci

ón d

e pe

rson

as.

• Es

cuch

a, r

epet

ició

n y

jueg

o: H

appy

Fac

es.

• Ju

ego

de a

divi

nanz

as.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.C

onte

nido

s Le

xica

les:

•

Part

es d

el c

uerp

o.•

Adj

etiv

os c

alifi

cativ

os.

• Es

cuch

a, id

entifi

caci

ón y

esc

ritur

a.•

Com

plec

ión

de u

n cr

ucig

ram

a.•

Lect

ura,

dib

ujo

y co

lore

o.

Con

teni

dos

Gra

mat

ical

es:

• Po

sesi

ón (

form

as a

firm

ativ

a, n

egat

iva

e in

terr

ogat

iva)

: hav

e go

t.

• Es

cuch

a, le

ctur

a y

resp

uest

as a

pre

gunt

as.

• Es

critu

ra d

e or

acio

nes.

• C

ompl

eció

n de

inte

rcam

bios

sob

re a

parie

ncia

s.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Des

crip

ción

.•

Can

ción

: One

Big

Pla

ygro

und.

• Es

cuch

a y

enum

erac

ión

de lo

s di

bujo

s.•

Escu

cha

e id

entifi

caci

ón d

e la

fot

ogra

fía c

orre

cta.

•

Escu

cha

y di

bujo

.•

Escu

cha

y ca

nto.

• Le

ctur

a y

com

plec

ión

de o

raci

ones

.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la

utili

zaci

ón y

de

la in

tegr

ació

n de

las

mac

roha

bilid

ades

. •

Fom

ento

de

opor

tuni

dade

s de

apr

endi

zaje

par

a pr

omov

er la

esc

ucha

y e

l res

peto

por

los

turn

os p

ara

com

unic

arse

.•

Estim

ulac

ión

de la

rel

ació

n de

l con

teni

do d

e la

s ár

eas

de e

xper

ienc

ia c

on e

l con

text

o pr

opio

.D

esar

rollo

de

las

Mac

roha

bilid

ades

: H

abla

/ Q

ueha

cer

de h

abla

r:

• D

escr

ipci

ón d

e pe

rson

as.

• Es

cuch

a, id

entifi

caci

ón, d

ibuj

o y

jueg

o de

ad

ivin

anza

s.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: The

Pic

ture

.

• Es

cuch

a, le

ctur

a y

repe

tició

n de

una

his

torie

ta.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Pá

gina

web

de

el/l

a m

aest

ro/a

.

• Le

ctur

a y

com

plec

ión

de u

na p

ágin

a w

eb s

obre

el/

la m

aest

ro/a

.

Treetops 4


28

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del s

onid

o /ʊ

/.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Inte

rdis

cipl

inar

ia:

• Th

e R

ing

of A

lbio

n: u

na h

isto

ria f

amos

a de

l Rei

no

Uni

do.

• C

ompr

ensi

ón g

loba

l de

la h

isto

ria.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a.*

Eval

uaci

ón /

Refl

exió

n:

• A

uto-

eval

uaci

ón.

• Pr

ueba

esc

rita.

Port

folio

(ev

alua

ción

con

tinua

):

• U

na p

erso

na f

amos

a.*

• C

ruci

gram

a.•

Arm

ado

de o

raci

ones

a p

artir

de

pala

bras

m

ezcl

adas

.•

Escu

cha

y di

bujo

de

rost

ros.

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• C

ompl

eció

n de

un

cues

tiona

rio.*

• D

iseñ

o de

una

lám

ina

sobr

e un

a pe

rson

a fa

mos

a.•

Pres

enta

ción

ora

l sob

re la

per

sona

fam

osa.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


29

Unid

ad 4

: M

eal

Tim

es

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• Id

entifi

car

alim

ento

s y

com

idas

.•

Preg

unta

r po

r y

resp

onde

r so

bre

la h

ora.

• Es

crib

ir un

cor

reo

elec

trón

ico.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.•

Leer

his

toria

s.

Eje

Tem

átic

o:

Las

com

idas

Áre

a d

e Exp

erie

nci

a:

Las

acti

vida

des

coti

dian

as

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• C

omid

as y

alim

ento

s.•

La h

ora.

• In

terc

ambi

o de

pre

gunt

as y

res

pues

tas

sobr

e pr

efer

enci

as.

• Id

entifi

caci

ón d

e pr

efer

enci

as.

• Es

cuch

a, le

ctur

a y

repe

tició

n.•

Escu

cha,

y d

ibuj

o de

las

aguj

as d

el r

eloj

.•

Arm

ado

de u

n re

loj e

inte

rcam

bio

de la

hor

a.•

Com

plec

ión

de in

terc

ambi

os s

obre

la h

ora.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.

Con

teni

dos

Lexi

cale

s:

• C

omid

as.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

escr

itura

de

com

idas

.•

Dib

ujo

e id

entifi

caci

ón d

e la

com

ida

pref

erid

a.•

Iden

tifica

ción

de

los

dibu

jos.

• So

pa d

e le

tras

.•

Com

plec

ión

de o

raci

ones

con

el l

éxic

o ap

ropi

ado.

Con

teni

dos

Gra

mat

ical

es:

• Pr

esen

te s

impl

e (f

orm

as a

firm

ativ

a, n

egat

iva

e in

terr

ogat

iva)

.

• Es

cuch

a, le

ctur

a y

resp

uest

as a

pre

gunt

as.

• Es

cuch

a e

iden

tifica

ción

.•

Rel

ació

n de

las

desc

ripci

ones

con

las

imág

enes

.•

Escr

itura

de

orac

ione

s.•

Rel

ació

n de

ora

cion

es c

on e

stím

ulos

vis

uale

s.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Inte

rcam

bios

sob

re la

hor

a.•

Can

ción

: The

San

dwic

h Ji

ve.

• Es

cuch

a, d

ibuj

o de

la h

ora

e id

entifi

caci

ón d

e la

co

mid

a.•

Valo

raci

ón d

e la

com

unic

ació

n a

trav

és d

e la

ut

iliza

ción

y d

e la

inte

grac

ión

de la

s m

acro

habi

lidad

es.

• Fo

men

to d

e op

ortu

nida

des

de a

pren

diza

je p

ara

prom

over

la e

scuc

ha y

el r

espe

to p

or lo

s tu

rnos

par

a co

mun

icar

se.

Treetops 4


30

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

Inte

rcam

bios

.

• In

terc

ambi

os s

obre

la h

ora

de c

ada

com

ida.

• Es

timul

ació

n de

la r

elac

ión

del c

onte

nido

de

las

área

s de

exp

erie

ncia

con

el c

onte

xto

prop

io.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: A T

erri

ble

Bre

akfa

st.

• Es

cuch

a, le

ctur

a y

repe

tició

n de

una

his

torie

ta.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• U

n co

rreo

ele

ctró

nico

.

• Le

ctur

a y

escr

itura

de

un m

ail a

un

par.

• Es

cuch

a y

cant

o.•

Escr

itura

de

orac

ione

s a

part

ir de

pal

abra

s de

sord

enad

as.

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del s

onid

o /ɪ

/.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Cul

tura

l: •

Wal

es.

• Es

cuch

a y

lect

ura.

• C

anto

: Wal

es!

Wal

es!

• R

ealiz

ació

n de

la ‘c

ucha

ra d

el a

mor

’.

Áre

a In

terd

isci

plin

aria

: •

The

Rin

g of

Alb

ion:

una

his

toria

fam

osa

del R

eino

U

nido

.

• C

ompr

ensi

ón g

loba

l de

la h

isto

ria.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a.*

Eval

uaci

ón /

Refl

exió

n:

• A

uto-

eval

uaci

ón.

• Pr

ueba

esc

rita.

Port

folio

(ev

alua

ción

con

tinua

):

• El

des

ayun

o.*

• So

pa d

e le

tras

.•

Escr

itura

de

pala

bras

a p

artir

de

estím

ulos

vis

uale

s.•

Arm

ado

de o

raci

ones

a p

artir

de

pala

bras

m

ezcl

adas

.•

Rea

lizac

ión

de u

na e

valu

ació

n es

crita

.•

Com

plec

ión

de u

n cu

estio

nario

.*•

Dis

eño

de u

na lá

min

a so

bre

el d

esay

uno.

• In

terc

ambi

o de

info

rmac

ión

sobr

e la

com

ida

de la

m

añan

a.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


31

Unid

ad 5

: A

round T

ow

nO

bjet

ivos

de

Apr

endi

zaje

par

a el

Alu

mno

/ E

xpec

tati

vas

de L

ogro

: •

Dar

indi

caci

ones

sob

re c

ómo

llega

r a

un lu

gar.

• Ex

pres

ar e

xist

enci

a.•

Des

crib

ir ci

udad

es y

/o p

uebl

os.

• Es

cuch

ar c

uent

os y

dra

mat

izar

.•

Escr

ibir

un c

orre

o el

ectr

ónic

o.•

Leer

his

toria

s.

Eje

Tem

átic

o:

Alr

eded

or d

el p

uebl

o o

la c

iuda

dÁ

rea

de

Exp

erie

nci

a:

El m

undo

que

nos

rod

ea

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• D

ar in

dica

cion

es s

obre

cóm

o lle

gar

a un

luga

r.•

Res

pues

tas

a pr

egun

tas

a pa

rtir

de u

n m

apa.

• In

terc

ambi

os b

reve

s so

bre

la c

iuda

d o

pueb

lo.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.C

onte

nido

s Le

xica

les:

•

Neg

ocio

s y

mon

umen

tos

de la

ciu

dad.

• So

pa d

e le

tras

y e

scrit

ura

de p

alab

ras.

Con

teni

dos

Gra

mat

ical

es:

• Ex

iste

ncia

: the

re is

.•

Impe

rativ

o.

• Pr

epos

icio

nes

de lu

gar.

• Es

cuch

a, le

ctur

a y

resp

uest

as a

pre

gunt

as.

• Es

cuch

a e

iden

tifica

ción

de

prep

osic

ione

s.•

Com

plec

ión

con

prep

osic

ione

s de

luga

r.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Des

crip

ción

.•

Can

ción

: I L

ove

Lond

on.

• Es

cuch

a e

iden

tifica

ción

.•

Escr

itura

de

pala

bras

a p

artir

de

las

foto

s.•

Escu

cha

y ca

nto.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la

utili

zaci

ón y

de

la in

tegr

ació

n de

las

mac

roha

bilid

ades

. •

Fom

ento

de

opor

tuni

dade

s de

apr

endi

zaje

par

a pr

omov

er la

esc

ucha

y e

l res

peto

por

los

turn

os p

ara

com

unic

arse

.•

Estim

ulac

ión

de la

rel

ació

n de

l con

teni

do d

e la

s ár

eas

de e

xper

ienc

ia c

on e

l con

text

o pr

opio

.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Hab

la /

Que

hace

r de

hab

lar:

•

Inte

rcam

bios

.

• Es

cuch

a, r

epet

ició

n e

inte

rcam

bios

ref

eren

tes

a un

m

apa.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: The

Tre

asur

e M

ap.

• Es

cuch

a, le

ctur

a y

repe

tició

n de

una

his

torie

ta.

• Le

ctur

a de

ora

cion

es y

com

plec

ión

de u

n m

apa.

• Le

ctur

a, c

ompl

eció

n de

un

map

a y

desc

ripci

ón.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• U

n co

rreo

ele

ctró

nico

.

• Le

ctur

a de

un

corr

eo e

lect

róni

co.

• C

ompl

eció

n de

un

corr

eo e

lect

róni

co s

obre

la c

iuda

d pr

opia

.

Treetops 4


32

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del s

onid

o /h

/.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Inte

rdis

cipl

inar

ia:

• Th

e R

ing

of A

lbio

n: u

na h

isto

ria f

amos

a de

l Rei

no

Uni

do.

• C

ompr

ensi

ón g

loba

l de

la h

isto

ria.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a.*

Port

folio

: •

Mi c

iuda

d o

pueb

lo.

• D

ibuj

o de

un

map

a so

bre

la c

iuda

d o

el p

uebl

o.•

Inte

rcam

bio

de in

form

ació

n.•

Refl

exió

n so

bre

el d

esem

peño

y e

l pro

gres

o pr

opio

s.•

Con

cien

tizac

ión

y va

lora

ción

de

los

logr

os

obte

nido

s.•

Prom

oció

n de

l apr

endi

zaje

con

scie

nte

y au

tóno

mo.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

co

ntin

uar

apre

ndie

ndo

y us

ando

una

leng

ua

extr

anje

ra.

Eval

uaci

ón /

Refl

exió

n:

• Ev

alua

ción

.•

Aut

o-ev

alua

ción

.•

Prue

ba e

scrit

a.Po

rtfo

lio (

eval

uaci

ón c

ontin

ua):

•

Un

map

a.*

• Id

entifi

caci

ón y

esc

ritur

a de

neg

ocio

s y

edifi

cios

.•

Res

pues

tas

a pr

egun

tas

sobr

e un

map

a.•

Escu

cha

y es

critu

ra d

e la

ubi

caci

ón d

e la

per

sona

.•

Rea

lizac

ión

de u

na e

valu

ació

n es

crita

.•

Com

plec

ión

de u

n cu

estio

nario

.*•

Rea

lizac

ión

de u

n m

apa

de la

ciu

dad

o el

pue

blo.

•

Inte

rcam

bios

bre

ves.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4


33

Unid

ad 6

: A

nim

als

Obj

etiv

os d

e A

pren

diza

je p

ara

el A

lum

no /

Exp

ecta

tiva

s de

Log

ro:

• D

escr

ibir

anim

ales

.•

Expr

esar

pos

esió

n.•

Expr

esar

hab

ilida

d.•

Escu

char

cue

ntos

y d

ram

atiz

ar.

• Le

er h

isto

rias.

Eje

Tem

átic

o:

Los

anim

ales

Áre

a d

e Exp

erie

nci

a:

El m

undo

que

nos

rod

ea

Co

nte

nid

os

Conce

ptu

ale

s:

Co

nte

nid

os

Pro

ced

imen

tale

s:

Conte

nid

os

Act

itudin

ale

s:

Com

unic

ació

n /

El U

so d

e la

Len

gua

Extr

anje

ra:

• In

terc

ambi

os s

obre

des

crip

cion

es d

e an

imal

es.

• C

ompl

eció

n de

inte

rcam

bios

bre

ves.

• A

divi

nanz

as.

• D

esar

rollo

de

la c

onfia

nza

en s

í mis

mo

para

ap

rend

er y

usa

r la

leng

ua e

xtra

njer

a.•

Apr

ecia

ción

del

val

or d

el t

raba

jo c

oope

rativ

o pa

ra

faci

litar

el i

nter

cam

bio

com

unic

ativ

o.C

onte

nido

s Le

xica

les:

•

Los

anim

ales

.•

Las

part

es d

el c

uerp

o.•

Las

cara

cter

ístic

as d

e di

fere

ntes

ani

mal

es.

• Es

cuch

a, id

entifi

caci

ón y

rep

etic

ión

de lo

s an

imal

es.

• Es

critu

ra d

e pa

labr

as.

• D

ibuj

o y

com

plec

ión

de o

raci

ones

.

Con

teni

dos

Gra

mat

ical

es:

• Id

entifi

caci

ón.

• Po

sesi

ón.

• H

abili

dad.

• Es

cuch

a, le

ctur

a y

resp

uest

as a

pre

gunt

as.

• Es

cuch

a y

repe

tició

n.•

Escu

cha

y re

spue

stas

sob

re la

s di

fere

ntes

ha

bilid

ades

.•

Jueg

o.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escu

cha

/ Q

ueha

cer

de e

scuc

har:

•

Des

crip

cion

es.

• A

nim

ales

mis

terio

sos.

• C

anci

ón: I

n th

e Ju

ngle

.

• Es

cuch

a, id

entifi

caci

ón, r

epet

ició

n y

escr

itura

de

part

es d

e an

imal

es.

• Es

cuch

a e

iden

tifica

ción

.•

Escu

cha

y ca

nto.

• Va

lora

ción

de

la c

omun

icac

ión

a tr

avés

de

la

utili

zaci

ón y

de

la in

tegr

ació

n de

las

mac

roha

bilid

ades

. •

Fom

ento

de

opor

tuni

dade

s de

apr

endi

zaje

par

a pr

omov

er la

esc

ucha

y e

l res

peto

por

los

turn

os p

ara

com

unic

arse

.•

Estim

ulac

ión

de la

rel

ació

n de

l con

teni

do d

e la

s ár

eas

de e

xper

ienc

ia c

on e

l con

text

o pr

opio

.D

esar

rollo

de

las

Mac

roha

bilid

ades

: H

abla

/ Q

ueha

cer

de h

abla

r:

• In

terc

ambi

o.

• Es

cuch

a y

repe

tició

n de

inte

rcam

bios

sob

re

anim

ales

.•

Jueg

o.

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Lect

ura

/ Q

ueha

cer

de le

er:

• H

isto

rieta

: At

the

Zoo.

• Es

cuch

a, le

ctur

a y

repe

tició

n de

una

his

torie

ta.

• R

elac

ión

entr

e m

itade

s de

ora

cion

es y

dib

ujo.

Treetops 4


34

Des

arro

llo d

e la

s M

acro

habi

lidad

es:

Escr

itur

a /

Que

hace

r de

esc

ribi

r:

• Fi

cha

sobr

e un

ani

mal

.

• D

ibuj

o y

com

plec

ión

de u

na fi

cha

sobr

e un

ani

mal

.

Sist

ema

Fono

lógi

co:

• Pr

onun

ciac

ión

del s

onid

o /ʌ

/.•

Escu

cha

y re

petic

ión.

• D

esar

rollo

de

una

actit

ud p

ositi

va h

acia

las

cultu

ras

extr

anje

ras.

• D

emos

trac

ión

de r

espe

to p

or c

ultu

ras

dife

rent

es.

• A

prec

iaci

ón d

e la

pro

pia

iden

tidad

cul

tura

l.Á

rea

Cul

tura

l: •

Kin

g A

rthu

r in

Brit

ain.

*•

Bonfi

re N

ight

.*•

Car

niva

l.*

• Es

cuch

a y

lect

ura.

• R

ealiz

ació

n de

un

afich

e so

bre

una

leye

nda.

• Le

ctur

a y

dram

atiz

ació

n.•

Can

to (

chan

t): R

emem

ber,

Rem

embe

r th

e Fi

fth

of

Nov

embe

r.•

Rea

lizac

ión

de u

na f

uent

e.*

• Es

cuch

a y

lect

ura

sobr

e el

car

nava

l en

Not

ting

Hill

.

Áre

a In

terd

isci

plin

aria

: •

The

Rin

g of

Alb

ion:

una

his

toria

fam

osa

del R

eino

U

nido

.

• C

ompr

ensi

ón g

loba

l de

la h

isto

ria.

• C

ompl

eció

n de

la fi

cha

didá

ctic

a.

Port

folio

: •

Ani

mal

es s

alva

jes.

• D

ibuj

o y

rotu

laci

ón d

e tr

es a

nim

ales

sal

vaje

s.•

Inte

rcam

bio

de in

form

ació

n.

Eval

uaci

ón /

Refl

exió

n:

• A

uto-

eval

uaci

ón.

• Pr

ueba

esc

rita.

Port

folio

(ev

alua

ción

con

tinua

):

• U

n an

imal

imag

inar

io.

Reg

istr

o de

Apr

endi

zaje

.

• So

pa d

e le

tras

.•

Escr

itura

de

pala

bras

.•

Rel

ació

n en

tre

mita

des

de o

raci

ones

.•

Adi

vina

nzas

.•

Escu

cha

y el

ecci

ón d

e la

res

pues

ta c

orre

cta.

• C

ompl

eció

n de

un

cues

tiona

rio.*

• R

ealiz

ació

n de

una

eva

luac

ión

escr

ita.

• D

iseñ

o y

dibu

jo d

e un

ani

mal

imag

inar

io.

• In

terc

ambi

os d

e de

scrip

cion

es d

el a

nim

al

imag

inar

io.

• C

ompl

eció

n de

una

gril

la.

• R

eflex

ión

sobr

e el

des

empe

ño y

el p

rogr

eso

prop

ios.

• C

onci

entiz

ació

n y

valo

raci

ón d

e lo

s lo

gros

ob

teni

dos.

• Pr

omoc

ión

del a

pren

diza

je c

onsc

ient

e y

autó

nom

o.•

Des

arro

llo d

e la

con

fianz

a en

sí m

ism

o pa

ra

cont

inua

r ap

rend

iend

o y

usan

do u

na le

ngua

ex

tran

jera

.

* V

er T

reet

ops

Phot

ocop

y M

aste

rs B

ook

3 &

4, O

UP.

Treetops 4



1

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