Primary, Secondary and Bilingual School

Annual Planning

Teacher: Micaela López Book: Tiger Time 5 Level: 5th (advanced) Year: 2018

Objectives Units Contents

Conceptual Procedural / Activities Attitudinal

o Asking and Diagnosis o Personal questions and Throughout the year the students will: Understanding the importance
answering about Starter Unit answers. o Sing songs of learning a foreign language
personal o Classroom language. o Work on the blackboard, with their
information o Classroom rules. computers, with photocopies and Showing interest and
o Recycling o Vocabulary related to several resources that arise during the participating in the classroom
vocabulary from personal description. year.
the previous year o Have/haven´t got. o Practise dialogues in groups or pairs Encouraging individual, pair and
o Reading and o Can/ can’t related to the topics seen in class. group work
using personal o Recycled vocabulary o Improve their learning experience by
description, in a (colors, numbers, days of talking about their own lives out of Being tolerant and respectful
written and oral the week, month of the school
way, to talk year, weather, parts of o Write stories by using imagination
about oneself, the body, parts of the o Play games (bingo, memo test, etc.)
friends, body, etc.) o The students will practise extra
classmates and o She’s wearing… / He’s worksheets from the student’s
family members wearing… resource centre
or animals o Check their own learning by being
o Asking and aware of the grammatical structures
answering about used in each unit
things you have
and haven´t got
o Asking and
answering about
what you can or
can’t do
o Describing what
people is wearing
o Greeting people,
saying goodbye
o Using classroom
 language
properly.
Unit 1 o Vocabulary: Countries
o Naming and A world of (Australia, England,
describing an gadgets India, etc.)
electronic gadget o Ordinal numbers
o Listening to and o Recycled vocabulary
reading a (greetings, months,
biography school subjects, the
o Talking about the alphabet, etc.)
frequency people o Present Simple (aff, neg,
do things int)
o Acting out buying o Adverbs of frequency
an electronic (often, always, etc.)
gadget o Wh- question words +
present simple / can
you…?
o Vocabulary: Where are
you from?
o Where is he/she from?
o What’s your favorite …?
o His/her favorite … is …
o What do you like? What
does he/she like?
o It’s on the (31st) of
(March).
o I think… I want…
o Are you thinking
about…?
Unit 2
o Naming and Sports
o Vocabulary: Activities
describing sports scene
(badminton, bowling,
o Listening to and cricket, etc.) Nature
reading a story features (rainforest,
o Talking about
river, sea, etc.)
what people are o He/She’s playing (rugby).
o Be able to understand and practise Understanding the importance
the grammatical structure of the responsible use of
o Be able to recognize main information technology
o Be able to predict what happens in a
story Showing interest in other
o Be able to reflect on values countries amazing places
o Project#1
“Electronic gadget survey report” Showing tolerance about other
The students will prepare a people’s culture
questionnaire about several gadgets
and they will choose four different
people to ask the questions. The main
idea of the project is to find out about
electronic gadgets grown-ups among
those people. The students will have
to present the survey in the way
indicated by the teacher.
o Be able to read, listen to and Understanding the importance
understand a story of taking care about the
environment
o Be able to understand about the sport
culture
o Be able to identify different habitats Understanding the importance
of nature
o Be able to recognize sports by reading
 doing We’re/They’re playing… its descriptions
o Acting out asking Is he/she …ing? Yes, he o Be able to describe the place where Showing interest about other
for information is./No, he/she isn’t. live and its culture countries’ culture
about sports o Are they …ing? Yes, they
classes are./No, they aren’t.
o What’s he/she doing?
What are they doing?
Unit 3
o Naming and Awesome o Vocabulary: Animals o Discovering awesome animals Understanding the importance
describing animals (baboon, buffalo, deer, o Be able to understand animals’ need of respect other species of living
animals eagle, etc.) Parts of the o Be able to compare physical beings
o Listening to body (claws, ears, eyes, descriptions
and reading a feathers, etc.) Adjectives o Be able to express yourself and Understanding the importance
traditional (big, small, tall, short, express your wishes of good manners
story etc.)
o Comparing o Do … live in … ? Yes, I
animals and think so./I’m not
people sure./No,
o Acting out o they don’t.
buying tickets o … are … er than ….
o Reading about o …’s got … er … than ….
endangered o … is more … than ….
animals o Are you/Is he/she
older/taller than … ?
o Have you got
shorter/longer hair than
…?
o I’d like …
o It’s for (two adults and
two children).
o Here you are.
Unit 4
People and o Be able to talk about the people in the Showing interest in professions
professions o Vocabulary: Professions
o Naming and (basketball player, past
describing o Be able to identify and recognize Understand the importance that
builder, chef, film star,
professions different jobs people shouldn’t depend on
inventor, etc.) Other
o Listening to o Be able to predict what happens in a luck
words: (bananas, bike,
and reading a cakes, car, chicken, etc.) story
 historical Adjectives (happy, lucky, o Project #2 Understanding the importance
story naughty, noisy, etc.) “My quiz on famous people in history” of knowing about past facts
o Talking about The students will think of some
people and o I/He/She was (easy to famous person in history and they will
professions in please). I/He/She wasn’t find out about that famous character.
the past o … After that, the students will make
o Acting out o Were you/they … ? Was notes and they will prepare on a sheet
buying things he/she … ? some questions and include photos.
in a o Yes, I/he/she was./No, They will give their quiz to their
newsagent’s I/he/she wasn’t. partners in class in order to try other
o Reading about o Who was … ? students guess the correct answers.
music o What was … ?
o In my country, we use
(dollars).

Unit 5
Past times o Vocabulary: Activities o Be able to talk about past facts Understanding the importance
o Naming and ( (I) help (at home), (I) o Be able to express yourself in a talk of be aware of past facts
talking about listen to (music), (I) look o Discovering a legend
everyday after (my pet), etc.) o Be able to recognize different types of Understanding the importance
activities Other words: (castle, writing of enjoying literature
o Listening to drawbridge, dungeon,
and reading a gate, etc.)
legend o I/He/She/They lived
o Asking and in/didn’t live in …
answering o Did you/he/she live in
about past …?
events o Yes, I/he/she did./No,
o Acting out I/he/she didn’t.
telling a friend o I/He/She/They went to
about … /had …
something o Guess what happened …
that o She explained that …
happened

Unit 6
Fruit and
o Vocabulary: Food
o Naming and vegetables o Discovering an adventure story Understanding the importance
(cauliflower, cherries,
 describing grapes, etc.) Other o Be able of recognize different of showing respect about other
fruit and words: (digestion, advantages or disadvantages in food people’s preferences
vegetables disease, fibre, mineral, o Be able to identify the existence of
o Listening to etc.) things Understanding the importance
and reading o Do you like (pineapple)? o Be able to express your preferences of a healthy life-style
an adventure Yes, I love it!/I quite like about food
story o it./No, I don’t like it at o Project #3
o Asking and all. “My food diary”
answering o It grows in (winter). They The students will carry out a project
questions grow in (summer). about food. They will think of food
about fruit o There is a/are some … they eat every day. The teacher will
and There isn’t/aren’t any … help them in the steps of the projects
vegetables o Is there a … ? Yes, there and guide them. The main idea is to
o Acting out is./No, there isn’t. present the project like a diary. The
shopping for o Is/Are there any … ? No, students will draw pictures or stick
food in a there isn’t/aren’t. images to illustrate their diary and
market o The (pies) look delicious. next to each image they will describe
o Reading about o Have you got any … ? Do the food. They will tell the class their
nutrients in you want … ? Can I preferences about their food showing
fruits and o have … ? their food diary.
vegetables

Unit 7
Holiday in o Vocabulary: Clothes o Discovering a photo story Showing tolerance towards
o Naming and the city o Be able to predict from a photo or a different kinds of dressing
(dress, fleece, jacket,
describing jeans, sandals, etc.) title
clothes o Be able to identify different clothes Showing respect for other
Other words (abstract,
o Listening to o Be able to recognize other people’s people’s point of view
landscape, oils, portrait,
and reading a etc.) wishes
photo story Understanding the importance
o Are you taking … ? Yes,
o Asking and of being tolerant towards
definitely./I’m not sure./
saying what people’s wishes
o No, I don’t think so.
people want o He/She wants a …
o Finding out Understanding the importance
/wants to … (because …)
about where of express yourself
He/
people went o She doesn’t want a …
and their /want to …
opinions o Does he/she want a
 … /want to …? Yes,
he/she
o does. /No, he/ she
doesn’t.
o What (kind of trainers)
do you want?