Unit 3

Around the Town

OBJECTIVES

Throughout this unit, the student will be able to achieve the following points:

ð   Identify and name buildings in a town

ð   Spell words

ð   Predict what happens in the story

ð   Listen, read, understand and act out the story

ð   Learn the grammar table for Unit 3

ð   Ask and say what buildings are in your town

ð   Practise pronunciation: /z/ and /s/

ð   Understand and think about values

ð   Sing a song

ð   Play the games

ð   Make and play with the places cards

ð   Listen and read about types of transport in cities

ð   Say sentences about your village, town or city

ð   Prepare, plan and write your project

ð   Read and understand public signs

ð   Watch a video clip

ð   Listen and use everyday classroom language

ð   Listen and read for pleasure

ð   Review, assess and plan your own learning

                      

Language knowledge and use

Linguistic knowledge:

§ Active language

Core vocabulary: buildings in towns and cities

bus stop, café, cinema, hospital, museum, newsagent’s, police station,

shops, supermarket, train station

city, town, village

Story vocabulary

magic flute, money, promise, rats

CLIL vocabulary: types of transport in cities

bicycle, double-decker bus, gondola, taxi, tram, the Underground, water

bus

Structures

There are (shops) in the street.

Is there a … ? Yes, there is./No, there isn’t.

Are there any … ? Yes, there are./No, there aren’t.

I want to travel by (bicycle) in (Amsterdam).

I go to school by (car). I walk to school.

It’s opposite the …

It’s/They’re very near.

Recycled language

There’s a …

behind, between, in, on, next to

the alphabet

Classroom language

Main function: saying what there is and what there isn’t

Are there any … ? No, but there’s a …

There isn’t any … but there’s some …

§ Receptive language

angry

canals

cottage

mobile library

town centre

the tube

§ Pronunciation

-      the /z/ and /s/ sounds (opposite, zoo / seven, city)

LITERARY EDUCATION

• Understanding simple literary works adapted to the students’ age and interests (narrative and poetic texts).
• Introduction to the use of the school library
• Taking part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc:

Stories:

-    The Piper of Hamlin

-    Tiger Street Tales

Songs and raps: 

-    The Tiger Street word rap.

-    Near here

CROSS-CURRICULAR ITEMS

§ Geography: Types of transport in cities

§ Literature: The Piper of Hamlin

ATTITUDES AND VALUES

ð Interest in naming buildings in a town

ð Pleasure in doing the Spelling Bee

ð Enjoyment in reading a fable

ð Satisfaction in preparing and writing your project

ð Confidence in using classroom language

ð Pleasure in reading a cartoon strip story

ð Willingness to review, assess and plan your own learning