Essential Science Plus 1 PRIMARY. Teacher s Book

Transcription

1 Essential Science Plus PRIMARY Teacher s Book

2 Student's Book contents UNIT SCIENCE SYLLABUS TOPICS STARTER 4 At 2 My 3 My 4 I school and at home body senses am clean and healthy Changes in time People, culture and society Health and personal development Health and personal development Matter and energy Health and personal development The seven days of the week The weather People at school School rules I respect my classmates Family members Family activities I help at home Parts of the body My face My hands I can move Similar, but different We have feelings The five senses I can see I can feel I can smell I can taste I can hear My bathroom things I keep clean I brush my teeth Healthy habits I look after my body My free time END OF TERM 5 Food 40 Health and personal development My meals Fruit and vegetables Food from plants Food from animals Healthy and unhealthy food Healthy food habits 6 Animals 48 Diversity of living things Living and non-living things Animals are living things How are animals born? What do animals eat? How do animals move? Animal bodies xii

3 7 Where UNIT SCIENCE SYLLABUS TOPICS do animals live? 56 Diversity of living things The environment and its conservation Forest animals Sea animals Wild animals and domestic animals Staying safe in the wild Respect wild animals Look after your pets 8 Plants 64 Diversity of living things The environment and its conservation The parts of a plant What do plants need? Plants grow Plants change Where do plants grow? Plants are important END OF TERM 9 Water 0 Landscapes 74 The environment and its conservation Matter and energy Water is all around us Types of water We need water Using water Saving water Solid, liquid and steam 2 82 Cities and villages 90 In the sky 98 The environment and its conservation The environment and its conservation People, culture and society The environment and its conservation Health and personal development Coastal landscapes Mountain landscapes The course of a river Natural and man-made elements Landscapes change Look after natural landscapes Cities Villages Jobs Transport Be safe on the roads Noise Day and night The Sun Sunrise and sunset Protect your body from the Sun Clouds The sky at night END OF TERM AND SELF EVALUATION xiii

4 At school and at home Unit content Content objectives To revise the days of the week and the weather To distinguish between home and school activities To identify the people who work in a school To distinguish between good and bad behaviour To recognize the rights of classmates To identify the members of a family To describe family activities To discuss the importance of helping at home Language objectives To answer questions about school To describe people who work at school To describe good and bad behaviour at school To talk about families To describe tasks at home Assessment criteria Name the people who work in a school Identify good and bad behaviour Name family members Contents Different people who work in a school The school rules Good behaviour in class Respecting our classmates Family members Family activities Helping at home Doing a maze to identify the places where people work in a school Using stickers to identify good and bad behaviour Colouring appropriate behaviour in the classroom Using ticks or crosses to signal appropriate behaviour towards classmates Reading sentences to identify activities which families do together Ticking the chores one does to help at home Observing good classroom manners Respecting one s classmates Realizing the importance of helping at home Suggested timing for the unit 6A October November December

5 Unit outline Competences Investigate! How many brothers and sisters have you got? At school and at home People at school School rules I respect my classmates Family members Family activities I help at home Show what you know People who work in my school Family members Competence in linguistic communication Pronouncing and using the unit vocabulary correctly (SB p. 7: Where do they work? Draw the route. Audio recording, track.3; p. 0: Look and say. Then, circle the children. Audio recording, track.7.) Social competence and citizenship Recognizing the difference between good and bad behaviour (SB page 8: Are the children good or bad at school? Use your stickers.) Identifying appropriate behaviour towards classmates (SB p. 9: Colour the nice children; Are they nice children? Tick ( ) or cross ( ). Audio recording, track.6.) Competence in learning to learn Revising vocabulary learned in the previous level (SB pp. 4 and 5: The seven days of the week. Audio recording, track.; The weather. Audio recording, track.2.) Revising the vocabulary learned in the unit and evaluating the results (SB p. 3: Show what you know.) Values education Reflecting on one s own behaviour in class Understanding why bullying and similar attitudes are not acceptable behaviour Reflecting on one s contributions to the well-being of the family unit 6B

6 UNIT lesson P At school and at home.3.3 W To introduce key vocabulary and concepts for the unit. To revise school vocabulary. To distinguish between home and school activities. Structure: What day of the week is it? Where are they? Can you see the teacher? Vocabulary: children, classroom, home, school, teacher vocabulary: book, chair, girl, Science, table Mime typical home/school activities: skipping in the playground, sleeping, watching TV, raising your hand. Students say home or school. Encourage confident students to mime activities for the class. Look and say Look and say Students look at the photo on Page 6 of their Student s Book. What day of the week is it? Recycle vocabulary Ss already know: Where are they? Are they at home or at school? What day of the week is it? Is it Saturday? Why not? Is the girl happy or sad? Can you see any other children? How many children can you see? What lesson is it? Is it a Maths or a Science lesson? Can you see any books/pencils/ chairs in the picture? Can you see a board in the picture? Ask Ss to look at the photo and point to: a girl, a teacher, a board, something green, etc..4.4 Where are they? Can you see the teacher? 6 three _ indd 6 08/06/ 4: _ Label classroom items. Prepare some simple labels with a word and a picture for the things the students use in the classroom, for example: pencils, rubbers, books, table, desk, chair, door, window, board, etc. Hand them out to the students and ask them to find the objects on the labels and to stick them on using Blu-Tack. Say: Point to the board, window, door, etc. Draw a simple map of your route to school and talk about what you see on the way. Ss draw a picture of the things they see on their way to school in the morning or a simple map of their route. A _ indd 8 22/07/ 3:59

7 me People at school.3.3 UNIT Lesson W e æ do t e wor? Dra t æ rou æ. eac e To know who works in a school. lunchtiµæ assistan Structures: Who is she/he? Where does the (teacher) work? Vocabulary: caretaker, head teacher, lunchtime assistant, teacher, people Ask: Who works in our school? Teach: teacher, caretaker, lunchtime assistant, head teacher. Say these words several times in a different order and encourage the children to repeat. Say: All these people work in our school. They all do very important jobs. Which part of the school do these people work in? ea eac e Say: dining room and encourage the children to say: lunchtime assistant. Repeat for office, reception and classroom. ca eta e.4.4. Where do they work? Draw the route. T e æ a æ man importan πeop æ i> m <schoo..3 Play Track.3. Ss listen and point to the people in the pictures. seven 08/06/ 4: _ indd /06/ :23 Mime someone giving out food. Say: Who am I? Encourage Ss to say lunchtime assistant. Mime someone drawing on a board, answering the phone, unlocking a door, etc. Ask Ss to look at the maze on Page 7 of their Student s Book. Ask them to point to the teacher. Ask: Who is she? Where does the teacher work? Repeat for head teacher, caretaker and lunchtime assistant. Say: Point to each of the people and join them to where they work..4 Play Track.4. Ss listen and read. Elicit other places in the school: library, toilets, gym. Track.3, Unit, Page 7 Ask Ss to work in pairs to draw their own plan of the school and help them to label the different places. lunchtime assistant, teacher, caretaker, head teacher Ask more questions: Who else works in a school? (cleaner, cook, secretary) What do they do? Track.4, Unit, Page 7 Activity Book Page 4, Activity _ indd 9 22/07/ 3:59

8 UNIT Lesson 2 To recognize good and bad behaviour. Structure: Is this good or bad? Are they (tidying up)? Vocabulary: bad, good, listen, raise your hand, rules, tidy up Remind Ss of some class rules. Point out good behaviour in the class, for example: María, you listen very well. Juan, you tidy up very quickly. Pablo, you don t shout out. Sara, you always raise your hand. Ask Ss to look at the first picture on Page 8 of their Student s Book. Ask: Is this good or bad? Are they listening? Repeat for other pictures: Are they raising their hands? Are they following the rules? School rules A æ t æ child e> goo o ba a schoo? Usæ you stic erfi. goo ba L is e>. R aißæ you han.. Are the children good or bad at school? Use your stickers. Ask Ss to look at the pictures again. They point to each one and say: good or bad. Encourage them to use gestures, for example, thumbs up for good or thumbs down for bad as they do so. Ss use their stickers to show good or bad behaviour..5 Play Track.5. Ss listen and read. Track.5, Unit, Page eight Tid uπ. I aµ goo a choo _ indd 8 08/06/ 4:4 Play Simon Says with actions such as: raise your hand, sit up straight, look at me. Talk about class rules. Ask Ss to draw pictures showing good behaviour. Make a display with their drawings. Elicit other forms of good behaviour, for example: putting rubbish in the bins, not running in the corridors, etc. Revise words for classroom furniture, for example: chair, desk. Teach wall and messy. Focus on looking after the classroom and not drawing on these things. 8 Activity Book Page 4, Activity 2

9 I respect my classmates olou t æ ni æ child e>. Unit UNIT Lesson 3 To respect classmates. Structure: Is this nice? (Are they/ Is he) nice? Vocabulary: classmates, nice, respect vocabulary: fight, help each other, play together, push, take things 2 A æ t e ni æ child e>? Tic ( ) o crosfi ( ). Ask: What do you like to do at playtime? Ask Ss what they think is good behaviour in the playground: Do you like your classmates to play with you? Do you like your classmates to push you? Encourage the children to say Yes, I do or No, I don t. Ss look at the first picture on Page 9 of their Student s Book. Talk about it with Ss: What is this girl doing? She is taking things. Is this nice? Is she respecting her friends? Repeat for the picture of the playground..6 I esπec m classma efi a choo.. Colour the nice children. nine 9 Ss colour the children in the first picture who are behaving well and respecting their friends _ indd 9 08/06/ 4:48 Ask: When have your classmates been kind to you? Ss describe good behaviour. Ss choose good actions to draw. Make a display with their drawings. What kind of behaviour do you like? What kind of behaviour don't you like? Encourage Ss to be nice to and respect their classmates. 2. Are they nice children? Tick ( ) or cross ( ). Ss look at the second picture. Say: Put a tick for good and a cross for bad behaviour. Look at the second picture (playground) and ask Ss to point to: a girl pushing, two girls fighting, a boy helping, a boy crying..6 Play Track.6. Ss listen and read. Track.6, Unit, Page 9 Activity Book Page 5, Activity 9

10 UNIT Lesson 4 To know the members of the family. Structures: Who is this? Who has got (one brother)? I have got Vocabulary: brother, father, family, grandfather, grandmother, mother, sister, big, small Show photos of your family. Say: this is my (mother). I have got two (brothers). Ask Ss to bring in photos for the next lesson.. Look and say. Then, circle the children. Talk about the photo on Page 0 of the Student s Book: Who is this? This is the (mother). How many brothers and sisters has the boy got? Is this family big or small?.7 Play Track.7. Ss listen and point to the family members in the photo..7 Family members L oo an sa. T e>, circ æ t æ child e>. grandmot e grand at e fat e mot e brot e is e 2 Investigate! Ho man brot erfi an sis erfi ha yo go? Fin ou an wri æ. O. A. I ha go brot erfi an is erfi. M frien hafi go brot erfi an is erfi. Investigate!. How many brothers and sisters have you got? Find out and write. Ask: Who has got one brother? Raise your hand if you have got one sister. Ask two students to say how many brothers and sisters they have. Write the results on the board. Ask Ss to do the same in their books for themselves and a friend. Track.7, Unit, Page 0 This is the grandfather. This is the grandmother. This is the mother. This is the father. This is the sister. This is the brother. 0 ten _ indd 0 08/06/ 4:4 Ask Ss what they have found out. Help Ss to say: My friend has got (one brother and one sister). My friend has got a big/small family, etc. Ask Ss if they have got any cousins. Elicit other family names, for example, aunt, uncle. Play a listening game. Say: Stand up if you have got one sister and one brother. Stand up if you have got two grandfathers, etc. Continue until all the class is standing up and then say: Sit down if you have got one sister, etc., until all the class is sitting down again. 0 Activity Book Page 5, Activity 2

11 Family activities Unit UNIT Lesson 5.8 Famil^efi lo eac ot e. To describe activities Ss do with their families. 8 T e elπ eac ot e. T e loo åf e eac ot e. Wha activit^efi do yo do wit you famil? Dra. M famil O. A. eleven _ indd 08/06/ 4:48 Revise the days of the week and which days make up the weekend. Do Ss do different things with their families on different days? Ask: What do you do at the weekend with your family? Ss draw what they did at the weekend with their families. Elicit other activities Ss do with their families: go to the cinema, go to the park, do the shopping, go to the library. Mime activities, for example: going shopping, going to a restaurant. Ss guess what you are doing. Structures: Families love each other. They help each other. They look after each other. Vocabulary: help each other, look after each other, love each other vocabulary: activities the children do with their own families Revise the family words from the last lesson: How many brothers and sisters have you got? Etc. If Ss have brought in photos of their families, show them and help them to say who is in them: Who is this? Is this your father? Look at the photos on page in the Student s Book and ask Ss who they can see. Ask Ss to point to the mother in the first photo. Ask: What is she doing? What is the father doing? Can you see a sister? Is the sister helping? What is she doing? Is this family like your family?.8 Play Track.8. Ss listen and read.. What activities do you do with your family? Draw. Ss draw activities they like to do with their families. Ask Ss to look at the photos and point to: a baby sitting in her chair, a father looking after his children, a sister helping, a mother hugging her little girl. Track.8, Unit, Page Activity Book Page 6, Activity

12 UNIT Lesson 6 To recognize the importance of helping at home. I help at home Who ifi elpin@ a hoµæ? olou. Structures: What do you do at home? I (wash the dishes). Do you (wash the dishes)? Yes, I do/no, I don t. Vocabulary: clean the house, help, set the table, wash the dishes, water the plants vocabulary: other activities Ss do to help at home. Ask: What do you do at home? Do you help to wash the dishes? Do you help to set the table? Tell Ss to look at the first picture on Page 2 in their Student s Book. Ask: Who is helping? What is the mother doing? What is the father doing? Are the all the children helping? Is this family like your family? Ask Ss to look at the small pictures. Ask: Do you help (wash the dishes)? Do you help to (set the table)?. Who is helping at home? Colour. Ask Ss to look at the first picture. Say: Colour the members of the family who are helping. Ask Ss to look at the picture and point to: a boy setting the table, a father cooking, a sister helping, a baby eating. 2. Tick ( ) the things you do at home. Ss tick what they do to help at home..9 Play Track.9. Ss listen and read. Track.9, Unit, Page Tic ( ) t æ thingfi yo do a hoµæ. 2 twelve I was t æ dis efi. I e t æ tab æ. I ca> elπ a hoµæ. O. A. I c ea> t æ houßæ. I wa e t æ plantfi _ indd 2 08/06/ 4:4 Say: Do you help set the table, water the plants, etc? Ss respond: Yes, I do or No, I don t. Ss draw themselves helping at home. Make a display with their drawings. Elicit other ways Ss help at home, for example: tidying their room, making their bed, helping to recycle. Play Simon Says with activities Ss do to help at home, for example: wash the dishes, water the plants, set the table, clean the house. 2 Activity Book Page 6, Activity 2

13 2 Show what you know olou t æ th ææ πeop æ yo ßææ i> you schoo. ca eta e I know t æ πeop æ who wor i> m choo. M atc t æ famil µem ±rfi. T e>, tra æ. is e bufi dri ± fat e eac e Unit lunchtiµæ assistan mot e To revise key vocabulary and concepts for the unit. Structures: revision of Unit. Vocabulary: revision of Unit. Ask Ss to look back through unit, including the Opener lesson, and revise the vocabulary. Ask: What did we study in this unit? Can you find the page about helping at home? UNIT Revision lesson. Colour the three people you see in your school. Ask Ss to look at the Student s Book, Page 3. Ask: Can you see three people who work in a school? Ss colour the pictures. brot e grandmot e I kno t æ di ƒe en µem ±rfi o t æ famil. thirteen 3 2. Match the family members. Then, trace. Ask Ss to point to the photo of a father. Ss join the words to the photos with their finger and then with a pencil. Ss trace the family names and say them. Ss look at the photos and point to: a father, a mother, a sister, a grandmother, a brother _ indd 3 08/06/ 4:48 Cover up a picture of someone who works in a school with a piece of paper and reveal it slowly. Ss guess which one it is. Repeat with family members. Traffic light symbols Ss colour the traffic light symbols red, orange or green according to how successfully they have completed the exercises in this unit. Ask Ss to look through unit of the Student s Book and tell a classmate which activity they liked best. Go for a walk around the school to visit the places mentioned in unit, and to see who works there: office head teacher, dining room lunchtime assistant, etc. 3