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tapa TB_lomo.indd 1 12/11/12 11:50
Susan HouseKatharine Scott
Teacher’s Book
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Unit CLIL Topic Structures Key language
5. I’m hungry! Page 158
The human body I’m (tired).I like … / I don’t like …Do you like …? Imperatives: eat / don’t eat
Yum! This … is delicious!I like … after all!
Eat, drink Foods: meat, fish, vegetables, fruit, cereals, bread, rice, water, cake, sweets, ice cream, carrots, beans, sardines, soup
Adjectives: tired, cross, hungry, thirsty, happy
6. My day Page 190
Culture and civilization
What’s the time? It’s …I (have breakfast) (in the morning).Prepositions: at, on
Dinner is at eight. Don’t be late!
Time: o’clock, half past, quarter past, quarter to
Parts of the day: breakfast time bedtime, morning, afternoon, evening, night Dark, light
7. Animals on the farm
Page 222
Living things What do we get from …? We get … from … What do (cows) eat?Bees can …
Eat it up! It’s good for you!
Animals: cow, sheep, pig, chicken, horse, donkey, bees
Animal products: milk, butter, meat, cheese, eggs, yoghurt, honey, wool, leather
8. Transport Page 254
Tools and machines
How do you come to school / go home?I come to school (by car)I don’t...Cross the road!
Stop the train! Danger!
Transport: plane, train, bus, ferry, airport, bus stop, station, port, road
Verbs: walk, go by (car), on foot
Zebra crossing, traffic light, green /red man
FestivalsHalloween Page 286 Christmas Page 290 Easter Page 298
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1 Sing The building song with the missing words; then match the words with the pictures.
CLIL Objective: Recognising the impact of human activities on the landscape.
Lesson 1
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housefi shopfi
stree†
playgroun∂
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Multi-ROM 2Recorded and mixed by EFS Production Ltd. London, England © 2009 Richmond Publishing - Santilla
na Educación,
S.L.
Songs
1.1 The school song1.2 The tree song 1.3 The I can do it song1.4 The building song 1.5 The � ve a day song1.6 The days of the week song1.7 The buzzy bee song1.8 The cross the road song
Stories1.9 In the library1.10 Flo’s new autumn hat1.11 The Christmas song1.12 A river adventure1.13 Smiley is a fussy eater1.14 The cuckoo clock1.15 Dotty feeds the animals1.16 The Twiggles and the train
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Pop-outs
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Lesson 2
2 Listen and glue the pop-outs in place.
3 Talk about the school.
CLIL Objective: Identifying the places in a school.
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Wheræ´fi
classrooµ 1? Nex† to thæ
cantee>.
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Lesson 2
2 Listen and glue the pop-outs in place.
3 Talk about the school.
CLIL Objective: Identifying the places in a school.
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Wheræ´fi
classrooµ 1? Nex† to thæ
cantee>.
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4 Match the pictures; then trace over the words.
Lesson 4
witc™
pigfica†
ma†
wigha†
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4 Listen and point to the room; then answer the question Which room is it?5 Colour the picture frames; then play the game Knock, knock! CLIL Objective: Recognising the function of a room by the objects in it.
Lesson 3
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Knoc§, knoc§ o> thæ doo®. Wha†´fi i> thæ bluæ rooµ?
Theræ´fi å tablæ an∂ theræ aræ two benchefi. I†´fi thæ cantee>.
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6 Listen to the story. CLIL Objective: Literacy: character recognition.8
Lesson 4
6 In the library
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SIDE A
branches
roots
twigs
trunk
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97 Listen, repeat and point to the pictures; then match the words with the same sound.
CLIL Objective: Literacy: phonics.
Lesson 5
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7 Find the words and match them with the pictures.8 Draw you and a friend doing your favourite school activity; then complete the sentence.
Lesson 6
drawreadwriteplaysingtal§
My favourite school activity
Wæ a† schoo¬.
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Lesson 6
8 Sing The school song; then match the speech bubbles with the pictures.
CLIL Objective: Identifying school activities.
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Wæ rea∂.
Wæ writæ.
Wæ draw.
Wæ pla¥.
Wæ sin@.
Wæ tal§.
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In this lesson, the children work with the third speci�c theme. The focus of this lesson is the same as the focus for lessons 2 and 3.
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Lesson 811 Complete the picture with the stickers; then trace over the words.
12 What school areas are these objects in? Colour the squares next to the pictures;
then trace over the words. Objective: Assessment.12
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benc™
ropæboar∂
ma†
cantee>
classrooµ
librar¥
gyµ
playgroun∂
compute®bookshelvefi
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HERE WE ARE AGAIN
Presentation Point to yourself and say: Hello! I’m (Ana). Point to children at random and ask: What’s your name? Encourage the children to say: I’m (David). Hold up a copy of the Student’s Book and say: This is our new English book. Let’s open it and have a look. Point to the characters on page 2 of the Student’s Book. Say: These are the Twiggles! Do you remember them?Ask the children if they remember or know the characters’ names. Say: Let’s listen to a song about the Twiggles.Play Track 1.1. Write the names of the characters in a list on the board as you hear them sing: Flo, Smiley, Stretch and Dotty.Divide the class into four groups and assign a character to each group. Play Track 1.1. The children stand up and join in as they hear their character sing.
Work with the book Student’s Book, page 2, Activity 1Open the Student’s Book at page 2. Point to the page number and say: Open your books to page 2. Say: Look at the children in the picture. Let’s listen to the children. Play Track 1.1. Point to the characters as they sing. Point to Smiley and ask: What does he say? Encourage the children to read the text in the speech bubble. Repeat for the other characters. Tell the children to trace over the words. Sing the first line of the song again, substituting your name for Flo’s. Point to children at random and ask them to sing the reply in line two. Point to the children one by one so that they substitute their names for the names in the song until they have all said their name.
UNIT LESSON 1 HERE WE ARE AGAIN!0
CLIL Objective Recognising characters.
Curricular link: Social Science
Language Objectives
Structures: Hello! I’m (Flo). What’s your name? How are you? I’m fine.
Resources: CD
Transcript
Track 1.1 The hello song
See page 21.
Optional Activity Book exercises See page 21.
Practice Walk around the classroom touching children on the head and saying the name of a character. Play Track 1.1 again and tell the children to stand up. They join in as their character sings. Say: That’s the end of our English class today. Let’s say goodbye to Flo, Smiley, Dotty and Stretch. Point to the characters one by one and say: Bye, bye (Flo)!Encourage the children to join in. Once they have said goodbye to all the characters, close the book. Tell the children to close their books and to put them away.
Collect the children’s books and correct their work.
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