NEXT STOP 4

2nd level

JUSTIFICATION
The final objective of learning a foreign language is that the pupils reach stages
of linguistic competence, understanding that as the ability to interact in such
language. This is a complex process in which cognitive, affective and social
elements take part. A specific communicative activity requires the use of oral
and written language and the use of resources and strategies of linguistic and
non-linguistic communication concerning the context where it takes place. In the
same way, learning a foreign language has to help the development of positive
and receptive attitudes towards other languages and cultures. Furthermore, it is
intended to encourage and value the effort and confidence in one's own ability
to learn a foreign language. The Information and Communication Technologies
will be mediating vehicles for learning.
.
In short, the foreign language field has the aim of training people who
can use it to understand, speak and have a conversation, read and write, so its
use must be the starting point from the beginning. The starting point will be
situations of use that will encourage internalising the language working rules,
which will allow the pupils to establish which elements of the foreign language
work like in the language they know and which strategies help them to a better
learning.
It is recommended in the First Cycle to give priority to oral skills; in the following
cycles the skills will be developed gradually and in an integrated way. The
individual learning development will involve different ways of processing the
information and the acquisition of different abilities.
GENERAL OBJECTIVES
1.- Listen to and understand messages in varied oral interactions, using the
transmitted information to do the specific tasks related to their experience.
2.- Express and interact orally in simple and regular situations that have a
known content, using verbal and non-verbal procedures and taking a respectful
and collaborating attitude.
3.- Write different texts with varied purposes about subjects already discussed
in the classroom, and with the help of models.
4.- Read, in an understanding way, several texts related to their experiences
and interests, drawing general and specific information according to a previous
purpose.

5.- Learn how to use with progressive autonomy all the means available to
them, including new technologies, to obtain information and to communicate in
the foreign language.
6.- Value the foreign language as a mean of communication and understanding
among people from different origins and cultures, and as a learning tool with
different contents.
7.- Show a receptive and confident attitude in ones own ability to learn and use
the foreign language.
8.- Use the knowledge and previous experiences with other languages for a
faster, more effective and more autonomous acquisition of the foreign language.
9.- Identify phonetic, rhythmic aspects, accentuation and intonation, as well as
linguistic structures and lexical aspects of the foreign language and use them as
basic elements of communication.
SECOND CYCLE OF PRIMARY EDUCATION OBJECTIVES
1.- Understand globally simple oral messages in regular classroom situations.
2.- Understand and use some linguistic and non-linguistic conventions in basic
situations of communication.
3.-Interact with the others in classroom situations of communication.
4.-Reproduce songs and poems with the appropriate rhythm and intonation.
5.- Participate in groups or pair tasks where the studied language is used.
6.- Recognise the meaning of words and simple sentences by their
pronunciation.
7.- Build up reading strategies as well as reinforce values
8.- Create pieces of fiction and non-fiction texts in English with the vocabulary
worked in class.
9.- Appreciate the communicative value of the English language through
classroom activities.
10.- Value the cultural aspects of the English language in a close and significant
context for the pupil.
METHODOLOGY
- Pupil-centred learning: children at this age are curious by nature and have a
natural need to communicate with the others. Next Stop tries to keep that
curiosity up and generate in them a desire to find out about new things. It uses
their need for communication to introduce them in the communicative
competence in another language. Next Stop is an active, motivating, engaging
and attractive method.
- Next Stop focuses on the meaning: the language, through activities, is
presented in a context close to the pupil, to his/her interests and experiences.
The stress falls on the communicative purpose of the new language developing
its three areas: Grammar, Vocabulary and Phonics.
- Learning through experiences: the more variety of experiences the pupils
have, the more enriched the learning is. Next Stop contributes through songs,
fiction and non-fiction texts, games, stories, chants, etc.
- Development of basic skills: we try to develop and enhanced listening,
speaking, reading and writing strategies to make pupils be more aware of each

part of the language. The vocabulary and grammar are revised and recycled
systematically, while phonics is enhanced through spelling games and chants
so as to assure the language is internalised in an entertaining way. And we
have the word of the day in each lesson.
- Several learning levels: Next Stop takes them into account so each unit can
be treated in a different level of depth, besides taking into account those pupils
who finish fast and the ones who need reinforcement. There are also optional
activities and extra activities provided in the TeachersResource Kit cd-rom
- Pupil's grouping: the activities require several types of groups in their
development: alone, in pairs, in small groups and in big groups.
- Autonomous learning: Next Stop's main objective is to develop skills and the
necessary knowledge to achieve autonomy in one's own learning, in a positive
and collaborative working atmosphere.

UNIT 1

NEXT STOP 4
CYCLE:
2
TERM: I (Units 1)

GRADE: 4th

Objectives:
- Children learn to give their own descriptions and describe others .
SKILLS
-

Learn to introduce themselves

and others.
Learn to ask peoples ages and
introduce themselves.
Practice reading skills and
explore the value of cooperation
Learn to describe family
members and talk about them
Learn about a family in New
Zealand and find out about New
Zealanders leisure activities.
Describe a sport and a leisure

PROCEDURES
1. Listening, speaking and talking
-

Listen, repeat and act out the

dialog.
Listen, read and act out the
dialog.
Make a list of solutions to a
problem
Act out the dialog and change
parts.
Listen and chant.
Listen, say and spell the words.
Listen and connect the letters.

ATTITUDES
-

Enthusiasm when participating.

Good will towards reflecting on
learning.
Interest and desire in
participating in the classroom
activities.
National identity in contrast with
New Zaelanders.

activity.

Listening to and understanding a

song, a story and a chant.
- Listen and point. Then say the
words.
- Listen and circle the correct
word.
- Talk to a friend about
themselves.
2. Reading and writing.
Listen and read the dialog.
- Listen and read the story.
- Read the story and answer the
questions.
- Listen to the song and complete
it. Then sing it.
- Listen and read the dialog. Then
act out a dialog to present your family.
- Read about an activity in New
Zealand
Read a chart and make
sentences.
Read and complete the
conversation.
- Act out making a new friend.
- Read the words and connect
them. Then say the complete
sentences.
-

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

Extension activities:
sequence along the different lessons. We do
- For fast finishers.
the following division of activities within each
- To reinforce what has been learnt.
lesson:
- To enhance reading strategies.
- Opening activities: these are aimed to
- To develop the first steps in writing.
break up the different barriers and to
see for the first time the topics we are
going to work with, and even remember
and take up again previous aspects we
are going to need. The learning of the
phrase of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the topic of
the day and to round up a single lesson.
At this stage, we give priority to reading and

RESOURCES
-

CD4
Pupil's book.
Photocopy for each pupil. (teacher's
book).
Coloured pencils and markers
Scissors and glue.
Cardboard to make a poster
Family pictures
Teachers resource kit CD-ROM print out
Poster, magazine, newspaper pictures

writing skills on these levels, that is why most

of the activities are directed to this end not
putting listening and speaking aside.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Most of them mean a
"Total Physical Response", furthermore,
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.

Criteria:
- Acquires useful phrases to describe people.
- Is able to ask the other's names and give his/her
own.
- Knows how to say, identify and count the
numbers.
- Follows simple instructions.
- Is capable of making a poster about a leisure

CROSS-CURRICULAR TOPICS
- Education for Peace: Explore the value of
cooperation.
- Moral and civic education: cooperating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.

activity.
Shows interest in participating in the classroom
activities.
End of unit
Self-evaluation worksheet

Starting evaluation: As the pupils have taken

English in 3rd grade of primary education we'll
dedicate a lesson to revise, mainly orally, the
contents they must have worked on, to know the
starting point. From the previous knowledge we'll
select the points to work on in our didactic units.
Test Teacher's book,

NEXT STOP 1
CYCLE:
II
TERM: I (Unit 2)

GRADE: 4th

Objectives:
- Children learn to compare and contrast people, animals and objects that surround them
SKILLS

PROCEDURES

ATTITUDES

Identify people, animals and

objects characteristics
Discover what things are
Identify geographical features
through questions.
Practise reading skills and
explore the value of diversity
Recognize typical animals in
Venezuela
Ask and answer questions about
typical animals.
Compare objects, animals and
people.

1. Listening, speaking and talking:

- Listen, repeat and act out the

dialog.
- Listen, point and say. Then
repeat.
- Draw a typical animal from your
country, talk to a friend about it.
Listen, point, say and spell the
words.
- Listen and read the dialog, then
act it out.
- Asking Is the water hotter than
the ocean?
- Listen, chant and complete
words with the corresponding
syllables.
- Look and listen. Then connect
the letters.
- Show pictures and establish
differences
This chair is more comfortable than..
- Presenting projects: Speech
about a typical animal from their
country.
2. Reading and writing.
- Look at the pictures and match
opposites
Using visual and verbal
context to recognise descriptive

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.
Identify their country fauna.

words(adjectives).
- Listen, read, repeat the dialog and
answer the questions.
- Read the story and act out.
- Listen to the song, recognise
syllables in comparative forms then sing
it.
- Look and circle the correct
answer.
- Read about animals from
Venezuela
- Read short texts about typical
animals.
- Read the texts aloud and make a
mini project.
- Read and answer the questions
and make a poster.
- Give a short speech.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each
lesson:
- Opening activities: these are aimed to

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To develop the first steps in writing.

RESOURCES
-

Pictures from animals

Teachers Resource Kit CD_ROM
pringout (optional)
Pictures of animals
Lexical cards with words from the

greet and to see for the first time the

subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the phrase of the day is
placed here.
Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the phrase
of the day

At this stage, we give priority to reading and

writing skills on these levels, that is why most
of the activities are directed to this end not
putting listening and speaking aside.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Most of them mean a
"Total Physical Response", furthermore,
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

lesson.
Word and Picture Cards from the lesson.
Poster
Picture cards from animals, objects and
animals to be compared..
Cardboard, coloring pencils, markers,
pictures.
CD4
Pupil's book.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Establish differences between animals, people
and objects.
- Is able to ask about the differences between
things, especially geographical features
- Knows how to describe people and differentiate
them.
- Knows how to say, identify typical animals from
their country.
Uses comparative adjectives.
- Identifies ure, ar, ear sounds correctly
- Answers what, where and yes/no questions
related to animals and geographical features.
- Follows written instructions to make projects.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: Appreciate different styles.
- Moral and civic education: collaborating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.

UNIT 3

NEXT STOP 4
CYCLE:
II
TERM: I (Unit 3)

GRADE: 4th

Objectives:
- Children will be able to establish differences among savage and tropical animals around the world.
SKILLS
-

Identify sea animals.

Practice asking and answering
questions about the main
characteristics of a sea animal.
Identify sounds through pictures
and recordings.
Practise reading skills and
explore the value of respect
Learn more about animals:
savage ones.
Practise superlatives adjectives
through songs.
Read about typical animals from
Indonesia.
Establish comparisons about
beaches here and other parts of

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Listen, repeat and make the

dialog.
- Listen and act out stories.
- Listen, repeat and spell words.
- Listen and point. Then say the
words.
- Listen, chant and repeat the
sounds.
- Listen and circle the correct
answers.
- Look and say how different
animals are.
- Say riddles about animals
2. Reading and writing.

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.
Analysing our geographical
features: Our beaches.

the world.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each
lesson:
- Opening activities: these are aimed to
greet and to see for the first time the

- Look at the picture and complete

sentences.
Using visual and verbal
context to recognise words.
- Listen and read. Then repeat the
dialog.
- Read the story and answer
questions.
- Read a story and give a different
ending
- Listen, read a song then circle
the superlative adjectives.
- Read about animals in
Indonesia.
- Prepare a mini poster about their
favourite beach.

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition of
words.

RESOURCES
-

Pictures from animals

Teachers Resource Kit CD_ROM
pringout (optional)
Pictures of animals
Tambourine
Word and Picture Cards from the lesson.

subjects we are going to work with, and

even remember and take up again
previous aspects we are going to need.
The learning of the phrase of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the phrase of
the day and to say goodbye.
At this stage, we give priority to reading and
pre-writing skills on these levels, that is why
most of the activities are directed to this end
not putting listening and speaking aside.
The activities will have an increasing
level of difficulty and they will be motivating
and close to the pupil's world. Most of them
mean a "Total Physical Response",
furthermore, provoking verbal and nonverbal responses. The same patterns are
repeated in each lesson. Some of them are
aimed to routine acquisition, to work in
group or alone, of extension (fast finishers)
and reinforcement, for those who need to
work a bit more in certain aspects.

To develop the first steps in writing.

To develop story telling and giving
speeches.

Poster
Picture cards from animals
Cardboard, magazines, glue and
scissors.
CD4
Pupil's book.
Coloured pencils.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Acquires animals names.
- Is able to ask about the main characteristics of
animals around the world.
- Knows how to establish differences among
animals.
- Knows how to say, identify wild and typical
animals.
- Uses superlative adjectives.
- Identify learnt sounds correctly.
- Follows written instructions.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: Respect for wildlife.
- Moral and civic education: collaborating with the
others for the success of the activities.
- Education for solidarity: creating a positive, helping
and respectful atmosphere in the classroom, to
facilitate teamwork.
Generating the idea of considering our world.

UNIT 4

NEXT STOP 4
CYCLE:
II
TERM: II (Unit 4)

GRADE: 4th

Objectives:
- Children will learn to describe their daily routine in and out of school.
SKILLS
-

PROCEDURES

Learn subjects worked at school. 1. Listening, speaking and talking:

Practice talking about the
- Listen, repeat and make up a
subjects they study everyday.
Identify sounds through pictures. dialog.
- Listen and level their
Practise reading skills and
preferences.
explore the value of
- Asking and answering questions
responsibility.

ATTITUDES
-

Interest in participating in the

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite expressions
in and out of class.
Respect for their classmates'

Learn how to level their

about their past routine.
preferences.
- Listen and answer questions.
Develop reading strategies:
- Listen and chant.
scanning, getting specific
- Listen, sing and make a new verse.
information.
- Listen and read the dialog, then act
Learn about historical facts about it out.
Holland.
- Ask and answer about historical
Research about their countrys
facts about Holland.
history.
- Draw, write and say about a
historical fact about their country.
2. Reading and writing.
- Level their preferences through
diagrams and sentences.
- Read and listen to the story.
- Read the story and put the events
in order.
- Read and write words correctly
spelt.
- Read and listen to the dialog.
- Read about historical facts from
Holland.
- Scan information from the text.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do

work.
Hand in work on time.

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt

RESOURCES
-

Action cards.
Pictures of food.

the following division of activities within each

lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the sentence of the day
is placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the sentence
of the day and to say goodbye.
At this stage, we give priority to reading and
pre-writing skills on these levels, that is why
most of the activities are directed to this end
not putting listening and speaking aside.
The activities will have an increasing
level of difficulty and they will be motivating
and close to the pupil's world. Most of them
mean a "Total Physical Response",
furthermore, provoking verbal and nonverbal responses. The same patterns are
repeated in each lesson. Some of them are
aimed to routine acquisition, to work in
group or alone, of extension (fast finishers)

For fast finishers.

To enhance reading strategies.
To improve spelling and recognition of
words.
To develop the first steps in writing.
To develop story telling and giving
speeches.

Teachers Resource Kit CD_ROM

pringout (optional)
Word and Picture Cards from the lesson.
Poster
CD4
Pupil's book.
Coloured board markers or chalk
Yellow paper/ card paper
Props for acting out the story.
Box, hat bow
Small pieces of paper
Magazine pictures of historical places
Scissors and glue.

and reinforcement, for those who need to

work a bit more in certain aspects
EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test
Self-evaluation worksheet

Criteria:
- Identify, illustrate and write names of subjects
and food eaten in the past.
- Use polite expressions in and out of class.
- Identify school subjects.
- Spell words with j,ge,dge.
- Answering past tense questions related to food.
- Follows written instructions.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: Responsibility to accomplish
duties.
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for something
and saying thank you.

UNIT 5

NEXT STOP 4
CYCLE:
II
TERM: II (Unit 5)

GRADE: 4th

Objectives:
- Children will ask and answer about past events.
SKILLS
-

Practice identify activities in the

past.
Discover verb-noun
combinations.
Identify sounds through pictures.
Practise reading skills and
explore the value of respect.
Introduce and practice items in a
house.
Ask and answer questions about
what they did the previous day.
Learn about a martial art
practised in Korea.
Discover about activities

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Listen, repeat and act out the

dialog.
- Listen and point to past activities
- Listen and number the activities.
- Listen, say and spell the words.
- Listen and complete the words.
- Listen and read the dialog.
-Listen, sing and change words to
make silly verses.

- Say what they did the day before.

- Report an interview.
2. Reading and writing.

Interest in participating in the

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite
expressions.
Respect for their classmates'
work.
Respect older people.

practised for long.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We do
the following division of activities within each
lesson:
- Opening activities: these are aimed to
greet and to see for the first time the
subjects we are going to work with, and
even remember and take up again
previous aspects we are going to need.
The learning of the sentence of the day
is placed here.
- Main activities: these are the main

- Listen and read. Then say the

sentences.
- Listen, read the story and answer
the questions..
- Read an article about a martial art
in Korea and answer questions.
- Listen, read and sing a song.
- Prepare an interview: make up
questions and practice them.
- Interview the person chosen and
write the answers.
- Report the answers of the interview
in a written way.

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition of
words.
- To develop the first steps in writing.
- To develop story telling and making
interviews.

RESOURCES
-

Action cards
Teachers Resource Kit CD_ROM
printout (optional)
Lexical cards: verb-noun combination
Picture Cards of items of a house.
Poster
CD4
Pupil's book.
Library book about martial arts and
leisure activities from the past.
Pictures from magazines or postcards
about activities from the past

activities aimed to obtain the intended

objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the sentence
of the day and to say goodbye.
At this stage, we give priority to reading and
pre-writing skills on these levels, that is why
most of the activities are directed to this end
not putting listening and speaking aside.
The activities will have an increasing
level of difficulty and they will be motivating
and close to the pupil's world. Most of them
mean a "Total Physical Response",
furthermore, provoking verbal and nonverbal responses. The same patterns are
repeated in each lesson. Some of them are
aimed to routine acquisition, to work in
group or alone, of extension (fast finishers)
and reinforcement, for those who need to
work a bit more in certain aspects
.
EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: Respect peoples ages
- Education for solidarity: respect the others in their
class contributions.

Pupils' books revision.

Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Ask and answer about the past.
- List activities done in the past.
- Label modern items from a house.
- Describing what people did in the past.
- Picture dictation
- Identify a martial art practise in Korea.
- Talk about leisure activities in our country.
Follows written instructions.
- Recognise beginning sounds: pl,gl,fl, sl
- Make and report an interview.
- Shows interest in participating in the classroom
activities.

- Moral and civic education: recognising the

importance of saying please when asking for something
and saying thank you. Respect peoples preferences.

UNIT 6
NEXT STOP 4
CYCLE: II
TERM: II ( Unit 6 )

GRADE : 4TH

Objectives: Children will learn to ask and answer about people activities in the past and write about them in a perfect sequence.
SKILLS
-

Practise identify activities in the

past.
Discover verb-noun combinations
and word order.
Identify sounds through pictures.
Practise reading skills and explore
the value of cooperation.
Introduce and practice public
places in a city.
Ask and answer questions about
what they did before at certain
places.

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Listen, repeat and act out the

dialog.
- Listen and mark sentences true or
false.
- Listen and order activities
- Listen, say and spell the words.
- Listen and complete the words.
- Listen and read the dialog.
-Listen, sing and circle irregular past
tense verbs.

Interest in participating in the

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite expressions.
Respect for their classmates' work.
Helping others to present articles
and posters..

Learn about tourist attractions in

Tanzania.
Discover about activities that could
be done at public places.

- Say what they did the day before in

public places.

- Give a speech about tourist attraction

2. Reading and writing.
- Listen and read. Then mark the
sentences true or false.
- Listen, read and number the
sequence of events.
- Read an article about a tourist
attraction and scan information.
- Circle irregular past verb forms in a
song.
- Search for information about a tourist
attraction from your country.
- Make an article about a tourist
attraction.
-Present the article to the class
accompanied by a mini poster.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.

RESOURCES
-

Action cards.- IRREGULAR PAST

VERB FORMS
Teachers Resource Kit CD_ROM
printout (optional)
Lexical cards: verb-noun
combination
Picture Cards of public places

with, and even remember and take

up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and

To develop story telling and making

interviews.

Poster
CD4
Pupil's book..
Pictures from magazines or
postcards about tourist attractions

reinforcement, for those who need to

work a bit more in certain aspects.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit
Self-evaluation worksheet

Criteria:
- Ask and answer about the past.
- List activities done in the past.
- Label public places
- Describing what people did in the past at certain
places.
- Picture dictation
- Identify tourist attractions in Tanzania and in
their country.
Follows written instructions.
- Recognise beginning sounds: aw,oor,ore
- Make an article and present it to class.
Shows interest in participating in the classroom

CROSS CURRICULAR TOPICS

- Education for Peace: Cooperate with others
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

activities.

UNIT 7
NEXT STOP 4
CYCLE: II
TERM: III ( Unit 7 )

GRADE : 4TH

Objective: Children will learn to report fluently and accurately what they did.

SKILLS
-

Practise identify past activities in a

birthday party
Discover verb-noun combinations
and word order.
Identify sounds through pictures.
Practise reading skills and explore
the value of responsibility
Introduce and practice food items.
Ask and answer questions about
what they did before at certain
times of the year.

PROCEDURES
1. Listening, speaking and talking:
- Listen, repeat and act out the
dialog.
- Listen and point pictures.
- Listen and mark the sentences true
or false
- Listen, say and spell the words.
- Listen and complete the words.
- Listen and read the dialog.
-Listen, sing and choose irregular past

ATTITUDES
Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.
-

Learn about food products from a

country

tense verbs.
- Say what they did the day before at
certain times.

- Give a speech about a traditional

product.
2. Reading and writing.
- Listen and read. Then mark the
sentences true or false.
- Listen, read and choose the correct
word.
- Read an article about a traditional
product from Colombia and scan
information.
- Circle irregular past verb forms in a
song.
- Search for information about a
traditional product from your country.
- Organise ideas to write about a
traditional product.
-Present the article to the class
accompanied by a mini poster.

ACTIVITIES
In each unit the activities are arranged in
sequence along the different lessons. We
do the following division of activities within
each lesson:

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.

RESOURCES
-

Action cards.- IRREGULAR PAST

VERB FORMS
Teachers Resource Kit CD_ROM
printout (optional)

Opening activities: these are aimed

to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the
sentence of the day is placed here.
- Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
-

To improve spelling and recognition

of words.
To develop the first steps in writing.
To develop story telling and making
articles.

Lexical cards: verb-noun

combination
- Picture Cards of public places
- Poster
- CD4
- Pupil's book..
- Pictures from magazines about
typical products from their country.
-

Some of them are aimed to routine

acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Ask and answer about the past.
- List activities done in the past.
- Label food products.
- Describing what people did in the past at certain
events.
- Picture dictation
- Identify food products from Colombia..
Follows written instructions.
- Recognise beginning sounds: wh

CROSS CURRICULAR TOPICS

- Education for Peace: Cooperate with others
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

- Make an article and present it to class.

Shows interest in participating in the classroom
activities.

UNIT 8
NEXT STOP 4
CYCLE: II
TERM: III ( Unit 8 )

GRADE : 4TH

Objective: Children will learn to ask and answer about quantities

SKILLS
-

Practise identify quantity of

something
Discover quantifier phrases.
Identify sounds through pictures.
Practise reading skills and explore
the value of effort.
Introduce and practice food items
and their containers.
Ask and answer questions about
the necessary quantity of food

PROCEDURES
1. Listening, speaking and talking:
- Listen, repeat and act out the
dialog.
- Listen, point pictures and say them
aloud.
- Listen and mark the sentences true
or false
- Listen, say and spell the words.
- Listen and complete the words.

ATTITUDES
Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.
-

items.
Learn about mythology from
Greece.
Discover heroes from the past.

- Listen and read the dialog.

- Talk about neighbourhood
- Give a speech about a hero.
2. Reading and writing.
- Listen and read. Then mark the
sentences true or false.
- Listen and choose the words of the
day.
- Read an article about Greek
Mythology.
- Write a text about their hero.
- Present the article to the class
accompanied by a mini poster.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop story telling and making
descriptions.

RESOURCES
-

Pictures of food items and

containers.
Teachers Resource Kit CD_ROM
printout (optional)
Lexical cards: countable and
uncountable nouns.
Picture Cards of heroes
Poster
CD4
Pupil's book..

sentence of the day is placed here.

Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.
-

- Pictures from magazines about

films and its heroes.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Ask and answer about quantities
- List countable and uncountable nouns.
- Label food products.
- Describing what their neighbourhood is like
- Picture dictation
- Identify Greek heroes.
Follows written instructions.
- Recognise beginning sounds: cr,tr, gr,pr
- Make a description and present it to class.
Shows interest in participating in the classroom
activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Make an effort to be better
each day
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

UNIT 9
NEXT STOP 4
CYCLE: II
TERM: IV ( Unit 9 )

GRADE : 4TH

Objective: Children will learn to ask and answer about their past abilities

SKILLS
-

Practise identify peoples past

abilities
Discover modal phrases.
Identify sounds through pictures.
Practise reading skills and explore
the value of equality.
Introduce and practice the manner
people do something.
Ask and answer questions about
peoples past abilities.
Learn about musical history in
Russia.
Discover types of music around the

PROCEDURES
1. Listening, speaking and talking:
- Listen, repeat and act out the
dialog.
- Listen, point pictures and say them
aloud.
- Listen and mark the sentences true
or false
- Listen, say and spell the words.
- Listen and complete the words.
- Listen and match with pictures.
- Talk about important personal events.
- Give a speech about a particular music

ATTITUDES
Interest in participating in the
classroom activities.
- Good will towards reflecting on
their own learning.
- Regular use of polite expressions.
- Respect for their classmates' work.
- Helping others to organise ideas to
present a report.
-

world.

and how people dance to it

2. Reading and writing.
- Listen and read. Then match the
captions to the pictures.
- Listen, sing and then answer
questions.
- Read an article about the history of
Russian music.
- Write a text about a particular type of
music.
- Present the article to the class
accompanied by a mini poster.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop presentation skills.

RESOURCES
Pictures of abilities.
Teachers Resource Kit CD_ROM
printout (optional)
- Lexical cards: adverbs.
- Picture Cards of special abilites
- Poster
- CD4
- Pupil's book..
- Pictures from magazines and
information from the web about particular
-

sentence of the day is placed here.

Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.
-

types of music.

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

Criteria:
- Ask and answer about peoples abilities
- List abilities and the way they were performed
- Label special abilities.
- Describing how people perform certain abilities.
- Picture dictation
- Identify Russian rythm
Follows written instructions.
- Recognise beginning sounds: hard and soft C
- Make a description and present it to class.
Shows interest in participating in the classroom
activities.

CROSS CURRICULAR TOPICS

- Education for Peace: Make an effort to be better
each day
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

UNIT 10
NEXT STOP 4
CYCLE: II
TERM: IV ( Unit 10 )

GRADE : 4TH

Objectives: Children will learn to ask and answer about their belongings

SKILLS
-

Practise phrases about

possessions
Discover key vocabulary.
Identify sounds through pictures.
Practise reading skills and explore
the value of Justice.
Introduce and practice daily used
and worn objects.
Ask and answer questions about

PROCEDURES

ATTITUDES

1. Listening, speaking and talking:

- Listen, repeat and act out the

dialog.
- Listen, point pictures and say them
aloud.
- Listen and play a game.
- Listen, say and spell the words.
- Listen and complete the words.

Interest in participating in the

classroom activities.
Good will towards reflecting on
their own learning.
Regular use of polite expressions.
Respect for their classmates' work.
Helping others to organise ideas to
present a report.
Appreciate peoples abilities

belongings
Learn about a special art form
from Japan
Discover special art forms and
practise them.

- Listen and read the dialog.

- Talk about possessions
- Give a speech about a special art form
and perform it in class
2. Reading and writing.
- Listen and read. Then answer
questions.
- Listen and choose the words of the
day.
- Read an article about a special art
form
- Write a text about a special art form.
- Explain how to make a paper form.
.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

sequence along the different lessons. We
do the following division of activities within
each lesson:
- Opening activities: these are aimed
to greet and to see for the first time
the subjects we are going to work
with, and even remember and take
up again previous aspects we are
going to need. The learning of the

Extension activities:
- To reinforce what has been learnt
- For fast finishers.
- To enhance reading strategies.
- To improve spelling and recognition
of words.
- To develop the first steps in writing.
- To develop giving instructions
strategies

RESOURCES
-

Pictures of daily objects

Teachers Resource Kit CD_ROM
printout (optional)
Lexical cards: common
belongings..
Picture Cards of words with silent T
Poster
CD4
Pupil's book..
Realia.

sentence of the day is placed here.

Main activities: these are the main
activities aimed to obtain the
intended objectives in each unit,
arranged in sequence in each
lesson.
- Closing activities: these are used
for a quick revision of what's been
worked in each lesson, to
remember the sentence of the day
and to say goodbye.
At this stage, we give priority to reading
and pre-writing skills on these levels, that
is why most of the activities are directed
to this end not putting listening and
speaking aside.
The activities will have an
increasing level of difficulty and they
will be motivating and close to the
pupil's world. Most of them mean a
"Total Physical Response",
furthermore, provoking verbal and
non-verbal responses. The same
patterns are repeated in each lesson.
Some of them are aimed to routine
acquisition, to work in group or alone,
of extension (fast finishers) and
reinforcement, for those who need to
work a bit more in certain aspects.
-

EVALUATION
Tools:
-

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.
End of unit test.
Self-evaluation worksheet

CROSS CURRICULAR TOPICS

- Education for Peace: Identify cases of fairness and
its opposite.
- Education for solidarity: respect the others in their
class contributions.
- Moral and civic education: recognising the
importance of saying please when asking for
something and saying thank you. Helping others in
solving problems.

Criteria:
- Ask and answer about belongings
- List common objects used and worn.
- Label objects with silent T
- Explaining steps to make a paper object.
- Picture dictation
- Identify special art forms
Follows written instructions
- Make a description and present it to class.
Shows interest in participating in the classroom
activities.

English Coordinator

..
Teacher in charge