Next Move 4
Next Move 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
-
PROCEDURES
1. Listening, speaking and talking
-
ATTITUDES
-
activity.
ACTIVITIES
MANAGING DIVERSITY
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
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
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
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
-
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
-
PROCEDURES
ATTITUDES
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
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
-
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
ATTITUDES
-
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.
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
-
PROCEDURES
ATTITUDES
- Report an interview.
2. Reading and writing.
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
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
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.
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.
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
-
PROCEDURES
ATTITUDES
ACTIVITIES
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.
RESOURCES
-
Poster
CD4
Pupil's book..
Pictures from magazines or
postcards about tourist attractions
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
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
-
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.
-
tense verbs.
- Say what they did the day before at
certain times.
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
-
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
UNIT 8
NEXT STOP 4
CYCLE: II
TERM: III ( Unit 8 )
GRADE : 4TH
SKILLS
-
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.
ACTIVITIES
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
descriptions.
RESOURCES
-
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.
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
-
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.
ACTIVITIES
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 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
-
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.
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
-
PROCEDURES
ATTITUDES
belongings
Learn about a special art form
from Japan
Discover special art forms and
practise them.
ACTIVITIES
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 giving instructions
strategies
RESOURCES
-
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 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