NEXT STOP 3

1st 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 global and specific 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's tasks where the studied language is used.
6.- Recognise and differentiate the meaning of words and simple sentences by
their pronunciation.
7.- Introduce reading and writing in English with the vocabulary worked in class.
8.- Appreciate the communicative value of the English language through
classroom activities.
9.- 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 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.
- Learning through experiences: the more variety of experiences the pupils
have, the more enriched the learning is. Next Stop contributes through songs,
texts, games, stories, chants, etc.
- Development of basic skills: we try to develop listening, speaking, reading
and writing, although at this level the oral skills are the priority through a
vocabulary close to the pupil. The vocabulary is revised and recycled

systematically in Next Stop to assure it is internalised. 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 with photocopiable material.
- 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 3
GRADE: 3rd

CYCLE:
I
TERM: I (Units 1)

Objectives:
- Children learn to explore through doing some free time activities.
SKILLS
-

Learn to say free time activities

Learn to express themselves by
using lets go..
Practice units learnt
Learn to pronounce phonemes
blending ar, all, or
Practice reading skills and
explore the value of being
respectful
Learn about iguanas from
Mexico.

PROCEDURES
1. Listening, speaking and talking
-

Listen and read.

Listen and check, then compare
the answers.
Listen, read and say.Lets go
Listen and say the chant. ar, all,
or
Listen and complete each word.
Then circle the sound.
Listen and point the words said.
Listen and sing, then make up a
new verse with words.

ATTITUDES
-

Motivation to improve in the

learning process.
Enhance students confidence to
the use of English.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.
Ability to give detailed description
of objects.

Tell the class about an animal

from the country.
- Talk to a friend about an animal.
2. Reading and writing.
- Listen and read , then complete
- Write words with sound all, ar,
or
Read the story and match the
correct caption.Then sing it.
- Look and write according to the
picture..
- Read about iguanas in Mexico
- Read and complete the chart .
- Prepare a description of an
animal.
-

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 word of the day is

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

C D 1.
Pupil's book.
photocopy for each pupil. (teacher's
book )
free time activities pictures.
Coloured pencils.
Scissors and glue.
Classroom objects pictures
Teachers resource kit CD-ROM print out
Poster, magazine, newspaper pictures

placed here.
Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.

As we can see, we give priority to listening and

speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,

for those who need to work a bit more in

certain aspects.
EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
Criteria:
- Acquires greeting and farewell routines.
- Is able to talk in pairs about their free activities.
- Knows how to differentiate sound all, ar, or.
- Is able to describe and give detailed information
about animals.
- Shows interest in participating in the classroom
activities.
- End of unit
- Self-evaluation worksheet
Starting evaluation: if the pupils have taken
English in pre-primary education we'll dedicate a
lesson to revise, mainly orally, the contents they
must have worked on, to know the starting point.
From the previous knowledge we'll select the points
to work on in our didactic units.
Test Teacher's book,

CROSS-CURRICULAR TOPICS
- Education for Peace: Explore the value of
politeness.
- 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.

NEXT STOP 3
GRADE: 3rd

CYCLE:
II
TERM: I (Unit 2)
Objectives:
- Children learn to identify food and their quantity
SKILLS
-

Identify food and fruit.

Recognize singular and plural
forms
Practice likes and dislikes.
Identify sounds through a chant
br, ns, cl
Practise reading skills and
explore the value of being
responsible
Learn about big breakfast in
South Africa.

PROCEDURES
1. Listening, speaking and talking:
- Ask Do you like..?
- say : there is, there are
- Listen and point .
- Talk to a friend about your likes
and dislikes.
- Listen chant and repeat the
sounds.
- Sing and act out the song.
- Talk to a friend about your meal.
let me tell you about...
2. Reading and writing.
- Write sentences using I like / I

ATTITUDES
-

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities
Respect each others opinion.

dont like.
-

Complete the sentences with

are some , arent any
- Circle then sort of write br, sn,
cl
- Read about big breakfast in South
Africa .
- Find information about your meal
- Tell your class about a meal in
your country.

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

Teachers Resource Kit CD_ROM

pringout (optional)
pictures.
the lesson
Word and Picture Cards from the lesson.
Poster
tapes
C D 1.
Pupil's book.
Coloured pencils.
Scissors and glue.

sequence in each lesson.

Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
-

According to students abilities related to their

ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Acquires greeting and farewell routines.
- Is able to ask the other's names and give his/her
own.
- Is able to ask for his/her friends meals
- Knows how to identify plural and singular
nouns.
- Knows how to talk about meals in his country
- Identify learnt sounds correctly br, sn, cl
- Gives detailed information from a reading
- Follows simple instructions.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: care for others Be careful!.
- 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 3
GRADE: 3rd

CYCLE:
I
TERM: I (Unit 3)

Objectives:
- Children learn to identify nationalities from people and things.
SKILLS
-

PROCEDURES

Learn nationalities and countries 1. Listening, speaking and talking:

Practice unit learnt (review)
- Listen , point and say
Identify sounds through a chant
- Listen and point. Then repeat.
fr, bl, lk
- listen then act out the story.
Talk to a friend using a survey
- Ask your friend using a survey.
about routines.
- Listen chant and repeat the
Practise reading skills and
sounds fr, bl, lk.
explore the value of diversity
- Look and listen and complete
Read about special festival in
with the sound.
Malaysia
- Find information about festivals
in your country, then tell to your
class.

ATTITUDES
-

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.

2. Reading and writing.

- Complete the sentences
according to the pictures.
- Complete the questions and
answers.
-Write words with sounds: fr, bl, lk
- Read about festival in Malaysia
and answer the questions

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

flags
Teachers Resource Kit CD_ROM
pringout (optional)
Word and Picture Cards from the lesson.
Poster
Picture cards from classroom objects.
Cardboard , colour pencils and glue
C D 1.
Pupil's book.

objectives in each unit, arranged in

sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Acquires greeting and farewell routines.
- Is able to ask the other's names and give his/her
own.
- Knows how to say countries and nationalities.
- Knows how to say origin from people and
objects
- Able to ask friends about routines.
- Identify learnt sounds correctly bl, lk, fr
- Follows simple instructions.
- Shows interest in participating in the classroom
activities.
- Gives detailed information about festivals in his
country

CROSS-CURRICULAR TOPICS
- Education for Peace: Generosity, care for others.
- 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 4

NEXT STOP 3
GRADE: 3 rd

CYCLE:
I
TERM: II (Unit 4)
Objectives:
- Children learn to express abilities and sports.
SKILLS
-

Practice talking about abiliites

Identify sports.
Learn to express their
preferences about sports
Identify sounds through a chant
sk, sw, str
Practise reading skills and
explore the value of solidarity
Develop reading skills through
soccer camps in Italy.

PROCEDURES
1. Listening, speaking and talking:
- Listen , point the say.
- Listen and read then say.
- say and act out sports.
- Listen and chant. sk, sw, str
- Listen , write and sing.
- Talk about a sport in your country
2. Reading and writing.
- write sentences about sports.
- Write words with sounds: sk, sw, str
- Write : no they arent , yes they are.

ATTITUDES
-

Interest in participating in the

classroom activities.
Recognition of words proper from
the unit
Good will towards reflecting on
their own learning.
Respect for their classmates'
opinion.

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening

Read about soccer camps Italy ,

then asks the questions.
Choose, and check four
activities,then answer the
questions.

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

Food word cards

Food pictures
Teachers Resource Kit CD_ROM
pringout (optional)
Word and Picture Cards from the lesson.
Poster
C D 1.
Pupil's book.
Props for acting out the story.
Box, hat bow
Smal pieces of paper
Magazine pictures of food
Scissors and glue.

and speaking skills on these levels, that is why

most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit

CROSS-CURRICULAR TOPICS
- Education for Peace: Generosity, care for others.
- 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.

Self-evaluation worksheet

Criteria:
- Identify and express sports.
- Be able to ask someones sport
- Talk to a friend about his/ her abilities
- Follows simple instructions.
- Identify learnt sounds correctly sk, sw, str
- Shows interest in participating in the classroom
activities.
- Gives detailed information about a sport in the
country.

UNIT 5

NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: II (Unit 5)
Objectives:
Children learn to associate the weather and clothes.
SKILLS
-

Learn to identify the weather.

Identify activities at the moment.
Practice units learnt (clothes,
days of the week)
Identify sounds through a chant
oo, ir, ow
Practise reading skills and
explore the value of
responsibility.
Learn about Jamaicas Weather

PROCEDURES
1. Listening, speaking and talking:
- Listen and point, then say.
- listen read, and say
- Listen , read and say
- ask and answers with a friend
- Listen a chant oo, ir, ow
- listen and complete each word.
Then circle the different sound.
- Listen and read. Then say the
sentences
- Describe Rosa and Ben.
- listen and complete and sing
2. Reading and writing.
- Write and say.

ATTITUDES
-

Interest in participating in the

classroom activities.
Recognition of words and objects
proper from the unit
Good will towards reflecting on
their own learning.
Regular use of Greetings,
Please and Thank you in
class.
Respect for their classmates'
work.
Respect each others abilities.
Encourage yourself about your
abilities.

- choose and circle,

- Read the chant and underline
oo, ir, ow, then write words.
- unscramble the sentences and
write the questions and the answers.
- Read about a poem about Jamiaca
- write information about your
Country then tell the class.

ACTIVITIES

MANAGING DIVERSITY

In each unit the activities are arranged in

Extension activities:
sequence along the different lessons. We do
- To reinforce what has been learnt
the following division of activities within each
- For fast finishers.
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 word of the
day is placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a

RESOURCES
-

Teachers Resource Kit CD_ROM

pringout (optional)
Pictures about the weather
Poster
C D 1.
Pupil's book.
Scissors and glue.

quick revision of what's been worked in

each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is
why most of the activities are directed to this
end. The use of written language will depend
on the pupil's level in his/her mother's tongue
and the teacher's study about the
convenience of introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate,
and describe something by giving more
detailed information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Students identify the weather
- Be able to ask their partners about what they are
wearing.
- Be able to talk to a friend about the weather and
information related to it.
- Identify learnt sounds correctly oo, ir, ow
- Follows simple instructions.
- Give detailed information about the weather in
the country.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: Generosity, care for others.
- 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 6

NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: II(Units 6)

Objectives:
- Children learn to identify places in town and activities there.
- Children express future plans
SKILLS
-

Learn to express places in town.

Learn to ask friends about their
plans.
Recognize family members
Learn to pronounce phonemes
blending er, ear, ore
Practice reading skills and
explore the value of honesty
Learn about a famous glacier in
Chile

PROCEDURES

ATTITUDES

1. Listening, speaking and talking

Listen, point and say where

people are.
- Ask and answer: is there a
supermarket in your ....?
- Listen and say, then point and
say.
- Listen and read the story.
- Talk to a friend about their familiy
- Listen and chant er, ear, ore
- Sing and act it out.
- Tell your class about a place of
natural beauty in your country.
2. Reading and writing.
- Complete the sentences .

Motivation to improve in the

learning process.
Enhance students confidence to
the use of English.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.
Respect each other opinion

Look at the story and find and

write the words.
- read the story and act it out.
Complete the questions with;
where are/ wheres.
- write information about a natural
place, then tell your class
-

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

C D 1.
Pupil's book.
photocopy for each pupil. (teacher's
book )
Coloured pencils.
Scissors and glue.
Pictures of hobbies
Teachers resource kit CD-ROM print out
Poster, magazine, newspaper pictures

each lesson, to remember the word of

the day and to say goodbye.
As we can see, we give priority to listening and
speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:

CROSS-CURRICULAR TOPICS
- Education for Peace: Explore the value of

Direct observation.
Participation in the classroom activities.
Pupils' books revision.
Register the facts.

Criteria:
- Acquires greeting and farewell routines.
- Is able to say places in town
- Identifies family members
- Is able to talk with a partner about where people
are.
- Ask about future activities
- Shows interest in participating in the classroom
activities.
- Gives information about a natural place in the
country using the vocabulary learnt.
- End of unit
- Self-evaluation worksheet
Starting evaluation: if the pupils have taken
English in pre-primary education we'll dedicate a
lesson to revise, mainly orally, the contents they
must have worked on, to know the starting point.
From the previous knowledge we'll select the points
to work on in our didactic units.
Test Teacher's book,

politeness.
- 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 7
NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: I (Unit 7)

Objectives:
- Children learn to express what they want to be when they grow up.
- Children learn to express situations in the future.
SKILLS
-

Identify occupations.
Express what they want to be.
Express future plans
Identify sounds through a chant
ur, or, a
Practise reading skills and
explore the value of effort
Learn about ski schools for
children in France.

PROCEDURES
1. Listening, speaking and talking:
- listen, point and say the
occupation
- Listen and read., then say
- Listen chant and re.peat the
sounds ur, or, a
-listen, complete each word with a
different sound
- listen , point then say,
- sing then act it out.
- tell your friend about you are going
to do after school.
- read the story then act it out.

ATTITUDES
-

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities
Respect each others opinion.

- Talk about a special person.

2. Reading and writing..
- Read and complete
- Write two sentences about
yourself.
- make sentences , then answer
questions
- Read about ski schools for
children in France, then find and
write.
- Write information about a special
person then tell the class.
- Write true sentences about your
plans after school.

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.

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

A clock
Teachers Resource Kit CD_ROM
pringout (optional)
occupations
Word and Picture Cards from the lesson.
Poster
tapes
C D 1.
Pupil's book.

The learning of the word of the day is

placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine

Coloured pencils.
Scissors and glue.

acquisition, to work in group or alone, of

extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Acquires greeting and farewell routines.
- Is able to ask the other's names and give his/her
own.
- Identifies occupations
- Able to express want they want to be when they
grow up.
- Is able to ask friends about future activites.
- Be able to talk about a special friend.
- Identify learnt sounds correctly ur, or, a
- Follows simple instructions.
- Shows interest in participating in the classroom
activities.

CROSS-CURRICULAR TOPICS
- Education for Peace: care for others Be careful.
- 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 8

NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: II(Unit8)
Objectives:
- Children identify important dates in their lives
SKILLS
-

Learn to Identify months of the

year.
Learn to talk about past events
Identify feelings
Identify sounds through a chant
dr, ld, gr
Practise reading skills and
explore the value of being
respectful
Read about movie stars in USA.

PROCEDURES
1. Listening, speaking and talking:
-

Listen and point, then ask and

answer with classmates
listen , read, then say
talk to a friend:
Where were you born?
Were you born in a hospital?
Listen ,say, then point and say
sounds dr, ld, gr
Listen , and act out
Listen, complete and sing.
Talk about a special actor or
actress.

ATTITUDES
-

Motivation to improve in the

learning process.
Good will towards reflecting on
learning.
Interest in participating in the
classroom activities.

2. Reading and writing.

- Read and write words with the
sounds
-Listen and read the story.
- Read about movie stars in USA
- Read the story and answer the
Question.
- Write information about a special
actor o actress and tell the class

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

Musical instruments pictures

Teachers Resource Kit CD_ROM
pringout (optional)
Hobbies pictures
the lesson
Whistle
Word and Picture Cards from the lesson.
Poster.
Cardboard , colour pencils and glue
C D 1.
Pupil's book.

sequence in each lesson.

Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
-

According to students abilities related to their

ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Acquires greeting and farewell routines.
- Is able to ask the other's names and give his/her
own.
- Knows how to say the month of the year
- Knows how to say, identify feelings
- Be able to talk to a partner about past events
- Identify learnt sounds correctly dr, ld, gr
- Follows simple instructions.
- Shows interest in participating in the classroom
activities.
- Gives detailed information about a special actor
or actress.

CROSS-CURRICULAR TOPICS
- Education for Peace: Generosity, care for others.
- 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 9

NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: II (Unit 9)
Objectives: Children learn to talk about past events

SKILLS
-

Identify the time and the days of

the week.
Express past events
Identify sounds through a chant
air, ou, oy
Practise reading skills and
explore the value of
responsibility.
Develop reading skills through
Wedding in Morocco.

PROCEDURES
1. Listening, speaking and talking:
- Listen , point , then say
- Listen and read, then say
- Listen and chant. air, ou, oy
- Listen and complete the word.
- Listen and read the dialog, then act
it out.
- Draw a picture of an event your
were at last year. Then play a
guessing game.
- Listen, complete then sing.
- Talk about a special ceremony
to tell your friends.

ATTITUDES
-

Interest in participating in the

classroom activities.
Recognition of words proper from
the unit
Good will towards reflecting on
their own learning.
Respect for their classmates'
opinion.

2. Reading and writing.

- look at the pictures and write
the time
- Read and circle true or false.
correct picture. .
- Ask and answer questions about t
the past
- read about a Wedding in Morocco
- Answer the questions.
- write about a special ceremony .

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

A clock
pictures
Teachers Resource Kit CD_ROM
pringout (optional)
Word and Picture Cards from the lesson.
Poster
C D 1.
Pupil's book.
Magazine pictures of food
Scissors and glue.

sequence in each lesson.

Closing activities: these are used for a
quick revision of what's been worked in
each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
-

According to students abilities related to their

ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.

EVALUATION
Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Be able to express past events.
- Be able to ask to his/her friends about past
events.
- Identifies months of the year and the time.
- Follows simple instructions.
- Identify learnt sounds correctly air, ou, oy
- Shows interest in participating in the classroom
activities.
- Gives information about a special ceremony in
our country.

CROSS-CURRICULAR TOPICS
- Education for Peace: Generosity, care for others.
- 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 10

NEXT STOP 3
GRADE: 3rd

CYCLE:
I
TERM: II (Unit 10)
Objectives:
Children learn to describe past events
SKILLS
-

Identify objects at home.

Learn to describe past events.
Learn to ask friends about past
events.
Learn seasons of the year
Identify sounds through a chant
sm, sc, tr
Practise reading skills and
explore the value of solidarity
Learn about water puppets in
Vietnam

PROCEDURES
1. Listening, speaking and talking:
- Listen and point, then say.
- Listen , say : its, theyre
- Listen, read, then say.
- Listen a chant sm, sc, tr
- Listen, read and act out the story.
- Circle and say.
- Listen, complete then sing.
- Talk about a special show in the
Country
- Play a memory game.
2. Reading and writing.
- Look and complete the
sentences

ATTITUDES
-

Interest in participating in the

classroom activities.
Recognition of words and objects
proper from the unit
Good will towards reflecting on
their own learning.
Regular use of Greetings,
Please and Thank you in
class.
Respect for their classmates'
work.
Respect each others abilities.
Encourage yourself about your
abilities.

-Circle, then sort and write the

sounds : sm, sc, tr
- Answer the questions about the
weather in your city
- Read about water puppets in
Vietnam
- Find and write about the reading
- Write about a show in your country

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 word of the day is
placed here.
- Main activities: these are the main
activities aimed to obtain the intended
objectives in each unit, arranged in
sequence in each lesson.
- Closing activities: these are used for a

MANAGING DIVERSITY
Extension activities:
- To reinforce what has been learnt
- For fast finishers.

RESOURCES
-

Teachers Resource Kit CD_ROM

pringout (optional)
Pictures about ailities
Poster
C D 1.
Pupil's book.
Scissors and glue

quick revision of what's been worked in

each lesson, to remember the word of
the day and to say goodbye.
As we can see, we give priority to listening
and speaking skills on these levels, that is why
most of the activities are directed to this end.
The use of written language will depend on the
pupil's level in his/her mother's tongue and the
teacher's study about the convenience of
introducing it or not.
According to students abilities related to their
ages, they can also compare, differentiate, and
describe something by giving more detailed
information.
The activities will have an increasing level
of difficulty and they will be motivating and
close to the pupil's world. Many of them mean
a "Total Physical Response", besides
provoking verbal and non-verbal responses.
The same patterns are repeated in each
lesson. Some of them are aimed to routine
acquisition, to work in group or alone, of
extension (fast finishers) and reinforcement,
for those who need to work a bit more in
certain aspects.
EVALUATION

CROSS-CURRICULAR TOPICS

Tools:
- Direct observation.
- Participation in the classroom activities.
- Pupils' books revision.
- Register the facts.
- End of unit
- Self-evaluation worksheet
Criteria:
- Students describe past events
- Be able to say the seasons of the year.
- Be able to talk to a friend about the weather in
the city.
- Identify learnt sounds correctly sm, sc, tr
- Follows simple instructions.
- Shows interest in participating in the classroom
activities.
- Describes a special show in the country.

- Education for Peace: Generosity, care for others.

- 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.