A long, long time ago

INTRODUCTION
Through the activities in this unit, students will set off on a journey of discovery through history
that will encourage them to expand their creativity and engage the imagination.
We start this unit by inviting students to look back at a group of animals we can no longer see
today. We then move on to observing early human settlements. Students will become
acquainted with the prehistoric world by studying the utensils, tools and cave paintings from
the period, providing evidence for the creativity and lifestyles of the cavemen.

• While focusing on arts and crafts, students will engage in an extremely wide range of
conversational and language-based activities. This will stimulate both creativity and authentic
use of English. All activities will build self-esteem and engender positive feelings about both
academic and artistic endeavours.

METHODOLOGY
The acquisition of cultural and artistic competence in primary education involves introducing
students to different aspects of culture and art in order to increase appreciation, provide a
source of personal enrichment and build an awareness of universal culture.
Content which comes under Block 1, Observing Art, will focus on the following areas:

• Through observing cave paintings from the Cave of Altamira and Horse Cave in Valltorta,
students are introduced to artistic representations from a much earlier time. Both are excellent
examples of natural sites and highly relevant to the study of Spanish cave painting.

• While looking at environments no longer found today, students analyse the body positions
and mass of animals, as well as their rich, colourful habitat. Additional attention will be paid
to the size of an animal in relation to its location in graphic space.
Content which comes under Block 2, Expression and Artistic Creation, will utilise the
following methods:

• Developing expressive possibilities by combining line and colour. By experimenting in this way,
students develop their own a set of aesthetic criteria.

• Working with different art resources and techniques; drawing animals using a grid, which
provides layout and proportion; using geometric figures as a basis for a drawing (ovals).

• Improving basic drawing skills by handling different tools and materials.

The unit ends with a craft activity called Hands on! The aim is to construct an object by cutting
and folding different pieces. This allows students to strengthen their skills and develop an
interest in following step-by-step instructions to complete a task.

• Verbal interactions, rhymes and creative activities will foster English acquisition. The necessary
vocabulary and structures for authentic communication and the basic components of art
objects will be introduced and revised.

The syllabus and curriculum guide are available on the IWB Resources and Syllabus CD-ROM

• Notes and suggestions marked with this symbol indicate English-based content.
13
 A long, long time ago
OBJECTIVES
• Evaluate and enjoy artistic
and cultural heritage.
• Learn how to look at a work
of art.
• Verbally describe the elements • Utilise established artistic
of an image.
• Revise vocabulary relating to a • Relate a word to a
prehistoric setting, i.e. stone,
hunter, cave, painting.
• Comment on landscape
features.
• Revise communication
strategies in a variety
of situations.
• Knowledge of cultural heritage: • Analysis of a cave painting.
art and artists.
• Use of colour.
• Drawing animals.
• Cave painting scenes.
• Prehistory vocabulary.
• Prepositions to describe
moving across landscapes.
14
EVALUATION CRITERIA KEY COMPETENCIES
• Identify visual artistic
representations of cultural
heritage.
• Cultural and artistic
competence. (KC6)
• Interpret the compositional
elements of an image.
vocabulary.
representation of that object.
• Competence in linguistic
• Convey correct information communication. (KC1)
about landscape features.
• Accurately recognise and use
a vocabulary set.
CONTENTS
• Awareness of artistic
compositions.
• Observation of different colour
variations (tone, shade and • Curiosity about significant
contrast). examples of the art of our
cultural heritage.
• Study of animal body
positions. • Interest in using verbal
strategies to narrate an event.
• Communicative exchanges
to provide basic descriptions. • Enjoyment of a rhyme.
• Linguistic strategies
for description.

• Presentar la ilustración que introduce el bloque:
Las pinturas rupestres de la Cueva de Altamira da-
tan del Paleolítico Superior, hace 15.000 años. Apa-
recen diversos animales, aunque la cueva es
conocida por sus bisontes. Marcelino Sanz de Sau-
tuola la descubrió gracias a la información propor-
cionada por Modesto Cubillas, un arrendatario que
se topó con ella cuando buscaba un perro.
• Point to the picture and say, This is a cave
painting. Ask them, What can you see? Help
them generate vocabulary to include animals,
hunters, rocks, etc.
• Show pictures of a mountain, cave, river and bed.
Ask, What is it? Ask, Can you go over / under /
around / in it? The students answer, You can /
can’t go over / under / around / in it. Have
students practise together.
KEY COMPETENCIES
• Appreciate cultural and artistic heritage
as a source of enrichment. (KC6)
• Acquire art vocabulary for communicative
interactions. (KC1)
RESOURCES: Class CD, Interactive
whiteboard CD.
• Ask, How long ago did the first humans live?
• Show other cave paintings and ask, Where is the
picture? Who made it? What do you see it? Have
them practise the questions and answers.
CLASSROOM LANGUAGE
This is a cave painting.
What can you see?
Cave painting, animals, hunters, rocks, etc.
How long ago did the first humans live?
Where is the picture?
Who made the picture?
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use verbal strategies to narrate an event.
(KC1)
• Enjoy a rhyme. (KC1)
CLASSROOM LANGUAGE
What is it? • Mountain, cave, river, bed. •
Can you go over / under / around / in it? •
(You) can / can’t … • Where are you going? •
There’s a … • I feel ... • Dinosaur, scales,
big teeth. • It’s ... • Dark, spooky, cold. •
To run, to swim, to open, to jump. • I’m not /
I wasn’t afraid.
RESOURCES: Class CD.
• Point to the picture in the book and ask, Where
are you going? The students answer using the
adverbs.
• Then read the song and show them the actions to
mime. Play the CD, mime and sing.
15
 Activity 1. What strange animals!
OBJECTIVES
• Develop skills to observe
the body structures of animals.
• Experiment with visual
textures.
• Increase knowledge
of how to obtain colours.
• Describe dinosaurs.
• Compare and contrast
dinosaurs.
• Develop accurate spelling.
• Drawing animals.
• Art techniques: drawing
and colouring.
• Use of colour.
• Alphabet.
• Dinosaurs.
• Characteristics of dinosaurs.
• Descriptive adjectives.
16
EVALUATION CRITERIA
• Distinguish size and proportion
depending on position
in graphic space.
• Use drawing as a means
of expression.
• Show an interest in doing
quality work and analysing
end results.
• Accurately describe features.
• Correctly provide information
about the forest.
• Provide correct spelling.
CONTENTS
• Study of animal body
positions.
• Experimentation with visual
textures.
• Observation of different colour
variations (tone, shade
and contrast).
• Proper vocabulary
for description.
• Using adjectives to describe
dinosaurs.
KEY COMPETENCIES
• Cultural and artistic
competence. (KC6)
• Autonomy and personal
initiative. (KC8)
• Competence in linguistic
communication. (KC1)
• Curiosity about experimenting
with different art resources.
• Awareness of colour as a
feature of the environment.
• Eagerness to use linguistic
skills to maintain
a conversation.
• Active participation
in communicating basic
information.
• Enthusiasm about
understanding oral messages.

• Observar la lámina para situarse en el momento
histórico. Hablar sobre dicho periodo y poner en
común los conocimientos. Ask, What animal do
you see? What colour is it? What is it eating?
• Terminar de colorear el dibujo del dinosaurio con
rotuladores y el fondo con lápices de colores.
• Play Hangman. Draw eight spaces on the board
to spell dinosaur (d-i-n-o-s-a-u-r). Say, Guess a
letter. If they guess correctly, put the letter in the
proper space. If not, draw part of a dinosaur.
Continue until they guess the word.
• Show a picture of horns, snout, fin, tail, legs,
claws and scales. To revise vocabulary, point to
each dinosaur and ask, Has it got (a) …? Then
model questions 1-4: Which dinosaur …? The
class answers all together.
KEY COMPETENCIES
• Incorporate the main techniques and
resources to acquire a basic knowledge
of different artistic languages. (KC6)
• Be motivated to work towards autonomous
learning. (KC8)
TECHNIQUES: Draw and colour.
MATERIALS: Coloured pencils, felt-tip pens
and pencil.
RESOURCES: Class CD, Tunes CD 1
(Track 1), Interactive whiteboard CD.
CLASSROOM LANGUAGE
What animal do you see?
What colour is it?
What is it eating?
Leaves, plants.
Dinosaur, snout, horn, etc.
Guess a letter, Hangman, letters.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Hacer un mural colectivo sobre distintos tipos de
dinosaurios.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use linguistic skills to maintain a
conversation. (KC1)
• Actively participate in communicating basic
information. (KC1)
• Understand oral messages. (KC1)
CLASSROOM LANGUAGE
Horns, snout, fin, tail, legs, claws, scales. •
To run, to swim, to hide, to reach. • Which
dinosaur could …? • Talk about the
advantages of each feature.
RESOURCES: Class CD.
• Tellthe students to get into small groups and
practise the questions, Work with 3 or 4 friends.
Ask and answer the questions. Then talk about
the advantages of each feature.
17
 Activity 2. Different shapes
OBJECTIVES
• Develop skills to observe
the body structures of animals.
• Recognise the colour ranges
in the models provided.
• Learn to break down
and simplify images.
• Describe dinosaurs.
• Compare and contrast
dinosaurs.
• Determine whether statements • Evaluate the truthfulness of
are true or false.
• Drawing animals.
• Body patterns.
• Use of colour.
• Dinosaur features.
• Colours.
• Body parts.
• Comparing and contrasting.
18
EVALUATION CRITERIA KEY COMPETENCIES
• Recognise and represent
features of the body.
• Cultural and artistic
• Blend colours to most closely competence. (KC6)
match the model.
• Show interest in accurately
recreating the models • Competence for learning
provided. to learn. (KC7)
• Accurately describe
characteristics.
• Convey information.
• Competence in linguistic
communication. (KC1)
statements and communicate
findings.
CONTENTS
• Representing animals using • Knowledge about and respect
shapes. for the animal world.
• Observation of the body • Taking care of materials
structures of animals. and the work area.
• Experimentation with colour • Motivation to verbally
blends. communicate information
on a topic.
• Using terminology to describe
dinosaurs. • Eagerness to actively
participate in communicating
• Methods of comparing and factual information.
contrasting with appropriate
vocabulary.

• Siguiendo el esquema hecho con los óvalos,
dibujar otros dinosaurios en los espacios en
blanco. Colorear con lápices o ceras duras.
• Point to the dinosaurs and say, Look at the
dinosaurs. In some ways they are the same and
in other ways they are different. How are they
the same? Different? Generate a list of things
that are the same, i.e. They have all got tails.
And a list of differences, i.e. The blue one hasn’t
got a neck.
CLASSROOM LANGUAGE
Geometric shapes, oval, circle, triangle, line.
How are they the same / different?
• Ask, What do you know about dinosaurs? Draw
a concept map to connect ideas about dinosaurs
based on the students’ contributions.
• Then tell the students to get into small groups and
KEY COMPETENCIES
• Develop self-confidence about creating
artwork and strive for a spirit of excellence.
(KC6)
• Use different learning strategies to improve
work. (KC7)
TECHNIQUES: Draw and colour.
MATERIALS: Pencil, crayons and coloured
pencils.
RESOURCES: Class CD.
They have all got …
The blue / green / red one has / hasn’t got …
Horns, snout, tail, legs, claws, scales, neck, etc.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Dibujar un dinosaurio con el mismo procedimien-
to sobre una cartulina. Recortarlo y apoyarlo so-
bre una base de plastilina verde y marrón que
simue el suelo.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Verbally communicate information
on a topic. (KC1)
• Actively participate in communicating
factual information. (KC1)
CLASSROOM LANGUAGE
What do you know about dinosaurs? • True
or false? • Why do you think that? •
Dinosaurs, human beings, relatives, birds,
meat eaters. • Lived, living, still living, were,
disappeared.
RESOURCES: Class CD.
determine if each statement in the book is true or
false. Groups share their opinions and ask, Why
do you think that? Generate conversation. At the
end check their answers.
19
 Activity 3. What interesting skin!
OBJECTIVES EVALUATION CRITERIA KEY COMPETENCIES

• Develop skills to observe • Distinguish size and proportion

the body structures of animals.
• Experiment with visual
textures.
depending on position
in graphic space.
• Cultural and artistic
competence. (KC6)
• Use drawing as a means
of expression.

• Handle and become skilled • Show progressive

at using art tools. improvement in the use • Competence for learning
of art tools and materials. to learn. (KC7)

• Describe dinosaurs. • Accurately describe

characteristics.

• Compare and contrast animals • Convey information. • Competence in linguistic

with dinosaurs. communication. (KC1)

• Understand the basics • Use target vocabulary.

of texture.

CONTENTS

• Drawing animals. • Study of animal body • Curiosity about experimenting

positions. with different art resources.
• Art techniques: drawing
and colouring. • Experimentation with visual • Awareness of colour as a
textures. feature of the environment.
• Use of colour.
• Colours. • Observation of different colour • Motivation to verbally
variations (tone, shade and communicate information
• Body parts. contrast). on a topic.
• Animals. • Terminology to describe • Eagerness to actively
• Textures. animals and dinosaurs. participate in communicating
factual information.
• Descriptions to compare
and contrast using appropriate
vocabulary.

20

• Terminar de dibujar el dinosaurio y repasarlo con
un rotulador negro de punta fina.
• Recortar plantillas de la página 93 y usarlas para
sacar modelos en papel de seda verde y amarillo.
Pegar varias capas en el lomo del dinosaurio.
• Colorear siguiendo el modelo de la textura de la
piel de dinosaurio.
• Ask, What parts of the dinosaur do you see? Say,
Describe the skin. Ask, Is the skin soft or rough?
What is covering its skin? The students answer,
Scales. Ask them, Have dogs got scales? What
other animals have got scales? The students
answer, i.e. Fish, reptiles, etc. Ask, What colour
are scales?
NOTES
KEY COMPETENCIES
• Incorporate new techniques to acquire
a basic knowledge of different artistic
languages. (KC6)
• Use art techniques and materials properly.
(KC7)
TECHNIQUES: Cut, stick and colour.
MATERIALS: Felt-tip pens, scissors, tissue
paper, glue and coloured pencils.
RESOURCES: Class CD, Interactive
whiteboard CD.
CLASSROOM LANGUAGE
What parts of the dinosaur do you see?
Head, tail, scales, spikes, plates, etc.
Describe the skin.
Is the skin soft or rough?
What is covering its skin?
What other animals have got scales?
Dinosaur, dogs, fish, reptiles, etc.
What colour are the scales?
Green, blue, yellow.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Calcar la silueta, recortarla y pegarla en una car-
tulina azul. Decorar el fondo como un collage.
21
 Activity 4. A present day dinosaur
OBJECTIVES
• Develop skills to observe
the body structures of animals.
• Recognise colour ranges
in the samples provided.
• Handle and become skilled
at using art tools.
• Describe dinosaurs
and animals.
• Make comparisons.
• Discuss animal movements.
• Enjoy riddles in English.
• Drawing animals.
• Art techniques: drawing
and colouring.
• Use of colour.
• Animals.
• Dinosaurs.
• Colours.
• Body parts.
• Actions.
22
EVALUATION CRITERIA KEY COMPETENCIES
• Distinguish size and proportion
depending on position
in graphic space.
• Cultural and artistic
competence. (KC6)
• Blend colours to most closely
match the model.
• Show an interest in doing
quality work and analysing • Autonomy and personal
end results. initiative. (KC8)
• Give accurate descriptions.
• Use target vocabulary.
• Competence in linguistic
• Understand various ways communication. (KC1)
of moving.
• Correctly recite riddles.
CONTENTS
• Study of animal body • Awareness of artistic
positions. compositions.
• Experimentation with visual • Effort as a means
textures. of overcoming difficulties.
• Observation of colour • Enthusiasm about using
variations (tone, shade English strategically to obtain
and contrast). information and transmit
oral messages.
• Knowledge and use of colours.
• Verbal techniques to describe
dinosaurs and animals.
• Oral communication strategies.

• Terminar de dibujar la cría de la tortuga. Colorear
con lápices de colores aplicando varias capas de
color para conseguir sensación de volumen.
• Ask, What animal do you see? Does it look like a
dinosaur? What has it got that looks like
a dinosaur? The students answer, i.e. A beak. Ask,
What other animals look like dinosaurs?
• Start by having the students mime the actions.
Play The Caveman Says. The students listen and
when they hear, ‘The caveman says’ + an action,
they do the action. If they only hear an action,
they do not do the action.
• Then ask the students a riddle: What uses four
legs when young, two when older and three in old
age? The students guess the answer, Man.
KEY COMPETENCIES
• Suitably combine and experiment
with different colours, textures and shapes
for creative and aesthetic purposes. (KC6)
• Be motivated to work towards autonomous
learning. (KC8)
TECHNIQUES: Draw and colour.
MATERIALS: Pencil and coloured pencils.
RESOURCES: Class CD, Tunes CD 1
(Track 2).
CLASSROOM LANGUAGE
Does it look like a dinosaur?
What has it got that looks like a dinosaur?
Beak, shell.
What other animals look like dinosaurs?
Tortoise, crocodiles, lizards, birds, etc.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Buscar fotografías de diferentes especies de tor-
tugas y realizar un mural con ellas.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use English strategically to obtain
information and transmit oral messages.
(KC1)
CLASSROOM LANGUAGE
To fly, to walk, to slither, to jump, to dive, to
swim. • The caveman says, ... • Wings, beak,
snout, trunk, horn, antennas, tail, legs, teeth. •
Turtle, tortoise, man. • Riddle. • Who am I? •
Are you a …? • Do you know any riddles? •
(Let’s) write a riddle / some riddles ...
RESOURCES: Class CD.
• Read the riddle on p. 16 aloud. The students
guess the answer, A turtle / tortoise. Ask, Do you
know any riddles?
• Then tell them, Let’s write some riddles. Write a
riddle in pairs. Give them time to write riddles
using the prompts in the book. The students
share their riddles and the class guesses the
answers.
23
 Activity 5. Gathering food
OBJECTIVES
• Increase knowledge of how
to obtain colours.
• Recognise the volume
of objects based on visual
information.
• Handle and become skilled
at using art tools.
• Describe cave paintings.
• List places to acquire food.
• Compare and contrast
prehistoric life with the present
day.
• Uses of colour.
• Volume of objects.
• Introduction to technical
drawing.
• Types of food.
• Food sources.
• Simple past and simple
present.
• Actions to obtain food.
24
EVALUATION CRITERIA KEY COMPETENCIES
• Create colour ranges using
dry drawing techniques.
• Cultural and artistic
• Apply colour to objects competence. (KC6)
to understand volume.
• Skilfully handle drawing tools. • Competence for learning
to learn. (KC7)
• Use target vocabulary.
• Accurately use vocabulary
to describe where food
is obtained. • Competence in linguistic
communication. (KC1)
• Use appropriate verb tenses
to describe life before and
now.
CONTENTS
• Observation of colour • Interest in the chromatic
variations (tone, shade richness of nature.
and contrast).
• Pleasure in experimenting with
• Analysis of the geometric different tools and supplies.
qualities of bodies and objects.
• Interest in using linguistic
• Practice with a compass. strategies to describe lifestyles
and habits.
• Basic descriptions of food
sources. • Enthusiasm about initiating
and maintaining a verbal
• Ways of describing methods interaction.
of obtaining food.
• Verbal techniques to compare
lifestyles.

• Utilizando el compás, dibujar más frutos en el
recipiente de piedra y con lápices de colores
aplicar diferentes tonos en varias capas para
conseguir volumen.
• Terminar de colorear el resto de la lámina con
rotuladores mediante la técnica de líneas juntas.
• Show a picture of a cave scene and ask, What is
the person doing? Why? What did early humans
eat? Where did they get their food? Generate a
list of food / food sources.
• Show a picture of fish, meat, vegetables and fruit
to the class. Ask, Where do you get ...? They
answer with the help of vocabulary from p. 18,
fishmonger’s, greengrocer’s, butcher’s and
supermarket. Ask, Where did the early humans
get meat / fruit / vegetables / fish? Generate the
vocabulary fish, hunt and pick.
KEY COMPETENCIES
• Incorporate new techniques to acquire
a basic knowledge of different artistic
languages. (KC6)
• Work hard to tackle increasingly more
difficult challenges. (KC7)
TECHNIQUES: Draw and colour.
MATERIALS: Compass, pencil, coloured
pencils and felt-tip pens.
RESOURCES: Class CD.
CLASSROOM LANGUAGE
What is the person doing?
Why?
What did early humans eat?
Where did they get their food?
Fruit, vegetables, meat, fish, etc.
Trees, animals, plants, etc.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Realizar un dibujo del natural de un frutero.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use linguistic strategies to describe habits.
(KC1)
• Initiate and maintain a verbal interaction.
(KC1)
CLASSROOM LANGUAGE
Where do you get ...? • Butcher’s,
fishmonger’s, greengrocer’s, supermarket. •
Where did the early humans get ...? • Meat,
fruit, vegetables, fish. • To buy, to fish, to hunt,
to pick. • Early humans + past tense. •
Nowadays we + present tense.
RESOURCES: Class CD.
• Say, Early humans hunted for meat. Nowadays
we buy it at the butcher’s. Tell them, In pairs talk
about fish, vegetables and fruit. The students use
the pictures in the book. Several students share
to model for the class.
25
 Activity 6. Carved stones
OBJECTIVES
• Create figures and objects
from observation.
• Increase knowledge of how
to obtain colours.
• Make graphic compositions
using a grid.
• Describe prehistory.
• Describe tools and their uses.
• Make suppositions about
prehistoric tools.
• Use of colour.
• Volume of objects.
• Using a grid.
• Tools.
• Actions with tools.
• Materials.
• Past tense.
26
EVALUATION CRITERIA KEY COMPETENCIES
• Reproduce the models
provided with the utmost
accuracy.
• Cultural and artistic
competence. (KC6)
• Create colour ranges using
dry drawing techniques.
• Understand the concepts
of proportion and intuitive scale • Mathematical competence.
(using a grid). (KC2)
• Accurately describe lifestyles,
food gathering and protection.
• Use target vocabulary.
• Competence in linguistic
communication. (KC1)
• Correctly build a hypothesis
regarding the use of certain
tools.
CONTENTS
• Observation of colour • Satisfaction at a job well done.
variations: tone, shade
and contrasts.
• Desire to explore expressive
possibilities using various
• Analysis of the geometric techniques and materials.
properties of bodies
and objects.
• Positive feelings when
engaging in linguistic
• Using a grid to copy pictures. interactions.
• Linguistic strategies • Enthusiasm about using verbal
for describing tools. strategies to make
suppositions about the past.
• Methods of describing
uses of tools. • Interest in initiating and
maintaining a conversation.
• Tactics for talking about
he past.

• Apoyándose en la cuadrícula completar el boceto
de la herramienta y colorear. Para conseguir un
mejor acabado, es importante que los lápices
estén bien afilados.
• Ask, What is in the picture? The students answer,
A stone. Ask, What did they use this stone for?
Show another stone of a different shape and ask
the question again. Ask the students, What can
you do with these stones? Make a list of all the
ideas, i.e. A knife, a toy, etc.
• Point to the stones on p. 20 and say, Look at the
stones. Early humans made these shapes—they
carved the stones. Ask, Why did they carve the
stones? The students guess, i.e. To make a tool.
Then ask, What did the first humans use the
stone tools for? Make a list of student responses,
i.e. A weapon, a knife, etc.
KEY COMPETENCIES
• Use observation when creating artwork.
(KC6)
• Recognise and use basic mathematical
elements in artwork. (KC2)
TECHNIQUES: Draw and colour.
MATERIALS: Pencil and coloured pencils.
RESOURCES: Class CD, Interactive
whiteboard CD.
CLASSROOM LANGUAGE
What did they use this stone for?
Stone, cutting utensil, tool, knife, toy, etc.
• Picture Dictionary: fishmonger’s, beak, snout,
to hunt, claw.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Investigar sobre el tipo de herramientas que
fabricaban los hombres prehistóricos. Construir
alguna con material reciclado: ramas, piedras de
río, cuerdas, etc.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use verbal strategies to make suppositions
about the past. (KC1)
• Initiate and maintain a verbal interaction.
(KC1)
CLASSROOM LANGUAGE
Why did they carve the stones? • What did the
first humans use the stone tools for? • Tool,
weapon, knife. • The first humans probably
used the tools to ... • To make, to cut, to carve,
to open, to smash, to grind. • Vines, seeds,
wood, shells, roots, food. • Noun, verb.
RESOURCES: Class CD.
• Have a student read the question and answer on
p. 20 aloud. Repeat the question and help the
students form another response by combining a
verb from one box with a noun from the other. The
students work in pairs to make more sentences.
Several students model their responses.
27
 Activity 7. Cave art
OBJECTIVES
• Evaluate and enjoy cultural
and artistic heritage.
• Observe a work of art.
• Create artistic compositions
from a musical or visual
prompt.
• Use linguistic repertoire
to provide a description
of prehistoric life.
• Provide details to maintain
the interest of others.
• Compare and contrast
prehistory with today.
• Knowledge of cultural heritage: • Analysis of cave paintings.
art and artists.
• Colour combinations
• Use of colour.
• Body patterns.
• Verbal strategies for describing • Observation of the body
observations.
• Techniques to provide vivid
descriptions of prehistoric life.
• Action verbs.
• Methods of discussing
previous habits, used to.
28
EVALUATION CRITERIA KEY COMPETENCIES
• Identify visual artistic
expressions of cultural
heritage.
• Cultural and artistic
competence. (KC6)
• Interpret the compositional
elements of an image.
• Show an interest in doing
quality work and analysing • Autonomy and personal
end results. initiative. (KC8)
• Apply new and mastered
materials and skills
to constructing informative
descriptions.
• Provide vivid descriptions • Competence in linguistic
communication. (KC1)
to encourage peer interest.
• Use target vocabulary
to highlight differences.
CONTENTS
• Awareness of artistic
compositions.
and experimenting with • Curiosity about significant
new blends. examples of the art
of our cultural heritage.
positions of humans • Enthusiasm about expressing
and animals. ideas through oral messages.
• Linguistic approaches • Interest in using English
to providing detailed to initiate and maintain
information. a conversation.
• Verbal techniques to describe
lifestyles now and then.

• Mostrar a los alumnos la obra seleccionada: Es-
cena de caza en la Cueva de los Caballos, (Cas-
tellón). Las pinturas levantinas pospaleolíticas es-
tán pintadas en rojos de diferentes tonalidades.
Reproducen escenas naturalistas de caza, danza
y recolección. Tienen un contenido narrativo y
generalmente forman escenas. Se representa a
hombres más que a mujeres, con arcos y fle-
chas, tensando el arco o disparando.
• Escuchar la música y realizar un dibujo libre que
se inspire en la imagen y en sus colores.
• Draw two columns on the board. Say, How do
you think life was different for the first humans?
Ask, What kinds of things did early humans do
that we don’t do? Generate a list of ideas, i.e.
They hunted for food. / We buy food.
KEY COMPETENCIES
• Appreciate cultural and artistic heritage
as a source of enrichment. (KC6)
• Develop self-confidence and the spirit of
excellence with regard to realising desired
personal ambitions. (KC8)
TECHNIQUES: Draw and colour.
MATERIALS: Pencil and felt-tip pens.
RESOURCES: Class CD, Tunes CD 1
(Track 3).
• Pointto the cave paintings on p. 21. Ask the
students, What do you see? Generate a list. Then
ask, What is happening in the cave painting?
Generate a list of ideas, i.e. They are hunting.
Show other cave paintings and repeat.
CLASSROOM LANGUAGE
What do you see?
Hunter, bow, arrow, animal, deer, etc.
What is happening in the cave painting?
They are hunting, etc.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Express ideas through an oral message.
(KC1)
• Use English to initiate and maintain
a conversation. (KC1)
CLASSROOM LANGUAGE
How do you think life was different for the first
humans? • What kinds of things did early
humans do that we don’t do / NOT do that
we do? • To buy, to wear, to live, to eat,
to drive, to use, to make. • The first humans
used to …, now we … • The first humans
didn’t use to …, but we ...
RESOURCES: Class CD.
• Then ask, What kinds of things did early humans
NOT do that we do? Generate another list of
ideas, i.e. They didn’t use to watch TV, but we do.
The students practise in pairs using the structures
and word box on p. 22 as prompts.
29
 Activity 8. Stone objects
OBJECTIVES
• Perceive the volume of objects • Apply colour to objects to give
based on visual information.
• Recognise colour ranges
in the model provided.
• Improve handling of drawing
materials and supplies.
• Describe actions.
• Consider how difficult
something is.
• Enjoy a poem in English.
• Provide descriptions.
• Volume of objects.
• Art techniques: drawing
and colouring.
• Texture of everyday objects.
• Characteristics of actions.
• Methods of making
comparisons.
• Ways of considering difficulty.
• Precious stones.
• Colours.
30
EVALUATION CRITERIA KEY COMPETENCIES
the impression of volume.
• Cultural and artistic
• Blend colours to most closely competence. (KC6)
match the model.
• Show an interest in doing
quality work and analysing • Autonomy and personal
end results. initiative. (KC8)
• Use appropriate language
to describe actions.
• Employ verbal strategies
to convey level of difficulty.
• Competence in linguistic
• Demonstrate an accurate communication. (KC1)
understanding of text and
comparisons.
• Use target vocabulary
to provide descriptions.
CONTENTS
• Analysis of bodies and objects • Respect for the different
to represent them spatially. creations of one’s peers.
• Development of skills to use • Satisfaction at a job well done.
drawing tools correctly.
• Interest in using verbal
• Experimentation with visual strategies to compare and
textures. contrast in a conversational
manner.
• Practice with nature
descriptions.
• Appropriate identification
of characteristics of precious
stones.
• Verbal strategies to discuss
difficulty.

• Completar el dibujo de la mano y el otro trozo de
piedra. Repasar el contorno con rotulador negro.
Después, colorear con una gama de colores fríos.
• Show the students the picture of the hands and
the stones. Ask, What is the person making? Ask,
What other things can you make like this?
Generate a list of alternatives for the action. Ask
follow-up questions, i.e. Is it easy or difficult to
make a tool this way? Why?
• Show the class pictures of an emerald and ask,
What is this? Ask, What colour is it? The students
answer, Green. Then ask, What does the green
look like? The students answer, Grass, the sea,
etc. Repeat with ruby, sapphire and diamond.
Read the poem aloud to the class.
KEY COMPETENCIES
• Inquire about the qualities of materials
and capabilities of colour. (KC6)
• Realistically evaluate the effort made
and the result obtained. (KC8)
TECHNIQUES: Draw and colour.
MATERIALS: Felt-tip pens, coloured pencils.
RESOURCES: Class CD.
CLASSROOM LANGUAGE
What is the person making?
What other things can you make like this?
A weapon, a tool, etc.
Is it easy or difficult to make a tool this way?
Why?
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Realizar un dibujo del natural de la mano que no
utilizan para escribir.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use verbal strategies to compare and
contrast in a conversational manner. (KC1)
CLASSROOM LANGUAGE
What is this? • Emerald, ruby, sapphire,
diamond, flint, opal. • Green, red, blue. •
Grass, blood, heaven, mud, stone, desire,
spark, fire. • … is like … • … is/was as …
as …
RESOURCES: Class CD.
• Have the students work in pairs to follow the
instructions for identifying the comparisons. They
create a comparison for flint and then make their
own comparisons. Several student groups share
their answers.
31
 Activity 9. Geometry of objects
OBJECTIVES
• Become familiar with simple
geometric layouts.
• Perceive the volume of objects • Apply colour to objects to give
based on visual information.
• Make graphic compositions
using a grid.
• Enjoy tongue twisters.
• View drawings.
• Volume of objects.
• Using a grid.
• Introduction to technical
drawing.
• Colours.
• Vessels and containers.
• Contents of cave paintings.
• Rhyming words.
32
EVALUATION CRITERIA KEY COMPETENCIES
• Show an interest in doing
quality work and analysing
end results.
• Cultural and artistic
competence. (KC6)
the sensation of volume.
• Understand the concepts
of proportion and intuitive scale • Mathematical competence.
(using a grid). (KC2)
• Accurately pronounce and
communicate messages.
• Competence in linguistic
• Engage in meaningful communication. (KC1)
conversation that provides
accurate information.
CONTENTS
• Analysis of the geometric • Satisfaction at a job well done.
properties of bodies
and objects.
• Desire to explore expressive
possibilities with various
• Using a grid to copy pictures. techniques and materials.
• Practice using a compass. • Interest in using linguistic skills
to pronounce more accurately.
• Approaches to describing
prehistoric lifestyles.
• Verbal dexterity when
discussing drawings.
• Oral accuracy to pronounce
words correctly.

• Utilizar el compás y la regla para trazar los con-
tornos y copiar los objetos propuestos usando la
cuadrícula como apoyo. Colorearlos igual o con co-
lores diferentes de los del modelo. Aplicar la som-
bra final para resaltar el volumen.
• Say, What do you see? How did they make
them?
• Draw the students’ attention to p. 25. Ask, What
did early humans use the vessels for? Generate a
list of uses, i.e. to drink. Ask, What do you think
the drawings represent? Generate a list of ideas,
i.e. the sea, hunting, fishing, etc.
• Ask the students, What do you see in the
pictures? Generate vocabulary, i.e. swans,
swords and balls.
KEY COMPETENCIES
• Develop self-confidence about creating
artwork and strive for a spirit of excellence.
(KC6)
• Recognise and use basic mathematical
elements in artwork. (KC2)
TECHNIQUES: Draw and colour.
MATERIALS: Pencil, felt-tip pens, ruler
and compass.
RESOURCES: Class CD.
CLASSROOM LANGUAGE
Straight / wavy lines, arrow.
What do you see?
Vessels, pots, containers, etc.
How did they make them?
What did early humans use the vessels for?
To drink, to store things, to carry, etc.
What do you think the drawings represent?
The sea, hunting, fishing, etc.
ACTIVIDAD DE REFUERZO O AMPLIACIÓN
• Realizar un dibujo del natural de un recipiente de
barro: un jarrón, una vasija, una maceta, etc.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use linguistic skills to improve
pronunciation accuracy. (KC1)
CLASSROOM LANGUAGE
What do you see in the pictures? •
Tongue twisters. • Very well ... • Six sleek
swans … • Three short sword … •
He threw…
RESOURCES: Class CD.
• Play the CD and help students say the tongue
twisters slowly. Then have the students practise
them at speed. Ask for some volunteers to recite
for the class.
33
 Activity 10. What I know. Let’s listen
OBJECTIVES EVALUATION CRITERIA KEY COMPETENCIES

• Use English to provide • Accurately provide

a narrative. and comprehend information.

• Describe prehistory. • Provide accurate information • Competence in linguistic

about prehistory. communication. (KC1)

• Differentiate between lifestyles. • Correctly define differences.

CONTENTS

• Dinosaurs. • Recognising and • Eagerness to use oral

• Prehistoric lifestyle.
• Techniques for comparing.
• Past tense.
• Future tense.
communicating differences. and listening strategies
to differentiate between
• Observation of features. descriptions.
• Classification of differences.
• Enthusiasm for English.

34

• Tell the students, Imagine you are an early human.
What did you do today? Make a list on the board
of all the things the students say about the day,
i.e. I hunted dinosaurs, etc.
• Say, Look at each pair of pictures. Can you find
the differences? They create a list of differences,
i.e. In one there is a tortoise and in the other there
is a dinosaur.
• Say, Listen and tick the correct picture. Check
their answer by asking for a description.
TRANSCRIPTION
1: The tyrannosaurus was one of the biggest
dinosaurs to walk the Earth.
It could grow up to 13 metres tall! It walked on
two legs and had sharp teeth.
KEY COMPETENCIES
• Use verbal and non-verbal strategies
to understand a message. (KC1)
CLASSROOM LANGUAGE
What did you do today?
I hunted / went hunting / reached / saw, etc.
Mammoth, dinosaur.
Horns, head, fin, back, body, legs.
Short, long, round, thick, large.
• Picture Dictionary: mammoth, spear, bow,
carved stone, arrow.
RESOURCES: Class CD.
• Read the text, then have them read it aloud.
• Hacer un dibujo rupestre a partir del texto. Usar
todo lo que se menciona en él. Añadir color y
aplicar la sombra final para resaltar el volumen.
LET’S PRACTISE ENGLISH
KEY COMPETENCIES
• Use oral and listening strategies
to differentiate between descriptions. (KC1)
CLASSROOM LANGUAGE
Can you find the differences? • In one ...
and in the other ... • Dinosaur, tyrannosaurus,
mammoth, tortoise, present-day dinosaur. •
Early humans, prehistoric man, first humans. •
Sun, light bulb, ice, cotton, electricity. • Legs,
teeth. • To walk, to grow, to carry, to move,
to dive, to snap, to work, to hunt, to have.
RESOURCES: Class CD.
2: This present-day dinosaur carries its home with it
everywhere it goes. It moves slowly and can walk
on land or dive in water. It doesn’t have teeth, but it
can snap.
3: The first humans worked outside even in very
cold weather.
4: The first humans used to hunt for their food.
5: Early Humans didn’t have electricity.
6: During the Ice Age, much of the Earth was
covered with ice.
35
 Activity 11. Hands on!
OBJECTIVES EVALUATION CRITERIA KEY COMPETENCIES

• Develop motor skills: colouring, • Express self-confidence

cutting and sticking. and enjoy creating artwork.
• Cultural and artistic
• Apply specific techniques • Enjoy creative activities. competence. (KC6)
for artistic expression.

• Learn to build in • Demonstrate self-assuredness • Autonomy and personal

three-dimensional space. while working. initiative. (KC8)

• Describe animals • Demonstrate an understanding

and dinosaurs. of descriptions.

• Discuss hunting today. • Appropriately engage • Competence in linguistic

in authentic conversation. communication. (KC1)

• Practise spelling. • Accurately spell target

vocabulary.

CONTENTS

• Artistic composition: spatial • Construction • Interest in making artwork

structure and organisation. of three-dimensional with increasing autonomy.
landscapes.
• Volume of objects. • Effort as a means
• Shape: proportions and sizes. • Skill development of overcoming difficulties.
with art tools.
• Dinosaurs. • Enthusiasm about using verbal
• Skilful use of drawing strategies to initiate and
• Colours. and painting materials maintain a conversation.
• Animals. and supplies.
• Enjoyment of an English
• Alphabet. • Recognition and use conversation.
of descriptive information.
• Description of how habits
are used.
• Refinement of linguistic
strategies to convey
descriptions.
• Revision of classroom
materials.

36
 KEY COMPETENCIES
• Use observation when creating artwork.
(KC6)
• Develop self-confidence and the spirit
of excellence with regard to realising
desired personal ambitions. (KC8)

TECHNIQUES: Colour, cut and stick.

MATERIALS: Felt-tip pens, scissors

and glue.

RESOURCES: Class CD.

• Seguir las instrucciones del libro del alumno que CLASSROOM LANGUAGE
explican cómo montar la actividad. Do people hunt in Spain?
• Motivar a los alumnos proponiéndoles que inven- Do you know someone who likes hunting?
ten una historia que gire en torno a esta escena Yes, I do. / No, I don’t.
de caza.
What animals did prehistoric man hunt?
• Ask, Do people hunt in Spain? What animals did Mammoths, dinosaurs, etc.
prehistoric man hunt?
Prehistoric man, spear, ice.
• Tell the students, You are making a picture with a
mammoth in it. There are at least seven words Can you find seven words?
hidden in mammoth. Can you find seven words? Mom, math, moth, hot, at, hat, mat, etc.
The students answer, i.e. Mom, math, moth, hot,
at, hat, mat, to, ham, etc.

LET’S PRACTISE ENGLISH

KEY COMPETENCIES
• Use verbal strategies to initiate
and maintain a conversation. (KC1)

CLASSROOM LANGUAGE
Do you hunt? • What animals do you hunt? •
Do people hunt for ...? • What animals do
people hunt for today? • People hunt / don’t
hunt for… • Mammoth, pheasant, deer, pig,
dinosaur, bear. • Nowadays, today.

RESOURCES: Class CD.

• Ask several students, Do you hunt? If they answer • Then ask, What animals do people hunt for
yes, ask, What animals do you hunt? If no today? Generate a list. The students look at p. 30
students say yes, ask, Do people hunt for …? and ask and answer the questions based on the
Ask a variety of questions to revise vocabulary. picture prompts.

37
NOTES