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29NATURAL SCIENCE LEARN TOGETHER PRIMARY 1

MEET KATIE AND BEN

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UNIT INTRODUCTION4

GETTING STARTED

• It is the beginning of the school year and the opening illustration is a good opportunity for pupils to show you what vocabulary they know for the classroom, and for you to review and check pupils’ understanding of simple classroom instructions.

• Wave at the pupils and mouth the word hello. Can pupils guess what you are saying? Encourage them to say hello.

• Introduce yourself: My name is … Throw a ball to a pupil and ask: What’s your name? Encourage the pupil to catch the ball and answer: My name is … . Gesture for the pupil to throw the ball to another pupil.

STEP BY STEP PAGE 4

Activity 1

• Do a stick drawing of a girl on the board and write the name Katie. Say: This is Katie. Ask pupils to repeat the name. Point to the letter K and ask pupils to tell you what letter it is. Do a stick drawing of a boy on the board and write the name Ben. Say: This

is Ben. Ask pupils to repeat the name. Point to the letter B and ask pupils to tell you what letter it is.

• Focus the pupils’ attention on the pictures below the main illustration. Point to each picture and elicit what it shows. Then say: Katie has got long red hair, a blue dress and yellow leggings. Can you see Katie? The pupils should point to Katie. Then ask: What does Ben look like? What is he wearing? Elicit the answers and ask the pupils to point to Ben in the picture. Ask: Are Katie and Ben happy or sad? Mime both feelings and elicit some answers.

WRAP IT UP

Take photos of each pupil (with parental permission). Print out the photos. Hand them out to pupils together with cut-out speech bubbles. Pupils write a short description of themselves in the speech bubbles and stick them on their picture.

FAST FINISHERS

Ask fast finishers to draw a picture of Katie and Ben and write their names underneath.

SUMMARY

Use these opening pages to introduce the pupils to the two main course characters and to familiarise yourself and the pupils with each other’s names. You will also have the opportunity to introduce pupils to the Work together pages contained in each unit.

LANGUAGE

• He / She has got … • Brown / black / red / blonde hair• Straight / curly hair• Clothes: shorts, leggings, t-shirt, dress• Colours: red, blue, yellow, green, brown• What’s your name?• My name is …

MATERIALSA soft ball.


5WORK TOGETHER

GETTING STARTED

• Play ‘Pass the balloon’. Pupils sit on the floor in two lines with their legs stretched out in front of them. Give the first pupil in each line a balloon. They pass the balloon back along the line. When the balloon reaches the last pupil, they run to the front of the line, and start again. Continue until everyone has had a chance to be first.

• Explain that to do the activity, the pupils had to work together and help each other.

STEP BY STEP PAGE 5

Think-Pair-Share

• Tell pupils that in Think-Pair-Share activities, they first work alone, so when you say think, they must freeze on the spot. Tell pupils that next they work in pairs, so when you say pair, they must hold hands with another pupil. Tell pupils that finally they work in groups, so when you say share, they must form a group of four pupils.

• Tell the pupils to walk around the classroom and call out commands. Play for a few minutes until pupils understand the idea.

Cooperative Investigation

• Tell pupils that in Cooperative investigations they will work in groups of four. Say: First you make a hypothesis. This means you will decide what you think will happen. Then you will make a plan. Finally, you will test your hypothesis and explain your results. Use gestures and mime, and translate difficult words into the pupil’s first language, to help them understand what you are saying.

• Brainstorm classroom rules for working in groups, for example: Listen to your partner. Follow the instructions. Help your group. If the pupils do not know how to express the rules in English yet, help them to translate them from their first language.

WRAP IT UP

Make a Work together rules poster to display in the classroom from the rules the pupils come up with.

FAST FINISHERS

Ask fast finishers to draw a picture of Katie and Ben working together in class. Ask the fast finishers to tell the class what rules Katie and Ben are following.

SUMMARY

The Work together pages contain activities which help pupils learn to work cooperatively. There are two types of Work together pages in this book: Think-Pair-Share and Cooperative investigation.

LANGUAGE

• Work on your own / with a partner / in your group.• Make a hypothesis / plan.• Develop conclusions. / Test your hypothesis.

MATERIALSTwo balloons, A4 paper.

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Notes


HELLO FRIENDS

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HELLO FRIENDSUnit 1

LANGUAGE FOCUS

• Parts of the face: eyes, nose, mouth, eyebrows• Feelings: happy, sad, angry, afraid• Classroom objects: pencil, pencil case, schoolbag,

book, notebook• Toys: kite, car, scooter, hula hoop, rollerblades

KEY STRUCTURES

• I’ve got … He / she’s got …• I feel … He / she feels …• My (eyes) is / are … My friend’s (hair) is / are …• My favourite (animal) is …• Get ready for … • Put your (book) in your (bag).

OPENING PAGES

Song: Hello everyone

CONTENT PAGES

This is me, this is you

My favourite things

Get ready for school

I feel happy!

Think about others

WORK TOGETHER

Make a dictionary of feelings

REVIEW

STORY

Making friends

OUR CHOICES

Identifying feelings

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

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CU

L

The external parts of the body Identify and locate the external parts of the body. Identify, describe and locate some external parts of the human body.

Identity and personal autonomy Develop identity and personal autonomy. Start developing their own identity and personal autonomy.

Feelings Be able to analyse their own feelings and respect those of others.

Identify some of their own emotions and feelings and those of others.

Personal responsibility Take responsibility for what they say and do. Take responsibility for what they say and do.

Introduction to scientific activity: sources of information Use different sources of information. Look for, select and organise concrete and relevant information; analyse, reach conclusions and communicate the results; reflect on the process and communicate information orally and in writing.

Work and study techniques Develop work and study techniques; work habits; and an ethic of effort and responsibility.

Demonstrate autonomy in the planning and carrying out of actions and tasks, and begin to take the initiative when taking decisions.

Use the correct vocabulary according to the content block.

Projects and reports Plan and carry out simple projects, presentations and reports.

Carry out simple experiments and investigations.

UNIT SUMMARY

In this unit, pupils will learn:

• to describe themselves and their friends

• to talk about their favourite things

• what they need to do to get ready for school

• to describe and value their own emotions and those of others

35NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 35

DIGITAL RESOURCES

PUPIL’S IWB

LEARNING KIT

• Interactive activities• Flashcards• Presentation• Song• Multimedia

TEACHER’S KIT

• Test generator • Wordlist• Worksheets and templates• Lyrics• Multimedia• 360º evaluation tests

FAMILY CORNER

• Presentations• Wordlist• Family guide

LIN Competence in linguistic communication

MST Competence in mathematics, science and technology

DIG Competence in the use of new technologies

LTL Competence in learning to learn

SOC Competence in social awareness and citizenship

AUT Competence in autonomous learning and personal initiative

CUL Competence in artistic and cultural awareness

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

T

CU

L

The external parts of the body Identify and locate the external parts of the body. Identify, describe and locate some external parts of the human body.

Identity and personal autonomy Develop identity and personal autonomy. Start developing their own identity and personal autonomy.

Feelings Be able to analyse their own feelings and respect those of others.

Identify some of their own emotions and feelings and those of others.

Personal responsibility Take responsibility for what they say and do. Take responsibility for what they say and do.

Introduction to scientific activity: sources of information Use different sources of information. Look for, select and organise concrete and relevant information; analyse, reach conclusions and communicate the results; reflect on the process and communicate information orally and in writing.

Work and study techniques Develop work and study techniques; work habits; and an ethic of effort and responsibility.

Demonstrate autonomy in the planning and carrying out of actions and tasks, and begin to take the initiative when taking decisions.

Use the correct vocabulary according to the content block.

Projects and reports Plan and carry out simple projects, presentations and reports.

Carry out simple experiments and investigations.

UNIT TRACK LIST

1.02 , Activity 4 (Hello everyone song)

1.03 Page 7, Activity 5 (Hello everyone song)

1.04 Page 8, Story (Making friends)

1.05 Page 8, Activity 1



1.08 Page 12, Get ready for school

1.09 Page 12, Activity 1 (Ready for school chant)

1.10 Page 13, I feel happy!


1.12 Page 14, Think about others



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UNIT INTRODUCTION6

GETTING STARTED

Refer the pupils to the illustration. Say: Use your finger. Point to the picture. Using mime and gestures to help the pupils understand, ask them to find and point to the following things in the picture: a girl playing with a hula-hoop; a boy playing the recorder; two girls rollerblading; a boy and a girl sticking stickers into an album; a girl playing hopscotch; a cat; some baby birds; and a tennis racket.

STEP BY STEP PAGES 6–7

In the scene there are children outside a school. It is the start of the school day and they are saying goodbye to their parents and getting ready to start the day. Mime saying hello and encourage the pupils to join in. Throw a ball to a pupil. Say: My name is … What’s your name? The pupil should then throw the ball to another pupil and repeat the sentence and question.

Activity 1

Tell the pupils to look at the picture again. Point to two or three of the children and ask: Is it a boy or a girl? Divide the board into two columns and draw a boy’s face and a girl’s face. Ask the boys to stand up. Say:

Let’s count the boys. Count together and ask one of the boys to write the total on the board in the correct column. Repeat the step with the girls. Then, working with a partner, ask pupils to copy the columns from the board into a notebook or onto a piece of paper. The pupils should work together to count the boys and girls in the picture. Encourage them to show their answers to another pair and tick their answers if they are the same.

Activity 2

Point to the different children in the picture and ask: What colour hair have they got? Brown hair, black hair, blonde hair or red hair? Refer the pupils to the Language tips box and read and drill the sentences. Working with the same partner, tell the pupils to circle the children with blonde hair. Ask the pupils to count how many children have blonde hair in the class. Repeat with the other hair colours.

Activity 3

Draw a sad face on the board and ask pupils to make a sad face. Tell pupils that you are going to count to three. Tell them point to a sad person in the picture. Close your eyes and count to three. Open your eyes and check their answers. Ask: Are you happy or sad today?

SUMMARY

The aim of the unit opener is to encourage pupils’ observation skills and find out what they already know about the topic of the unit. Use the illustration to elicit vocabulary related to parts of the body, action verbs and adjectives that describe feelings. Get your pupils to work in groups to answer the questions and have fun learning the actions to the song.

LANGUAGE

• Parts of the face: eyes, nose, ears, mouth, hair• Parts of the body: hands, fingers, feet, toes• Activities: ball, tennis racket, sticker album, violin• He / she is (running).• He’s got (blonde hair). She’s got (brown eyes).

MATERIALSA soft ball, A4 sheets of paper, pictures from magazines.

1.02 Activity 4 (Hello everyone song)

1.03 Activity 5 (Hello everyone song)


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1. 02 HELLO EVERYONERing a ring of roses[hold hands in a circle]A circle full of noses[point to your nose]And brown eyes, green eyesBlue eyes too[point to your eyes]Shake hands, shake hands[turn and shake a partner’s hand]How do you do?Ring a ring of roses[hold hands in a circle]A circle full of noses[point to your nose]And brown hair, blonde hairRed hair too[point to your hair]Shake hands, shake hands[turn and shake another partner’s hand]Pleased to meet you!

Activity 4 1.02

• Ask pupils to look at the photos. Point to each photo, elicit the name of the body part and ask pupils to touch their own body part at the same time.

• Focus pupils’ attention on the musical note. Say: Let’s listen to a song. Tell the pupils that they are going to listen to the song twice and ask them to tick the body parts they hear.

• Tell the pupils to hold their thumbs up for yes or thumbs down for no. Practice once or twice and say: Did you tick the nose? (Yes) Continue to check their answers for each body part.

Activity 5 1.03

Say: Let’s listen to a song and do the actions. Play the song, teach the actions and encourage pupils to copy. Repeat the song a couple of times and do the actions together.

TARGETED QUESTIONS

Point to a character in the scene. Is this a boy or a girl?

What colour is her hair? What colour are his eyes? Ask pupils to identify the physical features of some of the characters in the scene.

What does he look like? Reinforce the previous questions by asking pupils to describe a character in a different and more general way.

What is she doing? Accept a variety of ideas and help pupils to express themselves in English when necessary.

• Provide time and support so that the pupils can express themselves.

• Review any new vocabulary.

WRAP IT UP

Play a game of ‘Guess who’. Describe one of the pupils in the class. For example: She’s a girl. She’s got brown hair and brown eyes. She’s got blue trousers. Pupils call out the name of the person they think you are describing. If time allows, the pupils could then play in pairs, taking turns to describe a fellow pupil.

360º EVALUATION

Download and distribute the Diagnostic test and Self-evaluation for the pupils to complete.

6 boys, 13 girls

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STORY8

GETTING STARTED

Play the song from page 7 and encourage pupils to join in the actions. Call a volunteer up to the front of the class. Ask the class: How many eyes / noses / fingers / feet can you see? Ask an additional volunteer to come up to the front of the class. Again, ask how many eyes, noses, feet, fingers the class can see. Call up one more volunteer and repeat the counting of body parts.

STEP BY STEP PAGE 8

Making friends 1.04

Say: Let’s listen to the story. Play the audio. Encourage the pupils to follow the story by pointing to the correct frame and to the person who is speaking. Ask: Who’s Katie’s new friend? (Zoe) Who’s Ben’s new friend? (Danny)

Activity 1 1.05

Explain to the pupils that they will hear a description of Katie, Ben and their friends but not in order. Play the audio. Pause after each description and ask: Who is it? Ask pupils to write the corresponding number.

WRAP IT UP

Play ‘Stand up if it’s true’. Say: I’ve got brown eyes. Pupils stand up if the statement is true for them. If the majority of pupils have brown eyes and hair, bring in magazine photos or prepare a slide presentation, and play the game using these images.

FAST FINISHERS

Hand out a sheet of A4 paper to fast finishers. Tell them to work in pairs. Each pupil draws and colours a picture of their partner. The fast finishers should then describe their partner to the class.

SUMMARY

The story focuses on the beginning of the new school year and making friends. Pupils review physical descriptions and differences in physical appearance. Pupils will also be able to introduce and describe their own friends.

LANGUAGE

• Blue / brown / green eyes • Black / brown / blonde / red hair • His / her name is … • I’ve / She’s / He’s got …

MATERIALSMagazines with pictures of people, A4 paper.

1.04 Story (Making friends). Script, page 206

1.05 Activity 1. Script, page 206

[ícono CD] 1.04[ícono CD] 1.05

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WORK TOGETHER 9

SUMMARY

Pupils will use the Think-Pair-Share technique to help them develop their team-working and collaboration skills. First, the pupils will work on their own to answer a question or develop ideas. Next, they will work with a partner to complete the next step in the sequence. Finally, the pupils will work in a group to finalise the activity.

LANGUAGE

• Feelings: happy, sad, angry, afraid• We look like this when we feel …

GETTING STARTED

Read the introduction and check that your pupils understand what they will be doing (making a dictionary of feelings) and why (to help an alien understand feelings).

STEP BY STEP PAGE 9

• Step 1: Arrange the pupils into groups of four. Tell them that they will be working on their own first. Give each group member a feeling: happy, sad, angry or afraid. Make sure each group member has a different feeling to the other members of the group. Hand out a sheet of A4 paper, pencils and coloured pencils to each pupil. Tell them to draw a face to show their feeling.

• Step 2: When the pupils have finished, tell them to work with another group member in pairs. The pupils exchange pictures with their partner. Each pupil should then write a sentence on their partner’s picture. Refer the pupils to the sentence stem. If necessary, write the feelings on the board for the pupils to copy.

• Step 3: Now tell the pairs to join together to form a group of four. The pupils should create a cover for their feelings dictionary and then staple the cover and the four feelings along the vertical left-hand edge to make a book. Ask each group to stand up, show their books and read the sentences they wrote.

WRAP IT UP

Create a feelings library in an area of the classroom where learners can look through the books, for example on a table or on the wall.

360º EVALUATION

Download, print and distribute the Cooperative learning evaluation for the pupils to complete.

MATERIALSA4 paper, a pencil, coloured pencils, crayons, markers or poster paint, a stapler.

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THIS IS ME, THIS IS YOU10

GETTING STARTED

Help pupils count in even numbers. Call up one pupil at a time and ask the rest of the class: How many eyes can you see? (Two) Call up another volunteer and ask the class the same question. (Four) Continue calling up volunteers and counting eyes until there are 10 volunteers and 20 eyes at the front of the class. Encourage pupils to count along the line of pupils in twos: 2, 4, 6, 8, etc. Repeat and increase the speed.

STEP BY STEP PAGE 10

Tell pupils that you are going to write some colours on the board. Ask them to say the colour before you finish writing the word. Once pupils have said the colour, encourage them to help you spell it.

Activity 1 1.06

Tell pupils to look at the four photos of the children. Ask: What colour eyes have they got? Encourage the pupils to trace the word as they say it. Play the audio. Pause it after each description. Tell the pupils to trace the words. Then, ask pupils to complete the sentences about their own eyes and a partner’s eyes.

Activity 2

Point to each photo and ask pupils to read each word with you. Ask volunteers to stand up and say the colour of their hair and whether it is long or short. Focus pupils’ attention on the sentence below and ask them to complete it.

WRAP IT UP

Ask pupils to draw three big circles. Give a simple dictation: His hair is short and red. His eyes are green. The pupils should draw these features on the first circle. Give simple dictations for the other two circles. The pupils should then compare their drawings and draw the rest of the body.

FAST FINISHERS

Hand out a sheet of A5 paper and allocate a hair or eye colour or hair length to each fast finisher, for example green eyes. The pupil should then walk around the classroom counting how many people have that hair or eye colour or hair length. Each pupil writes down what they were looking for at the top of their paper and the total number in the class with this feature underneath.

SUMMARY

Your pupils will review the spelling of colours and will be supported in writing simple sentences to describe their own and their friend’s eye and hair colour. Pupils are introduced to the words long and short to describe hair.

LANGUAGE

• Brown / blue / black / green / eyes • Brown / black / blonde / red hair • Long / short hair • What colour are your eyes? What colour is your hair?

MATERIALSA5 paper, notebooks, coloured pencils.


green black brown

open answer

open answer open answer

open answer


MY FAVOURITE THINGS 11

GETTING STARTED

Use mini-whiteboards, if you have them, or hand out some sheets of recycled A5 paper to groups of three pupils. Say brown eyes and have groups spell the words together on their board or paper, and then hold up their board or paper. Check spelling and then repeat with more descriptions, e.g. long hair.


Play ‘Man on a raft’ with the word favourite. Explain to pupils that their favourite things are the things they like the most, e.g. toys, animals, food, activities, etc.

Activity 1 1.07

• Ask pupils to look at the photos around the boy and the girl. Ask: What things can you see? If pupils do not know the word for one of the items, say the word and ask the pupils to repeat it after you.

• Ask: What’s the boy’s name? (Mike) What’s the girl’s name? (Sally) Ask pupils to take out a red and blue pencil. Say: Listen. Circle Mike’s favourite things in red. Circle Sally’s favourite things in blue. Play the audio. Pause after every two lines to allow time for circling.

• Check pupil’s answers by asking: What’s Mike’s favourite (animal)? Ask the same questions about Sally.

Activity 2

• Ask individual pupils what their favourite food is. Repeat with the other categories. Focus pupils’ attention on the boxes and read each word underneath. Ask pupils to draw their favourite things.

• Pupils then work with a partner and tell them what their favourite food, animal and toy are.

WRAP IT UP

Play ‘Find someone’. Call out a category, e.g. your favourite animal. The pupils walk around the classroom and try to find a classmate whose favourite animal is the same as theirs. Repeat with food and toys.

FAST FINISHERS

Hand out a sheet of A5 paper to each fast finisher. Ask them to draw themselves doing their favourite activity. Refer them to the picture in the unit opener for some ideas of activities they can draw.

SUMMARY

Your pupils will talk about their favourite things, including pets, food, toys and sport. They will learn that we all look different and that we all like different things as well.

LANGUAGE

• Pets: hamster, dog• Fruit: grapes, bananas• Toys: car, kite• Activities: playing the violin, playing tennis

MATERIALSA5 paper or mini-whiteboards, red and blue pencils.

1.07 Activity 1. Script, page 206open answer open answer open answer

blue

red

blue

blue

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GET READY FOR SCHOOL12

GETTING STARTED

Prepare a school bag with lots of different school items inside. Include a pencil case, a book, a snack box, an apple, a ruler, a hat, a tennis ball, etc. Say: What’s in my school bag? Play a guessing game in which pupils suggest things that might be in your bag.


Play the audio and encourage the pupils to follow with their fingers in their books. Ask: Is Laura ready for school? (Yes) How do you know? (She is putting her books in her bag.)

Activity 1 1.09

Point to each picture and ask: What is he / she doing? (He’s hanging up his bag. She’s putting her pencil case on the table.) Play the chant. Monitor and check the pupils are pointing to the correct picture. Then play the track again, pausing after each line, and tell the pupils to write the numbers.

Activity 2

Point to the first picture in activity 2. Ask: Is she a good pupil? (Yes) Why? (She has her hand up.) Ask: Is she shouting? (No) Repeat the question for each picture.

WRAP IT UP

Play ‘Simon says’ to review simple classroom instructions: stand up; sit down; touch; point; open / close your eyes; fold your arms; walk; be quiet, etc.

FAST FINISHERS

Give fast finishes a sheet of A4 paper and tell them to draw a picture to help their classmates remember how to be a good pupil.

SUMMARY

Pupils will think about what they need to do to be organised for school. The lesson provides an opportunity to talk about good classroom behaviour.

LANGUAGE

• School materials: school bag, pencil case, pencil, ruler, rubber

• Classroom: desk, chair, rubbish bin• Classroom verbs: put, hang, sit, push, hands up

MATERIALSA school bag filled with different school items.

1.08 Get ready for school

1.09 Activity 1 (Ready for school chant)

1.09 READY FOR SCHOOLPut your pencils in your pencil casePut your pencil case in your bagPut your bag on your shoulderNow you’re ready for school!Hang your bag up in the classroomPut your pencil case on your deskSit up tall and listenNow you’re ready for school!

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I FEEL HAPPY 13

GETTING STARTED

Draw a crazy monster on the board. First, draw a circle (for the monster’s head). Ask: What’s this? Elicit ideas. Draw a body below the head. Tell the pupils that it is a monster. Ask: How many (eyes) has the monster got? The pupils call out their suggestions. Draw according to what they suggest. Ask: How does the monster feel today? Draw or change the face to reflect the pupils’ suggestions.


Play the audio and ask the pupils to follow along with their fingers. Ask: How does Danny feel today? (Happy) How do you feel?

Activity 1 1.11

Tell the pupils that they are going to listen and make the same faces they hear and see. Play the audio. Play the audio a second time and tell pupils that this time they are going to trace the words.

Activity 2

Point to the first photo and ask pupils: Is she feeling angry? How does she feel? Repeat with the other

photos. Point to the areas below the photos and say: Let’s find the stickers. In pairs, the pupils find the corresponding stickers and stick them in place.

WRAP IT UP

Play ‘Follow the leader’ outdoors. Have pupils stand in a line one behind the other. Stand at the front and tell the pupils to follow you and copy your movements, e.g. walk and wiggle your hips. After a minute, go to the back of the line and tell the pupil now at the front to walk and make movements for the others to copy.

FAST FINISHERS

Provide fast finishers with magazines, scissors and glue sticks. Tell them to cut out mouths, eyes, etc. from the magazines. Hand out sheets of A5 paper cut into ovals and tell the pupils to stick the features on the ovals to make a face. Use pieces of cotton wool for hair. Stick all the faces on the wall and add the title: How do you feel today?

SUMMARY

On this page the pupils will learn to recognise how others are feeling and understand that we all have feelings.

LANGUAGE

• Feelings: happy, sad, angry, worried• How do you feel today? How does Katie feel today?

MATERIALS A5 sheets of paper (one per pupil) cut into ovals, magazines (with lots of faces), cotton wool.

1.10 I feel happy!


sad angry worried

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THINK ABOUT OTHERS14

GETTING STARTED

Tell pupils to walk around the classroom and ask their classmates: How are you feeling today? After 2–3 minutes, ask the pupils to sit down again. Ask volunteers to tell the class what they can remember: (Adrian) is feeling (happy).


Write the word kind on the board. Explain that when we are kind to our friends, we help them or make them feel better. Ask pupils to look at the reading box and say: Let’s listen and read. Play the audio and have pupils follow in their books. Ask: Is Laura kind? (Yes)

Activity 1

Make sure pupils’ pencils are down. Say: Let’s look at the pictures. Point to the first picture and ask: Is the girl kind? (No) Expand the answer by saying: No, the girl doesn’t want to sit with her classmate. Repeat with each of the pictures. Encourage the pupils to explain why in each case. Then, ask pupils to take their pencils and tick only the kind behaviours.

Activity 2

Focus pupil’s attention on activity 2. Put the pupils into pairs. Tell them to ask their partner how he or she is feeling, and then draw and write. Make sure pupils check the spelling of the words by looking at the previous page in their books. Ask volunteers to tell the class how their partner is feeling.

WRAP IT UP

Play ‘Say sorry!’ Tell the pupils to walk around the classroom and gently bump into each other. As they do, encourage them to say: Oh, I’m sorry. The other pupil should say: That’s all right. Explain that when you hurt someone, even if it is an accident, it important to say sorry.

FAST FINISHERS

Ask fast finishers to draw something kind they did today in their notebooks.

SUMMARY

In this lesson, the pupils will reflect on the importance of being kind to each other and on how we feel when others are not kind to us.

LANGUAGE

• Feelings: happy, sad, angry, worried• How do you feel today? How does your friend feel

today?• Be kind to (people). Look after (your friends).

MATERIALSA4 recycled paper.

1.12 Think about othersopen answer

open answer

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15OUR CHOICES

SUMMARY

On this page pupils are encouraged to observe the expressions of others, so that they begin to understand that, in the same situation, people may experience different emotions. Pupils should understand that it is OK to show different emotions. Pupils should also understand that they should be tolerant of other people’s feelings and always try to be kind if someone is feeling sad.

LANGUAGE

• Feelings: happy, sad, angry, afraid• I can help my friend by …

GETTING STARTED

Ask pupils: What makes you happy / sad / angry / worried? Play some short pieces of different types of music. Ask pupils how they make them feel.


Activity 1

Refer pupils to the picture. Ask: How many children can you see at the party? Tell them they are going to colour the children in different colours. Point to the first word (happy) and ask pupils to read it to you. Ask pupils to look at the party. Ask: Who is happy? How do you know? (She is smiling and clapping.) Point to the yellow pencil and ask what colour they are going to colour her. Follow this procedure with the other feelings and colours.

Activity 2

• Point to the girl in the picture in activity 1 who is sad. Ask: Why do you think she is sad? (She has no food and she is hungry.) Ask: When do you feel sad? What makes you happy again? Elicit some ideas and provide vocabulary when necessary.

• Refer the pupils to the pictures in activity 2. Point to the first picture and ask: Who is sad? Point to the girl on the right and ask: Is she being kind? (Yes) Repeat with the next two pictures. Then tell the pupils to tick the pictures that show someone being kind.

WRAP IT UP

In pairs, tell the pupils to role-play being sad and being kind. One of the pupils should show they are sad using gestures. The other should do something to make them feel better, e.g. give them a hug.

FAST FINISHERS

Ask fast finishers to draw their last birthday party in their notebooks. They should draw themselves at the party with a happy, sad, angry or afraid facial expression. Ask the pupils to show their pictures to their classmates and say how they felt and why.

redblue

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REVIEW16

GETTING STARTED

Play a vocabulary revision game using wordcards. Put wordcards with vocabulary from the unit on the floor face up. Ask the pupils to sit in a circle with you on the floor around the wordcards. Call out an item of vocabulary. The pupil on your left should stand up and pick up the card. Then this pupil says a word. The pupil to their left stands up and picks up a wordcard. Continue until all pupils have had a turn.

STEP BY STEP PAGES 16–17

Activity 1 1.13

Review parts of the face with either the unit song or the classic song Head, shoulders, knees and toes. Say: Listen and colour the eyes. Remind pupils that it is not the whole eye they colour. Make sure they have the correct coloured pencils ready. Play the audio. Stop after each description to allow time for colouring.

Activity 2

Focus pupils’ attention on the three photos. Point to the first photo and encourage pupils to describe what they see: She has got red hair and green eyes. Repeat

with the other two photos. Then point to the first text box and have pupils point to each word and read together. Ask: Which picture? (Picture 3) Say: Draw a line. Repeat the step with the other two text boxes.

Activity 3 1.14

Focus pupils’ attention on the activity and ask them what they can see. Explain that pupils will listen and circle what they hear. Play the audio. When they have finished, ask the pupils to check their answers with a partner. Ask volunteers to call out the objects they circled.

Activity 4

• Mime a situation which illustrates an emotion, e.g. eating and then dropping an ice cream. Make a sad face and ask: How do I feel?

• Ask pupils to look at the pictures in activity 4. Point to each picture and ask: How does he / she feel? Focus pupil’s attention on the colour code. Read the words together and after each word ask: What colour is (happy / sad / angry)? Ask pupils to work on their own to colour the square for each picture.

SUMMARY

Pupils review unit content and undertake a simple end-of-unit test.

LANGUAGE

• Feelings: happy, sad, angry, worried, kind • Brown / black / blue / green eyes• Long / short / brown / black / red / blonde hair • Favourite animal / toy / activity / fruit

MATERIALS Wordcards; a toy microphone or a microphone drawn on a piece of card and then cut out.



bluegreen

brownblack


17

Activity 5

Refer the pupils to the first face. Read the word happy together. Continue with the other faces and words. Repeat the pattern: happy, angry, happy, angry, making gestures as you say the words. Ask: What’s next? (Happy) Tell the pupils to draw the face and write the word.

WRAP IT UP

• Play a game called ‘The microphone’. Tell the pupils the two rules: only the person holding the microphone can speak and you must speak in English when you are holding the microphone.

• Tell the pupils to make a circle. Ask a question that recycles a concept or vocabulary term from the unit, e.g. What colour are your eyes? Do you have long or short hair? Are you feeling happy today? Pass the microphone to one of the pupils. This pupil must answer the question, then ask a new question and pass the microphone on to another pupil.

• If the class is very big, play in groups instead. Make sure each pupil has the chance to ask and answer at least one question.

FAST FINISHERS

Tell fast finishers to get into pairs and give each pupil a sheet of A5 paper. Pupils take turns to write down a feeling (happy, sad, angry or worried) without their partner seeing the feeling. They then act the feeling out and their partner has to guess it.

360° EVALUATION

Download, print and distribute the end-of-unit test. Compare the test at the end of the unit with the ones the pupils did at the beginning and during the unit. Ask: What did you learn? Elicit vocabulary and concepts for the unit.

blue greenred

drawing of happy

face

happy

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UNIT 1 DIAGNOSTIC TEST Name:

Class:

Downloadable and photocopiable © Ediciones Bilingües, S.L.

1 Circle the things we can use in Science class.

2 Tick the things you want to learn about in your Science class.

pencil∫ cherrie∫ computer

camera ruler notebook

feeling∫ food

animal∫ plant∫

body part∫

healthy habit∫



3 Read. Draw faces.

4 Write.

happy sad

angry worried

My name i∫ .

I’ve got eye∫ and hair.

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UNIT 1 Name:

Class:

PUPIL’S SELF-EVALUATION


What do you know about yourself? Tick.

I’m an expert!

I know some things, but I have some questions!

I have lots of questions

about it!

Describe hair and eyes

Name your favourite things

Talk about getting ready for school

Feelings

Be kind to others


Name:

Class:

UNIT 1 COOPERATIVE LEARNING EVALUATION


Great work! Good job! I can do better next time!

I worked well with my group.

I waited my turn to speak.

I listened to the rest of the group members.

I asked for help when I needed it.

Great work! Good job! We can do better next time!

We all contributed to the project.

We shared our ideas and listened to each other.

We respected each other’s opinions.

We finished our task on time.

We all helped to prepare the presentation.

We solved any problems we had effectively.

We all enjoyed working together.

Group evaluation

Self-evaluation

Evaluate your cooperative learning. Tick.

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UNIT 1 Name:

Class:

END-OF-UNIT TEST


1 My name i∫ .2 I am year∫ old.

3 My eye∫ are .4 My hair i∫ and .

Thi∫ i∫ me.

My favourite animal i∫

.

My favourite food i∫ .

1 Write and draw.

2 Draw and write.



Tidy your thing∫.

Be kind at home.

Be kind at school.

Put your pencil case in

your bag.

Put your pencil∫ in your

pencil case.

3 Match.

4 Write the feelings.

5 Write and match.

sad happy worried angryU

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UNIT 1 Name:

Class:

EVALUATION GRID


Pupils

Iden

tify

and

loca

te t

he e

xter

nal p

arts

of

the

body

.

Dev

elop

iden

tity

and

pers

onal

aut

onom

y.

Be a

ble

to a

naly

se t

heir

own

feel

ings

and

re

spec

t th

ose

of o

ther

s.

Take

res

pons

ibili

ty f

or w

hat

they

say

and

do.

Use

dif

fere

nt s

ourc

es o

f in

form

atio

n.

Dev

elop

wor

k an

d st

udy

tech

niqu

es; w

ork

habi

ts; a

nd a

n et

hic

of e

ffor

t an

d re

spon

sibi

lity.

Plan

and

car

ry o

ut s

impl

e pr

ojec

ts, p

rese

ntat

ions

an

d re

port

s.


LETTER HOMEUNIT 1

Dear Parent / Carer,

In this unit, your child will begin by looking at the illustration related to friends and school, the unit topic, on the first two pages. This illustration will act as a tool to help the pupils brainstorm ideas and opinions on the subject matter and to assess their previous knowledge. Your child will then listen to and read the story about the course characters, Katie and Ben, who are describing their new friends at school. The story will be accompanied by audio and fun illustrations, which will ease your child into the unit subject matter while encouraging curiosity and participation.

After the story, your child will move on to the Work together section in which they will use a cooperative learning technique to carry out a group experiment. Pupils will learn about how our faces show emotions, while also developing important team-working and communication skills.

This unit on life at school will expand on your child’s previous knowledge of feelings and personal descriptions. This will include how to describe themselves and their friends (hair and eye colour) and talk about their favourite things. Your child will learn how to describe and value their own emotions and those of others around them. The unit also focuses on correct behaviour in the classroom and being organised. Finally, the Our choices page will encourage your child to identify their peers’ feelings and show kindness when others are feeling sad.

Useful language tips throughout the unit will provide language support to your child as they talk about the unit content.

KEY VOCABULARY

• Parts of the face: eyes, nose, mouth, eyebrows

• Feelings: happy, sad, angry, afraid

• Be kind / organised. Sit up straight.

• Classroom objects: pencil, pencil case, schoolbag, book, notebook

• Toys: kite, car, scooter, hula hoop, rollerblades

• Activities: play (an instrument), play (a sport)

Have fun!

Best wishes,

Science teacher

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Notes

meet katie and ben - bilingualbyme.com · meet katie and ben opening nit. 30 4 unit introduction...

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