Pgbugs3 Eng 1

Bugs 3
Syllabus
Area: English
Level: 1st year Second Cycle
Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.
1st year, second Cycle. 1
5
Introduction Hello, Bugs!
Teaching objectives
- To say hello and goodbye.
- To get to know and greet the characters of the course.
- To present oneself by saying name and age.
- To act out a dialogue.
- To listen to and understand the story Spike and Gracie.
- To sing a song and act it out.
- To count to twenty.
- To write the numbers from 1 to 20.
- To exchange personal information.
- To follow instructions.
- To read a comic strip.
- To revise language from previous levels.
Contents
Reflection on language
- Functions and uses of the language:
- Ways of saying hello and goodbye.
- Questions and answers about personal information. What’s your
name? How old are you? I’m...
- Vocabulary:
- Numbers from 1 to 20.
- Colours: red, green, brown, black, pink, blue.
- Vocabulary related to the characters in the book: web, leaves, rock,
flower, bird, cap, trainers.
- Phonetics:
- Intonation of questions for asking the name and the age.
Communicative skills
- Listening to and reading a story.
- Understanding and giving verbal responses to simple questions.
- Non-verbal responses to simple instructions: finding words in a word square,
colouring a drawing, counting elements...
- Matching the spelling forms with the sounds.
- Taking part in activities involving exchanging personal information.
- Forming questions about the identity of people and identifying them.
- Reproducing the intonation of the questions studied in the unit.
Sociocultural aspects
- Interest in learning English.
- Pleasure in listening to and reading the story in the unit.
- Enjoying the class activities.
- Interest in completing the activities in the book correctly.

5
Teaching/learning activities1
- Greeting the characters of the course orally. (L – S)
- Writing own name. (W)
- Singing songs and chants. (L - S)
- Listening to and reading the story Spike and Gracie. (L - R)
- Oral response to questions in order to demonstrate understanding of the story. (L
-S)
- Matching the drawings with the correct words. (R - W)
- Playing a range of communicative games. (L – S – W - R)
- Making a web spinner. (L – W - R)
- Counting different items and writing the corresponding numbers. (R - W)
Links to other learning areas

- Sciences: characteristics of spiders and grasshoppers
1 This section only refers to the main teaching activities – learning.

5
Assessment
Evaluation criteria
- Understands the gist and identifies specific information from the story in the
unit.
- Is able to read and understand the gist and specific meaning of the story in the unit.
- Shows understanding and answers the questions What’s your name? –
How old are you?
- Takes an active part in oral exchanges to ask the name of other people.
- Correctly reproduces the intonation of the questions studied in the unit.
- Is respectful and tolerant towards people who communicate in English.
- Correctly uses expressions and basic functions expressing social relations (to say
hello and say goodbye).
- Uses English as a basic means of communication in the class.

5
Unit 1 Archie’s pet
Teaching objectives
- To use the vocabulary of classroom objects.
- To describe where things are.
- To listen to and understand the story in the unit: Archie’s pet.
- To read the story in the unit.
- To sing a song.
- To recite a rhyme.
- To identify pets and describe them.
- To make a minibook.
- To recognize the relationships between sounds and spelling.
- To read the comic strip of the unit: Spike’s pet.
Contents
- Questions and answers about where objects are Where’s...? It’s...
- Questions and answers about objects What is it?
- Vocabulary:
- Classroom objects: desk, chair, school bag, notebook, pen,
ruler.
- Prepositions of place: in, on, under.
- Animals: hamster, dog, tortoise, bird, fish, grasshopper,
spider.
- Colours: brown, white, yellow, green, orange, black.
(revision).
- Parts of the body: eyes, mouth, legs, wings, antennae.
- Phonetics:
- Correspondence of the schwa sound with its spelling form (under,
ruler, mother).
- Listening to and reading a story and understanding specific information.
- Verbal responses to simple questions.
- Matching the spelling forms with the sounds of the alphabet.
- Recognising and using rhythm, intonation and stress in a song.
- Role-playing short dialogues.
- Identifying specific information in short oral texts.
- Written response to simple questions.
- Reading and writing the basic vocabulary from the unit.
- Listening for the schwa sound in several words.

5
- Willingness to follow routines.
- Interest in talking about things in class.
- Enjoying making a minibook.
- Interest in talking about own pets and listening to classmates about theirs.
- Taking care when doing activities in the book.
Teaching/learning activities
- Playing various games with flashcards and word cards from the unit (Guess
the flashcard, The missing flashcard...). (L – S-W)
- Matching the drawings with the corresponding word (matching the flashcards
with the word cards). (R – W)
- Listening to, singing, reciting and performing the songs and chants from the
unit. (L – S)
- Communicative games: Spike’s Web Game, Hide the grasshopper,
The Bugs Words Game. (L – S – R)
- Colouring drawings and completing the written sentences. (R – W)
- Listening to, acting out and reading Archie’s pet story.(L – S – R)
- Listening to a text and numbering the drawings. (L – W)
- Completing a drawing following written instructions. (R)
- Understanding true/false sentences on the story. (R)
- Finding objects in a picture and completing the sentences about this picture. (W)
- Solving a crossword. (R – W)
- Doing a drawing and written description of own pet. (W)
- Listening to and reading a descriptive text about grasshoppers. (L – R)
- Writing the name of the parts of the grasshopper in a drawing. (R – W)
- Making a minibook about the story (sticking in the speech bubbles, cutting out
and folding the pages of the book, making the book cover...). (R – W)
- Reading the story in the unit using the minibook. (R)

5
Assessment
Evaluation criteria
unit.
- Is able to read and understand the gist and specific meaning of the story in the
unit.
- Understands the gist and identifies specific information in oral texts about where
objects are or about describing the physical characteristics of animals.
- Takes part in oral exchanges about where objects are or about describing the
physical characteristics of animals.
- Gives written answers to questions about where objects are.
- Has correctly completed the picture dictionary from the unit Spike’s
Dictionary Web.
- Distinguishes between the sounds studied in the unit.
Evaluation activities
- Doing the exercises from Bug
Evaluation 1 from the activity
book:
- Listening to a text and
numbering the drawings. (L
– W)
- Writing names of pets. (R –
W)
- Writing answers to questions
such as Where’s the
pen? (R – W)
- Evaluating own work. (R –
W)
- Completing the section Spike’s
Dictionary Web using the
stickers from the unit. (R)
- Optional:
- Doing the evaluation test in
the unit. (L – R – W)
- Test yourself worksheets. (R
– W)

- Sciences: the parts of the body of a grasshopper.

5
Activities for slower and faster learners
- Solving a word square and colouring the stars.(R-W)
- Writing the name of the classroom objects. (R-W)
- Counting the objects in a picture and circling the correct letter (True/false) (R-
W)
- Colouring a drawing following a specific code. (R-W)
- Reading questions and completing the answers. (R-W)
- Circling the correct preposition to describe the location of an object. (R-W)
- Writing answers to questions such as Where’s the...? (with visual support).
(R-W)
- Reading and colouring drawings. Matching these drawings with the
corresponding written description. (R-W)
- Writing names of pets. (R-W)
- Reading descriptions of pets and drawing them. (R-W)
- Understanding true- false information about different pictures. (R-W)
- Reading speech bubbles in which different characters describe their pets.
Matching pets with the correct character. (R-W)
- Reading a description and completing a drawing. (R-W)
- Solving simple maths calculations (writing the name of numbers) (R-W)

5
Unit 2 It’s a witch!
Teaching objectives
- To identify family members.
- To describe the clothes somebody is wearing.
- To listen to and understand the story in the unit: It’s a witch.
- To sing songs.
- To act out a short dialogue.
- To read the comic strip of the unit: The bug Halloween party.
- To take part in a communicative activity.
Contents
- Describing the clothes they are wearing I’m/he’s/she’s wearing...
- Identifying family members Is it...? Yes, it is / No, it isn’t.
- Vocabulary:
- Clothes: T-shirt, shoes, socks, dress, trainers, jeans, hat,
coat.
- The family: family, mum, dad, auntie, uncle, cousin, sister,
brother, me.
- Halloween: Halloween, costumes, games, pumpkin lanterns,
parties, witch.
- Verbs: make, go, wear, play. (revision)
- Colours: blue, green, red, brown, yellow.(revision)
- Phonetics:
- /I/ (pink, witch) /i:/ (jeans, he).
- Verbal responses to simple questions about the contents of the story.
- Acting out dialogues.
- Reading a simple text about Halloween and finding specific information.
- Listening to and singing a song following the lyrics of the song.
- Reading and writing the basic vocabulary from the unit.
- Listening for specific information in short oral texts.
- Producing simple oral and written texts following models provided.
- Distinguishing between the sounds in the unit.
- Willingness to take part in group games.
- Interest in talking about the clothes somebody is wearing.
- Respect for others in class
- Enjoying playing communicative games.
- Interest in talking and asking about own family.
- Interest in talking about how Halloween is celebrated.

5
the flashcard, Magic Eyes...). (L-S)
with the word cards). (R)
unit. (L-S)
- Communicative games: Spike’s Web Game, The Blindfold game,
Guess the picture, I’m wearing..., Read my lips, Bug Words
Game. (L-S-R)
- Solving a word square. (R-W)
- Listening to and reading the story It’s a witch! (L-R)
- Understanding true/false sentences about the story. (L-R-W)
- Doing a drawing of oneself and a written description of the clothes they are
wearing. (R-W)
- Listening to physical descriptions of characters and matching them with the
corresponding pictures. (L-W)
- Completing the written description of a character. Drawing and colouring this
character. (R-W)
- Writing answers to questions such as Is it Annie’s sister? (R-W)
- Reading a text about Halloween. (R)
- Reading the sentences and matching them with the corresponding pictures. (R-
W)
- Making a book about Halloween. (L-R-W)
- Classifying words into two groups according to whether they contain the
sound /i:/ or /I/.(L-S-W)
- Reading the comic strip The Bug Halloween party. (L-R)
- Reading the story in the unit using the minibook. (L-R)

5
Assessment
Evaluation criteria
unit.
unit.
- Matches oral texts describing clothes worn by different characters with the right
pictures.
- Takes part in oral exchanges to describe the clothes they are wearing or those
worn by other people.
- Is able to read a descriptive text and follows the instructions in order to colour a
drawing.
Dictionary Web.
- Distinguishes between the sounds studied in the unit.
- Doing the exercises from Bug Evaluation 1 from the activity book:
- Matching oral descriptions of characters with the corresponding pictures.
(L-W)
- Reading a descriptive text and colouring a drawing following the
instructions in the text. (R-W)
- Writing vocabulary related to the family. (R-W)
- Evaluating own work. (R-W)
- Completing the section Spike’s Dictionary Web using the stickers from the
unit. (R-W)
- Optional:
- Doing the evaluation test of the unit. (L-R-W)
- Test yourself worksheets. (R-W)

- Science, History and Geography: other cultures. Learning about the
tradition of Halloween in the United Kingdom.

5
- Matching the two halves of a word and writing this under the corresponding
drawing. (R-W)
- Matching drawings to the correct expression (colour + name) and colouring
them in. (R-W)
- Writing the names of items of clothing. (R-W)
- Matching descriptions with the corresponding characters. (R-W)
- Writing answers to questions such as Is he/she wearing...? (R-W)
- Reading and correctly choosing true-false sentences about a picture. (R-W)
- Reading the sentences and circling the correct word by following a drawing. (R-
W)
- Writing a description of the clothes worn by the characters. (R-W)
- Marking the correct answer to questions such as Where’s...? (R-W)
- Counting drawings and writing the corresponding numbers. (R-W)
- Reading the descriptions of the clothes worn by two characters and drawing
them. (R-W)
- Reading the descriptions of the clothes the different characters are wearing and
writing the name of the correct character. (R-W)
- Classification of words by semantic fields (clothes, family, classroom objects,
animals). (R-W)
- Reading the description of the picture of a family and colouring it. (R-W)
- Writing answers to questions such as where’s...? (R-W)

5
Unit 3 What’s the matter tiger?
Teaching objectives
- To describe wild animals.
- To listen to and understand the story in the unit: What’s the matter tiger?
- To sing songs.
- To use English while playing.
- To talk about where the animals live.
- To read the comic strip of the unit: Spiders are never scared!
Contents
- Expressing possession I’ve got... / I haven’t got...
- Expressing states of mind I’m / I’m not scared.
- Vocabulary:
- Parts of the body of animals: whiskers, teeth, tail, mouth, body,
tongue, eyes, ears.
- Animals: tiger, gorilla, snake, crocodile, leopard, whale,
fish, lion, zebra, giraffe, bird.
- Habitats: jungle, sea, grassland.
- Phonetics:
- s + consonant as first letter in word (snake, storm, skirt).
- Understanding short oral and written texts.
- Oral response to questions about the contents of the story.
- Listening to and singing a song following the lyrics of the song.
- Distinguishing between and producing the sound of the unit.
- Interest in learning about wild animals.
- Interest in taking part in class activities.
- Taking care when doing activities in the book.

5
the flashcard, Mime the parts of the body...). (L-S)
with the word cards).(R)
unit.(L-S)
- Solving a word square.(R-W)
- Communicative games: Spike’s Web Game, Guess the animal, Read
my lips, Run and touch, Bugs Words Game.(L-S-R)
- Listening to, acting out and reading the story What’s the matter tiger?(L-
S-R)
- Listening to descriptions of animals and numbering the drawings.(L-W)
- Correctly choosing true/false sentences about the story.(L-R-W)
- Writing a description of animals (following a guideline).(R-W)
- Completing the sentences by writing in the missing word.(R-W)
- Drawing and description of an animal (I’m..., I live..., I’ve got...)(R-W)
- Listening to and reading descriptions of wild animals.(L-R)
- Reading the sentences and circling the correct word.(L-R-W)
- Making a minibook about the story (sticking in the speech bubbles, cutting out
and folding the pages in the book, making a cover for the book...).(R-W)
- Reading the story in the unit using the minibook. (R)
- Listening to and reading the comic strip Spiders are never scared!(L-R)
- Listening to and reproducing the sound /s/ as first letter in word + consonant.(L-
S)

5
Assessment
Evaluation criteria
- Understands the gist and identifies specific information in the story in the unit.
unit.
- Is able to read descriptive texts and match them with the corresponding pictures.
- Is able to write descriptive texts about animals following a set guide.
Dictionary Web.
- Is able to distinguish and reproduce the sound /s/ as first letter in word.
- Correctly uses basic expressions to express possession.
- Listening to descriptions of wild animals and numbering the drawings.
(L-W)
- Reading the descriptions of animals and matching them with the
corresponding pictures.(R-W)
- Writing a description of a wild animal.(W)
- Evaluating own work.(R-W)
unit.(R-W)
- Optional:
- Doing the evaluation test of the unit.(L-R-W)
- Test yourself worksheets.(R-W)
- Doing progress test 1.(L-R-W)

- Sciences: wild animals. To read about wild animals.

5
- Solving a crossword. (R-W)
- Matching written descriptions of animals with the corresponding pictures. (R-
W)
- Classifying animals by different criteria (no legs, two legs...). (R-W)
- Descriptions of drawings of animals with expressions such as I haven’t got...
(R-W)
- Colouring a picture following written instructions. (R-W)
- Writing answers to questions such as How many...? about a picture. (R-W)
- Ordering words to build sentences. (R-W)
- Writing descriptions of different animals. (R-W)
- Writing answers to questions such as Have you got...? (R-W)
- Reading an information grid about animals and writing the names of the animals
described. (R-W)
- Looking at a picture and writing answers to questions such as Where’s...? (R-
W)
- Reading the sentences and writing the names of the animals described. (R-W)
- Completing speech bubbles with information about where animals live. (R-W)
- Classifying words into three groups: numbers, animals, items of clothing. (R-W)
- Matching descriptions with the corresponding pictures. (R-W)
- Reading a description and completing and colouring drawings. (R-W)

5
Unit 4 I’m very hungry!
Teaching objectives
- To express likes and dislikes.
- To ask for things.
- To give instructions on how to set the table.
- To listen to and understand the story in the unit: I’m very hungry!
- To sing a song and recite a rhyme.
- To take an active part in an improvised play.
- To write a text about likes and dislikes.
- To read the comic strip in the unit: Gracie is hungry.
- To use a cut-out to do a communicative activity.
Contents
- Expressing own likes and dislikes. Do you like...? Yes, I do / No, I
don’t. I like... / I don’t like...
- Vocabulary:
- Food: macaroni, salad, fish, sausages, chips, rice, ice
cream, orange juice, eggs, bread, chicken, milk, cheese,
fruit, cereal, vegetables.
- Kitchen utensils: knife, fork, spoon, glass, plate.
- Phonetics:
- /aI/ (five, rice) /I/ (six, milk).
- Oral answers to simple questions about the contents of the story.
- Producing simple oral and written texts from models provided.
- Listening for specific information in oral and written texts.
- Matching the spelling form with the sounds of the alphabet.
- Recognising and using sounds: rhythm, intonation and stress in oral texts.
- Recognising where food comes from.
- Showing interest in using English to express personal likes.
- Taking an active part in communicative games.
- Showing respect towards others.

5
and touch the flashcard, I like / I don’t like ...).(L-S-W)
unit.(L-S)
- Communicative games: Spike’s Web Game, Lay the table, Do you
like ice cream?, Bug Words Game.(L-S-R)
- Solving a crossword.(R-W)
- Listening to, acting out and reading the story I’m very hungry.(L-R-S)
- Understanding true/false sentences about the story.(R-W)
- Reading the menu cards and matching them with the corresponding characters.
(R-W)
- Designing a menu and writing a text expressing personal likes (following a
guideline).(W-S)
- Solving a word square.(R-W)
- Writing questions such as Can I have...?(R-W)
- Reading a text about the origins of certain foodstuffs.(R)
- Classifying food by its origin.(R-W)
- Listening to and pronouncing the sounds /aI/ - /I/.(L-S)
- Classifying words into two groups: /aI/ - /I/(L-S-R-W)
- Listening to and reading the comic strip Gracie is hungry.(L-R)

5
Assessment
Evaluation criteria
unit.
- Takes part in oral exchanges about personal likes.
- Is able to write descriptive texts about personal likes and those of other people.
Dictionary Web.
- Is able to distinguish and reproduce the sounds studied in the unit.
- Correctly uses the expressions and basic functions of social relations presented
Can I have? Here you are, thank you.
- Listening to dialogues and numbering the drawings.(L-W)
- Writing sentences to express food tastes of the different characters.(R-W)
- Writing the basic vocabulary of the unit.(W)
unit.(R-W)
- Optional:

- Sciences: food groups.

5
- Ordering letters and writing words related to food. (R-W)
- Reading groups of words, circling the odd word out in each group and writing
the category of the group (animals, numbers...). (R-W)
- Circling the correct word to express the likes and dislikes of different characters
(like-don’t like). (R-W)
- Completing speech bubbles with sentences such as I like.../I don’t like... (R-
W)
- Reading speech bubbles with the descriptions of the likes and dislikes of
different characters and completing a grid. (R-W)
- Ordering words and writing sentences. (R-W)
- Reading the sentences and matching them with the correct character. (R-W)
- Completing speech bubbles with questions and answers about the likes and
dislikes of different characters. (R-W)
- Solving a crossword.
- Writing answers to questions such as Where’s...? (R-W)
- Writing sentences such as Can I have..., please? (R-W)
- Matching speech bubbles with the correct drawings. (R-W)
- Completing a description in first person by replacing drawings with the
corresponding word. (R-W)
- Counting the objects in a picture and writing the corresponding numbers. (R-W)
- Understanding true-false sentences about different characters. (R-W)

5
Unit 5 Ok McKay!
Teaching objectives
- To identify the sports.
- To describe sporting skills.
- To ask about sporting skills.
- To listen to and understand the story in the unit: Ok McKay!
- To sing songs.
- To count from 20 to 50.
- To follow instructions.
- To read the comic strip in the unit: The Bug sports day.
- To recognize the relationships between sounds and pronunciation.
Contents
- Expressing own skills Can you...? Yes, I can / No, I can’t. I
can... / I can’t...
- Vocabulary:
- Sporting activities: play football, play tennis, ride a bike, play
basketball, rollerblade, skateboard, score goals, run,
swim, walk, skate, jump.
- Verbs: swim, run, walk, jump, score goals.
- Expressions: Quick! Throw the ball! Pass to me!
- Numbers from 20 to 50.
- Phonetics:
- /eI/ (play, skate) - /æ/ (hat, black).
- Reading and listening to a story.
- Verbal and non-verbal responses to simple questions.
- Reading comprehension of texts and understanding specific information.
- Producing oral and written texts based on the models provided.
- Matching spelling forms with the sounds /eI/ - /æ/
- Interest in learning English.
- Enjoying reading a story in English.
- Showing effort and interest in correctly completing the activities in the book.

5
the flashcard, ...).(L-W-S)
unit.(L-S)
- Communicative games: Spike’s Web Game,(R-W)
- Listening to sounds and numbering the drawings.(L-R-W)
- Listening to, acting out and reading the story Ok McKay!(L-R-S)
- Listening to sentences expressing skills and writing the correct expression (can/
can’t)(L-R-W)
- Expressing own skills.(W-S)
- Listening to numbers and putting them into the correct order.(L-W)
- Solving simple maths calculations and writing the correct numbers.(R-W)
- Listening to and reading texts about sportsmen and women.(L-R)
- Listening to texts about sportsmen and women and completing sentences.(L-R-
W)
- Listening to and pronouncing the sounds /eI/ - /æ/.(L-S)
- Classifying words into two groups /eI/ - /æ/.(L-S-R-W)
- Listening to and reading the comic strip The bug sports day.(L-R)
- Making a minibook about the story (sticking the speech bubbles, cutting out and
folding the pages in the book, making a cover for the book...).(R-W)
- Reading the story in the unit using the minibook.(R)

5
Assessment
Evaluation criteria
unit.
unit.
- Takes part in oral exchanges about sporting skills.
- Understands the general and specific meaning of texts about sporting skills.
- Correctly uses expressions and basic functions to talk about sport.
Dictionary Web.
- Listening to sentences expressing the skills of a character and numbering
the drawings.(L-W)
- Listening to and writing numbers.(L-W)
- Writing questions and answers about own skills.(R-W)
unit.(R-W)
- Optional:

- Mathematics: creating awareness of time and distances in sporting records.

5
- Ordering letters and writing names of sports. (R-W)
- Matching sentences such as I can – I can’t with the corresponding pictures.
(R-W)
- Completing speech bubbles expressing the skills of different characters. (R-W)
- Matching the descriptions of characters with the correct drawings. (R-W)
- Understanding true-false sentences about a character. (R-W)
- Looking at an information grid about the skills of different people and writing
sentences. (R-W)
- Writing questions such as Can you...? following a series of pictures. (R-W)
- Writing the names of numbers. (R-W)
- Solving a crossword about numbers. (R-W)
- Reading the descriptions and drawing the characters described. (R-W)
- Completing a series of numbers (words). (R-W)
- Circling words and classifying them into three groups: animals, colours and
parts of the body. (R-W)
- Reading the sentences and classifying them according to the picture which they
describe. (R-W)
- Writing answers to questions such as Can he/she...? (R-W)
- Solving a written message with a secret code. (R-W)

5
Unit 6 Gerry the giant
Teaching objectives
- To talk about daily routines.
- To tell and ask for the time.
- To sing songs.
- To listen to and understand the story in the unit: Gerry the giant.
- To distinguish between true and false sentences.
- To take part in a communicative game.
- To recognize the relationships between sounds and pronunciation.
- To read the comic strip of the unit: Spike’s drums.
Contents
- Questions and answers about the time What time is it? It’s...
o’clock, It’s half past..., At...o’clock, At half past...
- Expressing daily routines I get up, I have a shower...
- Description of parts of the day It’s breakfast time...
- Vocabulary:
- Routine actions: get up, have a shower, brush my teeth, get
dressed, have breakfast, go to school, have lunch, have
dinner, go to bed.
- The time: o’clock, half past.
- Parts of the day: breakfast time, lunchtime, dinnertime,
bedtime.
- Phonetics:
- /g/ (get, go) - /ʤ/ (juice, giant).
- Listening to, reading and understanding specific information in a story.
- Forming questions and answers about the time.
- Reading messages and understanding specific information.
- Written and oral description about personal daily routine.
- Interest in finding out about the daily routine of classmates.
- Interest in doing activities and craftwork accurately.
- Confidence and enjoyment when doing mime and drama.
- Respect towards classmates during role plays.
- Interest in finding out about and respecting the customs of Anglo-Saxon culture
(mealtimes).

5
the flashcard, Listen and Mime, Mime and say...).(L-W-S)
unit.(L-S)
- Communicative games: Spike’s Web Game, Memory, Routine Chain
game, Bug Words Game.(L-S-R)
- Writing sentences about the daily routine under the corresponding drawing.(R-
W)
- Listening to, acting out and reading the story Gerry the giant.(L-S-R)
- Ordering words and writing sentences to describe daily routines.(R-W)
- Writing the daily routine.(R-W)
- Listening to and repeating different times.(L-S)
- Listening to texts and drawing the hands on clocks.(L-W)
- Writing sentences about the daily routine of two characters taking into account
the above texts.(R-W)
- Listening to and reading two texts about the daily routine of two children.(L-R)
- Reading the sentences and circling the correct character.(R-W)
- Making a paper clock.(L-R)
- Acting out a role-play using the paper clock.(L-S)
- Listening to and pronouncing the sounds /g/ - /ʤ/.(L-S)
- Classifying words into two groups: /g/ - /ʤ/.(R-W-S)
- Listening to and reading the comic strip Spike’s drums.(L-R)

5
Assessment
Evaluation criteria
unit.
- Understands the gist and identifies specific information in oral texts about daily
routines.
- Forms questions and answers about the time.
- Takes part in oral exchanges about daily routines.
- Is able to read and write simple texts about daily routines.
Dictionary Web.
- Is able to identify the times when meals are eaten in English-speaking countries
and compare them with own times.
- Listening to sentences about the daily routine of a character and
numbering the drawings.(L-W)
- Listening to different times and drawing the hands of a watch.(L-W)
- Writing sentences about personal routine.(R-W)
unit.
- Optional:

- Science, History and Geography: other cultures. Differences between
lunchtime in Spain and Great Britain.

5
- Reading sentences describing the daily routine of a character and matching them
with the corresponding pictures. (R-W)
- Completing speech bubbles with the description of the daily routine of a
character. (R-W)
- Ordering words and writing sentences describing the daily routine of a character.
Matching these sentences with the corresponding pictures. (R-W)
- Writing a description of personal daily routine. (R-W)
- Understanding true-false sentences about the daily routine of a character by
following a picture. (R-W)
- Writing sentences to express the skills of different characters with visual
support. (R-W)
- Solving a crossword and finding a secret word. (R-W)
- Matching written times with the correct clocks. (R-W)
- Classifying words into three groups: numbers, sports, colours. (R-W)
- Ordering words and writing sentences. (R-W)
- Reading sentences and drawing the hands of different clocks. (R-W)
- Writing a description of the times shown by different clocks. (R-W)
- Understanding true-false sentences about the daily routine of characters with
visual support. (R-W)
- Completing sentences by writing in the times shown on different clocks. (R-W)
- Writing sentences about the daily routine of a character with visual support. (R-
W)

5
Unit 7 Peter’s journey
Teaching objectives
- To talk about places where to go on holiday.
- To talk about things to take on holiday.
- To sing songs related to the story in the unit.
- To take part in games.
- To listen, read and understand the story in the unit: Peter’s journey.
- To read the comic strip of the unit: The Summer holiday.
Contents
- Describing the weather It’s cold, It’s raining...
- Describing common summer activities I go to the... in summer.
- Vocabulary:
- Places associated with the summer: beach, mountains, park,
swimming pool, country, lake.
- Weather: cold, snowing, cloudy, sunny, raining.
- Things to take to the beach: sunglasses, towel, camera, sun
cream, sun hat, swimsuit, swimming trunks, beach ball,
suitcase.
- Animals: polar bear, fox, reindeer, penguin, seal, whale.
- Geographical features: mountains, beach, continent, land,
ocean, pole.
- Geographical places: North Pole, South Pole, Artic, Antarctic.
- Phonetics:
- /h/ as first letter in word.
- General understanding and identification of specific information in the story and
the comic strip of the unit.
- Forming questions and answers, both orally and written, following models
provided.
- Reading descriptive texts and understanding specific information.
- Identifying the basic vocabulary from the unit both orally and written.
- Producing oral and written texts from models provided.
- Matching the sound /h/ with its letter.
- Recognising the importance of respecting the rules of games.
- Valuing the use English in the classroom.
- Showing interest in expanding own knowledge through English.
- Showing interest in the activities in the book.

5
the flashcard, Mime and guess...).(L-W-S)
unit.(L-S)
- Communicative games: Spike’s Web Game, Spike says, Guess the
weather, Mime and say, the Bug Words Game.(L-S-R)
- Matching the parts of a word and writing it.(R-W)
- Listening to, acting out and reading the story Peter’s journey.(L-S-R)
- Listening to sentences describing a place and a specific type of weather and
numbering the drawings.(L-W)
- Reading the postcards, completing them with the missing word and matching
them with the corresponding pictures.(R-W)
- Designing and writing a postcard.(R-W)
- Ordering letters and writing words related to holidays.(R-W)
- Reading descriptive texts and matching the corresponding suitcases. (R-W)
- Drawing the contents of a suitcase and writing a description of its contents.(R-
W)
- Listening to and reading two texts about the Artic and the Antarctic.(L-R)
- Making a minibook about the story (sticking speech bubbles, cutting out and
folding the pages in the book, making a cover for the book...).(R-W)
- Reading the story in the unit using the minibook.(R)
- Listening to and reproducing the sound /h/ as the first letter in a word.(L-S)
- Circling, writing and reading the words which begin with the sound /h/.(S-R-W)
- Listening to and reading the comic strip The Summer holidays.(L-R)

5
Assessment
Evaluation criteria
unit.
unit.
- Understands the gist and identifies specific information in oral texts about
holidays.
- Forms questions and answers about the weather.
- Is able to read and understand the gist and specific meaning of texts about
holidays.
Dictionary Web.
- Is able to distinguish and reproduce the sound studied in the unit.
- Is able to identify the typical places where people from Anglo-Saxon cultures go
on holiday and to compare them with own.
- Listening to sentences describing what people do in the summer with the
correct drawings.(L-W)
- Writing sentences to describe the weather.(R-W)
- Writing a description of the contents of a suitcase.(R-W)
unit.(R-W)
- Optional:

- Science, History and Geography: the Artic and the Antarctic.

5
- Completing speech bubbles with sentences such as I go to ... in summer.
(R-W)
- Looking at a picture and answering questions such as How many...? (R-W)
- Matching sentences describing the weather with the corresponding pictures. (R-
W)
- Describing the weather in different parts of the Iberian Peninsula with visual
support. (R-W)
- Matching sentences describing the holidays of a character with the correct
drawings. (R-W)
- Reading the postcards and completing the drawing on each postcard. (R-W)
- Classifying animals according to whether they live in cold or warm areas and
writing sentences about them. (R-W)
- Writing a description of the contents of different suitcases. (R-W)
- Matching descriptions of characters with their drawings. (R-W)
- Reading the written description of the contents of two suitcases and drawing
them. (R-W)
- Colouring drawings and doing a written description of them. (R-W)
- Matching two halves of a sentence. (R-W)
- Writing answers to questions such as Where’s...? with visual support. (R-W)
- Completing sentences with personal information. (R-W)

5
Unit 8 Puss in Boots
Teaching objectives
- To listen to and understand the story in the unit: Puss in Boots.
- To sing and perform songs.
- To describe people and their character.
- To describe skills.
- To revise language areas from previous units.
- To role play the story in the unit.
- To memorize fragments of the story.
- To read the comic strip of the unit: Bug in boots.
Contents
- Describing the clothes somebody is wearing He’s/she’s... wearing
(revision).
- Expressing personal skills He/she can/can’t... (revision).
- Describing people He’s/She’s clever, young...
- Vocabulary:
- Vocabulary related to the story Puss in Boots:
- Characters: Puss in boots, king, queen, princess, cat,
father, prince, man.
- Clothes: coat, boots, hat, crown.
- Actions: swim, rollerblade, catch, skateboard, ride a
bike, speak English, jump, give, help, get married.
- Qualities: clever, old, young, rich, poor, beautiful,
handsome.
- Animals: fish, chicken, rabbit, donkey, cat.
- Places in London: theatre, museum, river, zoo.
- Phonetics:
- /ʧ/ (chair, chicken) - /ʃ/ (shower, shampoo)
- General understanding and identification of specific information in the story and
the comic strip of the unit.
- Reading descriptive texts.
- Producing simple oral and written texts to describe people and/or places.
- Role playing the story in the unit.
- Confidence and enjoying taking part in a drama activity.
- Respect for classmates.
- Enjoying preparing the role playing the story in the unit.
- Interest in memorizing a part in the role play.
- Interest in things about London.

5
the flashcard, The missing flashcard...).(L-S-W)
unit.(L-S)
- Communicative games: Who’s who?, Spike’s Web Game, Point to the
characters, the Bug Words Game.(L-S-R)
- Listening to, acting out and reading the story Puss in Boots.(L-S-R)
- Listening to sentences and matching them with the characters who said them.(L-
W)
- Writing sentences to describe the skills of the main character in the story.(R-W)
- Doing a role play .(L-S)
- Matching speech bubbles with the right characters.(R-W)
- Listening to and reading descriptive texts about the characters in the story.(L-R)
- Reading descriptive sentences and circling the correct word.(R-W)
- Drawing and writing a description of a character in the story.(R-W)
- Listening to and reading a text about London.(L-R)
- Completing sentences with the missing words.(R-W)
- Making a paper mask.(R-W)
- Role playing the story using the paper mask.(L-S)
- Listening to and repeating words which contain the /ʧ/ - /ʃ/ sounds.(L-S)
- Classifying words into two groups: /ʧ/ - /ʃ/.(R-W-S)
- Listening to and reading the comic strip Bug in boots.(L-R)

5
Assessment
Evaluation criteria
unit.
unit.
- Takes part in oral exchanges about the contents of the story.
- Is able to read and understand the gist and specific meaning of descriptive texts
and to match them with the correct drawings.
- Is able to write simple texts to describe people.
Dictionary Web.
- Listening to the names of the characters from the story and numbering
them.(L-W)
- Writing the names of the characters of the story.(R-W)
- Reading sentences describing the characters and circling the correct
word.(R-W)
unit.(R-W)
- Optional:

- Science, History and Geography: things to see and do in London.

5
- Solving a crossword with the names of the characters from the story in the unit.
(R-W)
- Matching descriptions with the drawings of the characters from the story
described. (R-W)
- Matching sentences with the character of the story who says them. (R-W)
- Ordering words to form sentences. (R-W)
- Completing sentences about the characters of the story by writing in the missing
word.
- Answering questions such as Where’s...? with visual support. (R-W)
- Completing a card by replacing the drawings with the correct words. (R-W)
- Classifying words into two groups: my suitcase, holiday places. (R-W)
- Reading the sentences and circling the right adjective. (R-W)
- Reading a description and drawing the character described. (R-W)
- Writing a description of a character taking into account the information in a grid.
(R-W)
- Classifying sentences by the picture they describe. (R-W)
- Writing a description of a character in the story. (R-W)
- Classifying words into four groups: school objects, animals, colours, places. (R-
W)

5
It’s Christmas!
Teaching objectives
- To listen to and understand the story in the unit: It’s Christmas!
- To sing a song and to play a game.
- To write a letter to Father Christmas.
- To ask for things politely.
- Make a Christmas card.
Contents
- Expressing wants Can I have a...?
- Questions and answers about where personal objects are Where’s
my..?(revision)
- Vocabulary:
- Toys: doll, CD player, kite, plane, scooter, ball.
- Vocabulary related to Christmas: Christmas, Christmas card,
Christmas tree, star, Christmas stocking, Father
Christmas, Merry Christmas.
- Family: Mum, Dad, Grandpa, Grandma. (revision)
- Phonetics:
- Intonation of questions such as Wh-?
- Reading short messages to identify information.
- Taking an active part in Christmas activities.
- Enjoying finding out more about Christmas traditions in Great Britain.
- Making a Christmas card with care.
- Communicative games: Guess the presents, Merry Christmas.(L-S)
- Listening to and singing the song It’s Father Christmas.(L-S)
- Reading a letter addressed to Father Christmas and pointing out the toys they
hear.(R-W)
- Writing the names of toys.(R-W)
- Reading letters addressed to Father Christmas and matching them with the
corresponding sacks.(R-W)
- Writing a letter addressed to Father Christmas.(R-W)
- Drawing the presents which they ask Father Christmas for.(W)
- Listening to the story in the unit.(L)
- Making a Christmas card.(R-W)

5
Assessment
Evaluation criteria
- Is able to read and understand the specific meaning of letters addressed to
Father Christmas.
- Is able to write a letter to Father Christmas.
- Correctly uses expressions and basic functions of social relations expressing
wants in specific communicative situations (asking for Christmas presents).

- Science, History and Geography: to celebrate Christmas in Great Britain.

5
It’s Pancake Day!
Teaching objectives
- To sing and perform a song.
- To play the game The Pancake Race.
- To give instructions on how to make a pancake.
Contents
- Expressing instructions put, mix, add, toss...
- Vocabulary:
- Vocabulary related to Pancake day:
- Ingredients: flour, sugar, butter, salt.
- Actions: put, mix, add, toss, eat.
- Cooking words: bowl, pan, mixture.
- Phonetics:
- Intonation of imperative sentences.
- Verbal and non-verbal responses to simple instructions.
- Reading the texts and identifying specific information.
- Producing simple oral and written texts based on the models provided.
- Showing interest in finding out about and respecting British customs.
- Enjoying singing and performing a song about Pancake Day.
- Listening to and reading a text about Pancake Day.(L-R)
- Understanding true-false sentences about the above text.(R-W)
- Communicative games: Run and touch, The Pancake Race.(L-S)
- Writing the ingredients needed to make Pancakes.(R-W)
- Listening to and singing the song It’s Pancake Day.(L-S)
- Listening to and reading the recipe for Pancakes.(L-R)
- Reading and numbering the steps to make Pancakes.(R-W)
Evaluation criteria
- Is able to follow simple oral instructions and match them to pictures.
- Is able to read and understand a recipe for pancakes.
- Is able to write a recipe for pancakes.
- Knows what Pancake Day involves.

- Science, History and Geography: other cultures. Pancake Day.

5
5

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Bugs 3

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

1 This section only refers to the main teaching activities – learning.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

Links to other learning areas

Bugs Syllabus 3. Macmillan-Heinemann ELT, 2004.

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