ANNUAL TEACHING PLAN

KID’S BOX STARTER

GENERAL INFORMATION

School: Course:

Level: A1 Year:

LEVEL A1:

This series introduces kids to the pleasure of learning English. As a pre-literacy

level, the Starter level features non-reading and writing activities such as
coloring, matching and numbering. This level focuses on developing students
‘abilities in listening and speaking. It challenges the kid’s cognitively and helps
them get a real sense of achievement in English. By using chants and short
conversations

KID’S BOX STARTER

FIRST Unit 1- Unit 2 CLIL Marie’s Math: shapes

TERM:
VALUES Trevor’s value: ask nicely

VOCABULARY KEY GRAMMAR AND FUNCTIONS

Character names: Marie, MAskman , Monty. What your name? / I’m…/ How old are you? /
Numbers 1- 6 commands / what’s this? / it’s a ….
Classroom objects: bag, book, chair, eraser, pencil, table
LEARNER OUTCOME: ASSESSMENT ACTIVITY
This is what students will be able to do These are the suggested activities that students can
by the end of the term in each skill and perform as evidence of achievement.
SKILL language sub process

By the end of the term, students will be able As evidence of learning students will…
to …

Recognize the characters of the book Identify the three main characters

Recognize the numbers 1-6 Listen and draw lines according to the number.
Listen and stick the right sticker
STRATEGIES
LISTENING

Identify classroom objects Listen and circle

Understand class commands Listen and follow the commands

Identify polite sentences in English Listen and identify the stituations

 Introduce themselves and tell their age Make short conversations with classmates
introducing themselves, asking, and answering
about the age.
ORAL PRODUCTION
Name classroom objects Count classroom objects

Say commands Sing the commands song

Ask about classroom objects Play ‘the hidden card’ asking and answering
questions like ‘what’s this?’ ‘It’s a..’

Name basic shapes Draw and describe a robot made with shapes
 KID’S BOXSTARTER

SECOND Unit 3 –Unit 4 CLIL Marie’s art: Butterfly colors

TERM: Review
VALUES Trevor’s values: Giving

VOCABULARY KEY GRAMMAR AND FUNCTIONS

Adjectives, it is red. It’s a red pencil.
Colors: black, blue, brown, red, white, yellow, orange, What’s your favorite color?
green, pink It’s…
Toys: ball, bike, car, doll, kite, robot Where…? It’s here
It isn’t here
LEARNER OUTCOME: ASSESSMENT ACTIVITY
This is what students will be able to do by These are the suggested activities that students
the end of the term in each skill and can perform as evidence of achievement
language sub process
SKILL

By the end of the term, students will be able As evidence of learning students will…
to …

Recognize the colors Identify the color and follow the commands

Recognize some toys Listen and draw lines according to the toy Listen
and stick the right sticker
STRATEGIES
LISTENING

Understand some prepositions of place Listen and circle the correct object according to the
location

Identify polite sentences in English Listen and identify the situations

Name the colors. Sing the colors chant

Ask and answer about the favorite Do mini conversations about the favorite color.
color Count classroom objects
ORAL PRODUCTION

Ask about the location of classroom Use a picture to ask and answer questions about
objects and toys where objects are.

Name the colors Draw and describe a butterfly.

Role play conversations asking
Practice asking for items politely and
responding
 KID’S BOXSTARTER

THIRD Unit 5- unit 6 – CLIL Marie’s technology: wood and trees

TERM:
VALUES Trevor’s Values: Take turns

VOCABULARY KEY GRAMMAR AND FUNCTIONS

Home: bedroom, kitchen, living room, bed, He’s
door, sofa She’s
The body: arm, eye, hand, head, leg, mouth In, on, under
House, tree, wood
LEARNER OUTCOME: ASSESSMENT ACTIVITY
This is what students will be able to do by These are the suggested activities that students
the end of the term in each skill and can perform as evidence of achievement
language sub process
SKILL

By the end of the term, students will be able As evidence of learning students will…
to …

Recognize rooms of the house Identify house parts in the book and point. Color
according to the audio text

Recognize the prepositions in, on , Sing the house song, and draw lines according to
the audio text
STRATEGIES

under
LISTENING

Understand the parts of the body in a Connect the parts of the body with the colors in a
chant chant

Understand descriptions Listen to descriptions of aliens and identify the

correct picture

Identify sentences to take turns. Listen and identify the situations

Name rooms of a house and furniture Sing the house chant

Ask and answer questions about the position of

ORAL PRODUCTION

Describe the position of classroom objects.

objects and toys
Use mimics to name the parts of the body
Name the parts of the body.

Describe wood objects Make a poster and describe it

 KID’S BOXSTARTER

FOURTH Unit 7 – unit 8 CLIL Marie’s science: life cycles

TERM: Review
VALUES Trevor’s values: share

VOCABULARY KEY GRAMMAR AND FUNCTIONS

Animals: bird, dog, duck, fish, frog, tiger I can, I can’t, fly, jump. Swim
Food: cake,chips, egg, fruit, milk, tomato I like, I don’t like

LEARNER OUTCOME: ASSESSMENT ACTIVITY

This is what students will be able to do These are the suggested activities that students can
by the end of the term in each skill and perform as evidence of achievement
language sub process
SKILL

By the end of the term, students will be able As evidence of learning students will…
to …

Recognize animals Identify animals in the book and point. Follow the
sequence.

Recognize the difference between can Sing the can song, and identify the abilities
and can’t in a song.
STRATEGIES
LISTENING

Understand some food items in a chant Follow the food sequence

Understand sentences expressing likes Listen and sing the likes song
and dislikes

Understand life cycles Listen and identify the situations

Name the animals Sing the animals chant

Describe abilities using can and can’t Describe what you can do and what you can see.
ORAL PRODUCTION

Say what you like and what you don’t Draw food you like, food you don’t like, and share
like with class mates. Find friends with similar likes

Make a poster about a life cycle and Make a poster and describe it
present it