Content

• Understand what random, non
  predictable and predictable
  events are.

Communication

Language of:

• Use of the simple future to express a hypothesis or a prediction.

Language for:

• Making hypotheses:

  Our hypothesis is that if we... we will... Because there are..../there is... We are very sure/We are not very sure We bet ... points.

Language through:

• Feedback from teacher when asked in English should also be provided.

Cognition

• Design simple experiments to prove hypotheses.

Culture

• Understand that there’s not always a unique correct answer to a question or problem.

• Content: Vertebrates; mammals, birds and fish; body parts.

• Communication:

  • Language of learning: key vocabulary (mammals, birds, fish names)

  • Language for learning: language to classify (it's a... it goes to....)

  • Language through learning: language to carry out the sheets.

• Cognition: Make choices in classifications.

• Culture: Distinguish between wild and farm animals.

Content

• To understand oral information about paintings and painters

Communication

• Language of learning --> Key vocabulary: Real /abstract work.

• Language for learning --> Describe paintings: Lines straight / curvy, thin/thick

• Language through learning --> Feed back.

Cognition

• To recognize famous artworks and artists’ style

Culture

• To appreciate the artwork and the artist and its multiculturalism approach.

• Environmental issues: forest degradation, river pollution

Communication:

• Vocabulary: paper mill, raw material, pulp, bank-note, handmade, mould, wrapping, soft, rough, thin, rolled, stationery, grammage, linen, cotton, rag, loans, beggars, watermarks, BC-AD...

• Structures: Is it made of..., It ́s got..., It can be used for... How can you...? Has it got...?

Cognition:

• Differentiating between different types of material and usages.

Culture:

• Environmental issues: impact on nature, recycling.

UNIT 2: CUBISM & ‘LAS MENINAS’

Content: Cubism as a painting style.

Cognition: Comparing (Cubism and Realism)

Communication:

• Vocabulary (Shapes: square, triangle, oval, rectangle, circle, star, diamond, semi‐circle, hexagon, sphere, cube, pyramid, cylinder, prism, trapezium.)

• Communication structures (The… and the… are similar because they are… I’ve got a… Who’s got a…?)

Culture: Respect and value Art and classmates’ creations, opinions and feelings.

DANCES AROUND THE WORLD

Content

• Four dances around Europe.

Communication

Of learning:

• Vocabulary: Catalonia --> "anthem, steps, join hand, form a circle")

• Structures: Greece --> "Let's make a line!")

For learning:

• Functions: "Describing the steps of four European dances."

Cognition

• Classify information about dances.

Culture

• Respect other countries, traditions and people.

Content:

Act ir out:

• Ripple playing

• Parts of the play

• Characters

• Performance
  

What is it for? Say and imagine

• Movement skills

• Use of small equipment

• Creativity

• Body coordination
  

Shall we dance?

• Dances: dance steps

• Coordination

• Form groups

• Position/posture

• Rhythm

In my dreams:

• Animate/inanimate objects

• Mood, feelings, ideas

• Expressive body resources: body, face

• Spontaneous gestures and affection

Communication:

Language of communication: 

• Glossary of PE terms

• Key vocabulary of th topic

• Key expressions of the topic

Language FOR communication:

• Following instructions

• Expressing questions and answers

• Organitziting the terms, groups or roles

• Presentating a play

• Giving opinions

• Expressins understanding and not understaning

Language THROUGH communication:

• Questions that come across the lesson

• Research in the ordinary English class

Cognition:

• Perform

• Act out

• Memorize

• Interpret

• Show

• Create

• Invent

• Imagine

• Move

Culture:

• Be conscious of the differences between classmates.

• Understand fairy tales as plays.

• Be interested in other tales and dances from other countries and cultures.

• Be interested in watching some videos of a sports match, theatre play…

• Be conscious of the range of games we can play with or without equipment.

• Understand your body as a way to communicate things.

• Appreciate things that we can learn when interacting with others.