184642 libro guia 020-069 ud01 -...

20

AudioscriptSAM: It is really cold today. Where is your coat?DALIYA: It's in the classroom.S: Get your coat! D: No, I don’t like coats! Let’s play! S: Hello! Where is Daliya?BOY: She is ill. She is in bed.D: I have to put on my coat to go outside.Am I happy when I’m healthy?

1

21

Learning outcomesPupils will be able to:• Understand that to be healthy we need to take care of our body.• Understand how we can express ourselves through our body.

Teacher's resources• Audio.

Let's practise• Tell pupils that to be healthy we have to take care of ourselves

every day. This is called having healthy habits. Now ask pupils to turn to the 'Visual summary' on pages 40-41. Read the healthy habits aloud one by one: 1) Brush your teeth; 2) Wash your hands; 3) Eat healthy food; 4) Do exercise; 5) Go to sleep early.

• ACTION. In pairs, ask pupils to tell their partner which of these activities they already do to take care of their body. Ask: Can you think of any more healthy habits?

Explain to pupils that through the 'Make a change' activities we are going to learn how to take care of our bodies and feel good about ourselves and others. Tell them that they are going to put on a musical at the end of the term to show the younger pupils what they have learnt.

Wrap up• In pairs, ask pupils to take it in turns acting out a healthy habit

or activity, such as dancing, swimming, washing our hands, brushing our teeth, etc., while their partner tries to guess which it is .

Let's get started• Ask pupils to look at the images on page 6 and ask questions

about them. For the first image, ask: What are the children doing? How do you think the children feel? What season is it? Do you think it’s warm or cold? Write the following words on the board and read them out loud: autumn, cold, coat, play.

• For the second image, ask: What are the children celebrating? What does Sam have in his hands? Who isn’t at the party? Write the following words on the board and read them out loud: birthday party, present, friends.

• Now ask the class to look at the third image. Ask: Where is Daliya? How do you think she feels? Why is she sad? Why do you think she is ill? Write the following words on the board and read them out loud: sad, ill. Repeat the words on the board as a class.

Let's understand• Play audio track 1 to the class. Write some simple sentences

from the audio on the board. Read them to the class and ask pupils to repeat them. For example: It’s really cold today; Let’s play!; Where is Daliya?; She is ill. Highlight the vocabulary from earlier in the session (cold, play, sick, etc.).

• BIG QUESTION. Write the 'Big question' on the board. Make sure pupils understand the meaning of the word healthy. Explain to them that being healthy means that your body is working properly and you aren’t ill. Do a brainstorming session on the interactive whiteboard to help answer the question.

My learning adventure

22

Term 1

23

Learning outcomesPupils will be able to:• Understand that our body is unique and allows us to do many things.• Understand that we are all different but we can do and feel the same things.

Teacher's resources• Trailer (video). • Poster.

Materials• Card.• Scissors.• Glue.• Magazine and catalogue

clippings.

3. Ask pupils what they can see in the picture and ask them to stick the missing picture on the page. Point to these and other body parts on the poster and say their names.

4. Ask pupils to look at the image and copy what the boy is doing. Ask them to stick the missing picture on the page.

5. Ask pupils to look at the image and then ask: How do you think the boy feels? Ask them to stick the missing picture on the page. Now ask: How does the girl feel?

6. Ask: What can you see? Explain that these foods are good for keeping us healthy. Ask pupils to stick the missing picture on the page. Ask: Do you exercise? Is it good for our health?

• Now play the trailer (video) and ask pupils to use it to check their answers for the sticker activity.

What do you want to know?• Make a group collage Ask pupils to bring magazine clippings,

advertising brochures, drawings, etc. related to the 6 topics. Ask pupils to collect them all together and classify them by sticking them on to different sheets of card, one for each topic. Put the collages on the classroom walls. You can refer to them when you study each topic.

• Ask pupils to go to My Learning Notebook (page 4).

Wrap up• Show pupils the 'I feel' section of the poster. Read out the

emotions and ask pupils to repeat the words. Pair work: Ask one pupil to act out an emotion and their partner to guess what it is.

What do you know about?• Ask the class to look at the images and say what they can see.

Do a brainstorming session.• Now work with the images from the top half of the page. Write

the keywords on the board: head, hands, bones, happy, etc. Ask the following questions:

1) Which part of the body can you see in the photo? 2) What is she doing? What is she eating? 3) What is the boy doing? How does he feel? 4) What can you see? What is inside the hands? 5) How does the girl feel? 6) What is the boy doing?

What are you going to learn?• Ask pupils to look at the images from the bottom half of the

page. Read the titles of the topics to the class and ask pupils to repeat them.

1. Point to the parts of the head on the poster and say their names. Ask pupils to repeat them. Now ask pupils to stick the missing picture on the page.

2. Point to the senses on the poster and say their names. Ask pupils to repeat them. Ask: What sense is the girl using in the picture? Ask pupils to point to the part of their body they use to smell. Now ask pupils to stick the missing picture on the page. Ask: What sense is the boy using?

24

1 My head has got …

I’ve got a nose.I’ve got two eyes. I’ve got a mouth.I’ve got two ears.I’ve got hair. I’ve got a tongue.

1. He’s got a nose.2. My sister has got blue eyes.3. My mum has got long hair.4. She’s got a pink tongue.5. We speak with our mouths.6. We listen to music with our ears.

Answer key1 Monkey – eyes, ears, mouth, hair, nose, tongue; Boy – eyes,

ears, mouth, hair, nose, tongue

4 1) eyes; 2) nose; 3) hair; 4) tongue; 5) mouth; 6) ears

5 2) Picture 3 is different. It is a nose, the other 3 are tongues.

3

4

AudioscriptMy head has got two eyes So I can seeMy head has got two ears So I can hearMy head has got a nose So I can smellMy face has got skin So I can touchMy mouth has got a tongue So I can tasteWe have five senses: Yes? What are they? Sight! Touch! Hearing! Taste! And smell!We have different faces Some have blue eyes others black hairThere are different races And different agesRepeat once whole song

2

25

EPS Social Science

• Unit 1: Me and my school • All about my life: My family

All about my body Term 1

Let's get started• Read out the title of the section: 'My head has got … '. Ask pupils

to repeat it and point to the parts of their head: hair, eyes, ears, nose, mouth and tongue. Show pupils the word card for each part as they point to it.

• Ask pupils to complete activity 1. Explain that although these two living things are similar, animals can be very different. For example, sea urchins don’t have eyes and snakes don’t have ears. Now play the video.

• Play audio track 2 to the class and ask pupils to point to the parts on their face and say their names as they listen to the song.

Let's understand• Play audio track 3 to the class. Show pupils flashcards and

word cards 1 (eyes), 2 (ears), 3 (mouth), 4 (hair), 5 (nose) and 6 (tongue). Say the names of the body parts and ask the class to point to them on the page. Ask pupils to repeat the names and then colour in the drawing from activity 3.

• Play audio track 4 to the class. Study the vocabulary that appears in the audio. Ask pupils to complete activity 4 by putting the correct number in each circle. Explain that eyes come in different colours: blue, brown, green. Also, hair can be long or short and straight or curly. Split pupils into pairs and tell them to ask each other: What have you got? Tell them they can reply by talking about the parts of their head: I have two eyes, I have a nose, etc.

Learning outcomesPupils will be able to:• Identify the parts of the head.• Establish differences and similarities between the parts of the head of humans and

animals.

Teacher's resources• Flashcards and word cards: 1-6.• Poster.• Audio.• Video.

Materials• A5 paper.• A4 paper.• Paints.• Pupils' teddies, dolls, etc.

• Ask pupils to look at the pictures from activity 5. Ask them to say what they see in each picture: These are eyes; This is a tongue; etc. Ask pupils to mark the odd one out with a cross.

• Play the 'Act it out!' off book game.• Now, in pairs, ask pupils to draw their partner’s head on a sheet

of paper. They should include their eyes, hair, nose, ears and mouth. Explain that their drawings should take up as much space on the paper as possible. Ask them to write the names of the parts of the head. Display flashcards and word cards 1-6 to help them. Display their drawings on the classroom wall.

• If possible, ask pupils to bring one of their favourite dolls, teddies or something similar. Ask them to show it to the class, pointing to the different parts of the head.

• Show pupils the flashcards at random and ask them to point to this part of the head on their own bodies. Then ask them to point to it on their partner's body.

26

1 My head has got …

Answer key7 1) eyes; 2) hair; 3) tongue; 4) nose; 5) mouth; 6) ear

8 Left column from top – hair, nose, mouth; right column from top – eyes, tongue, ear.

9 1) A lizard has a tongue to help it hunt; 2) A cat uses its tongue to clean itself; 3) Humans use our tongues to taste our food.

AudioscriptI’ve got a nose.I’ve got two eyes.I’ve got a mouth.I’ve got two ears. I’ve got hair.I’ve got a tongue.

5

27


Learning outcomesPupils will be able to:• Identify the parts of the head.• Establish differences and similarities between the parts of the head of humans and

animals.

Teacher's resources• Flashcards and word cards: 1-6.• Poster.• Audio.• Interactive activities.

Materials• Card.• A5 paper.• Magazine clippings.• Markers.

their tongue for. Stress the fact that while we mostly use our tongues to eat and taste food, other animals use theirs for lots of different things, such as cleaning themselves, hunting, etc.

• Make a class mural. Divide pupils into groups of 4 or 5. Each group will focus on a part of the face: eyes, ears, mouth, nose and hair. Ask them to do simple drawings or find magazine clippings showing this part of the face on as many different animals as they can. Once the mural is complete, display it to the class. Now ask pupils to talk about the differences between the animals’ faces. For example: An elephant's nose is long, but a human's nose is short. A giraffe’s ears are big, but a cat's ears are small; A snake’s tongue is a different shape to mine. Point out that although humans are very different to animals, we have some similarities.

• Play the 'Hands on' off book game.• Play the 'Draw and say' off book game.• Ask pupils to go to My Learning Notebook (page 8).

Wrap up• Split pupils into pairs and ask them to talk about the differences

and similarities between their faces. Write model sentences on the board to help them: You have … hair but I have … hair; We both have 2 eyes; My eyes are … but yours are … ; We both have a nose. During this activity, emphasise the fact that while we all have different facial features, we are all the same on the inside.

• Show pupils flashcards 1 (eyes), 2 (ears), 3 (mouth), 4 (hair), 5 (nose) and 6 (tongue). Ask pupils to say the name of each part, then ask them how many eyes, noses, mouths and ears they have. Pupils can reply by saying: I have two eyes; I have one mouth; etc.

• Play audio track 5 to the class. Repeat the sentences that appear in the audio together with the class. Then ask them to complete activity 7 by matching the picture with the correct word.

• Read the words from activity 8 out loud. Ask pupils to trace the words and read them. Then ask them to match the image with the correct word.

• PAUSE. Read out the 'Pause' question to the class. Ask pupils to look at two of their classmates for one minute. Then ask them to say what similarities or differences they found. Explain that no two faces are the same but that some people look very alike because they are from the same family, for example brothers and sisters. Stress that even though we all look slightly different from one another, we are all similar. We all have eyes, a mouth, a nose and ears.

Let's practise• Complete 'Let's practise' interactive activity 1.• Ask pupils to look at the pictures from activity 9. Show them

flashcard and word card 6 (tongue). Explain that each animal uses its tongue for different things. Ask them to match the picture of the lizard, the cat and the boy with what they use

EPS Social Science

• Unit 1: Me and my school • All about my life: My family

28

OFF BOOKMy head has got …

• Show flashcards and word cards 1 (eyes), 2 (ears), 3 (mouth), 4 (hair), 5 (nose) and 6 (tongue) at random and say the name of a part of the face. Ask students to say Yes or No depending on whether what you say matches the word card or flashcard.

• You could also try asking pupils to respond to the following statements by saying Yes or No depending on whether they are true or false:

− We have one ear. − We have two mouths. − We have two eyes. − We have two tongues. − We have one nose.

• Prepare two cards for each pupil. Ask them to write Yes on one and No on the other. Repeat the game with similar actions to the ones performed before, but this time ask pupils to hold up the correct card.

• Try an alternative version of the games above. Ask one pupil to say Yes or No and another to respond by saying a phrase that is true or false, depending on what the first pupil said. For example, if the first pupil says No, the second pupil could say: I have two mouths.

Act it out! Yes or No• Explain the rules for the ‘Yes or No’ game to pupils, which are

as follows: First, you will perform an action to the rest of the class and at the same time either describe what you are doing or describe a different action. Pupils should shout Yes or No depending on whether the action being described matches the action being performed. Pupils will then take turns to do the same.

• The activity can be extended by turning it into a team game. Divide the class into two teams. The pupils from one team take turns to perform and describe an action. The pupils from the other team shout Yes or No, then the teams switch roles.

• Now, touch your nose and say: These are my eyes. Ask pupils to say Yes or No depending on whether the statement is true or false. Other actions to perform:

− Touch your hair and say: This is my hair. − Touch your mouth and say: This is my nose. − Touch your ears and say: These are my ears. − Stick out your tongue and say: This is my mouth.

Learning outcomesPupils will be able to:• Understand instructions and follow the rules of a game.• Understand the importance of cooperation and sharing during play.

Teacher's resources• Flashcards and word cards: 1-6.• Poster.

Materials• Cards.• Felt tip pens.

29

Dynamics Term 1

Draw and say• Ask pupils to draw a monster or creature. Encourage pupils to

be creative by drawing different numbers of heads, eyes, mouths, arms, noses, etc. When they have finished, pupils should take it in turns to describe their monster to their partner. Their partner has to try and draw the creature from the description. Once they have finished, they can compare the two drawings.

• If you have time, you can complete another activity using the photographs brought in by the pupils. Ask pupils to join the heads and bodies of different photographs together. Encourage them to create figures with features of both people and animals. Now ask pupils to draw an outline of a face and complete it by sticking on cut-outs from the photos of people and animals (eyes, mouths, noses, ears, hair, etc.). Ask pupils to name their creations and show them to the rest of the class.

Hands on! Memory game• Ask pupils to bring in photographs and clippings showing

people’s or animals’ heads or parts of the face. You can also suggest that they bring in pictures of themselves. Start by playing a memory game using the flashcards and word cards 1 (eyes), 2 (ears), 3 (mouth), 4 (hair), 5 (nose) and 6 (tongue). Place the cards face down and ask pupils to come to the front of the class to play the game by trying to turn over a flashcard and the matching word card. Start with two flashcard and word card pairs, then increase the difficulty by adding more.

• Tell pupils that they are going to make their own memory game.Split them into pairs. Ask them to sort their pictures according to parts of the face or body. It does not matter if the pictures show people or animals. Pupils should create pairs of pictures according to the face/body part (eyes, mouths, hair, etc.). Once pupils have selected their pairs, they can begin playing the game. If possible, ask them to stick cardboard to the back of the pictures so that they are easier to turn over.

Learning outcomesPupils will be able to:• Learn to work as a team: making decisions, taking turns, etc.• Work on oral expression by giving simple descriptions.• Develop creativity by drawing different faces and bodies.


Materials• Scissors• Blu Tack.• Cardboard.• Glue.• Paper.• Photographs, magazine cut-

outs, brochures, etc.

30

2 My senses are …

AudioscriptMy head has got two eyes So I can seeMy head has got two ears So I can hearMy head has got a nose So I can smellMy face has got skin So I can touchMy mouth has got a tongue So I can tasteWe have five senses: Yes? What are they? Sight! Touch! Hearing! Taste! And smell!We have different faces Some have blue eyes others black hairThere are different races And different agesRepeat once whole song

SAM: I use my sense of smell. This flower smells very nice.DALIYA: I use my sense of sight. I see small insects.MAN: I use my sense of hearing. I hear birds singing!BOY 2: I use my sense of touch. I love you!GIRL 2: I use my sense of taste.

6

7

1. Sight. I see with my eyes.2. Touch. BOY 1: I touch with my skin.3. Smell. I smell with my nose.4. Taste. I taste with my mouth.5. Hearing. I hear with my ears.

I use my sense of smell. I use my sense of touch. I use my sense of hearing. I use my sense of taste. I use my sense of sight.

Answer key4 1) sight; 2) touch; 3) smell; 4) taste; 5) hearing

5 1) smell; 2) touch; 3) hearing; 4) taste; 5) sight

8

9

31


Learning outcomesPupils will be able to:• Understand that we need senses to provide us with information about the world

around us.• Relate the senses to their corresponding organs.• Describe the functions of the senses.

Teacher's resources• Flashcards and word cards: 1-3,

5-11.• Poster• Audio.

• Video.• Interactive activities.

Materials• A4 paper.• Paints.• Card.• Fruit.

Let's understand• Ask pupils to look at the image from activity 3. Do a

brainstorming session on what the characters are doing. Play audio track 7 to the class and complete the activity.

• Play audio track 8 to the class. Ask pupils to complete activity 4 by writing the correct number in each circle.

• Play audio track 9 to the class. Ask pupils to complete activity 5 by circling the body part used in each image and relating it to one of the senses. Help by displaying the word cards of the senses. Now repeat the actions one by one and write them on the board. Ask pupils to read them out loud.

• Play the 'Acti it out! off book game.• Split pupils into five groups. Each group will focus on a sense.

Ask them to make A4 size posters, each showing a picture of a sense organ and a picture of someone using this sense. Display the posters at the front of the class and match each poster with the word card for the appropriate sense.

• Ask pupils what we can do with each body part: What can we do with our … ? Write their answers on the board.

• Give examples of everyday tasks and ask pupils to name the sense we are using, for example: Listening to the radio; Checking to see if the water in the shower is too hot; Reading a book. In pairs, ask pupils to come up with their own examples.

Let's get started• Ask pupils to look at the 'Visual summary' on pages 40-41. Draw

their attention to the left-hand page. Point to the parts of the body related to each sense: eyes, nose, mouth, ears and hands. Ask pupils to say their names. Each time you point to a part of the body, show the word card for the relevant sense: smell, sight, taste, hearing and touch, and ask pupils to read out the name of the sense.

• Play 'Guess the fruit'. Put a piece of orange, a piece of pineapple and a grape out of view. Divide the class into three groups:

− Group A will use their sense of smell (eyes covered). − Group B will use their sense of taste (eyes covered). − Group C will use their sense of touch (eyes and nose covered).

Ask pupils to guess which fruit they are smelling, tasting or touching, and record the results in the table.

• Now play the video to the class, and ask pupils to think about which senses are the most important in our everyday life. Ask pupils to imagine what life would be like if we couldn’t see or hear. Talk about visual and hearing disabilities and how people use other senses to compensate for the ones that are impaired.

• Before listening to the song, revise the vocabulary using word cards 1 (eyes), 2, (ears), 3 (mouth), 5 (nose), 6 (tongue), 7 (smell), 8 (hearing), 9 (sight), 10 (touch) and 11 (taste). Play audio track 6 to the class. Ask pupils to point to the parts of the body they hear. Sing the song with them.

EPS Social Science

• Unit 1: Me and my school • All about my life: Daily routines and healthy habits

32

2 My senses are …

Answer key7 1) hearing – picture 2; 2) taste – picture 1; 3) sight – picture 5;

4) touch – picture 3; 5) smell – picture 4

9 1) smell/hearing; 2) sight; 3) touch; 4) hearing/sight/touch; 5) smell

Audioscript1. Hearing 2. Taste3. Sight4. Touch5. Smell

10

33


Learning outcomesPupils will be able to:• Describe the senses and their functions.• Understand how different animals use their senses• Classify actions as either beneficial or harmful to our senses.

Teacher's resources• Flashcards and word cards: 7-11.• Poster.• Audio.• Video.• Interactive activities.

Materials• Scissors.• Markers.• Cards.• Video.• Scarves to cover pupils' eyes.

• Ask pupils to look at the images of body parts on page 16. Ask them to say which senses they are involved in. Use word cards 7 (smell), 8 (hearing), 9 (sight), 10 (touch) and 11 (taste) to help. Ask pupils which senses are involved in different actions, for example: Which sense are you using when you eat a pizza? Which sense are you using when you stroke a cat? Which sense are you using when you listen to a song?

• Play audio track 10 to the class and ask pupils to match the sense to the body part. Ask pupils to cut out the cards from activity 7. In pairs, ask pupils to play a matching game with their partner. Ask both pupils to turn their cards face down and mix them up, then take turns trying to find pairs. Ask them to name the sense each time they find a pair.

• Read out the dotted words from activity 8. Ask pupils to trace the words and read them out loud. Then ask them to draw the organ associated with each one. Display the flashcards and word cards. of the senses to help.

• PAUSE. Read out the 'Pause' question to the class. Ask them to think of an action we can perform using each sense, for example: You can see a picture; You can hear a song; You can feel the rain when you touch it; You can smell a flower; You can taste an apple.

Let's practise• Complete 'Let's practise' interactive activity 2.• Ask pupils to look at the five photos from activity 9. Explain that

for certain animals, some senses are more important than others. We can call these the dominant senses. They might be the senses they use to find food, or to escape animals that want to eat them. Ask pupils the following questions to help lead them think about the answers to the activity: Are these wild animals or pets? Do they need to hunt for food? How do they get from one place to the other? Now complete the activity.

• Play the 'Hands on!' off book game.• Ask pupils to go to My Learning Notebook (page 9).

Wrap up• Play the 'Five senses' off book game.• Ask pupils: If you could have a dominant sense like one of the

animals in activity 9, which would you choose? Listen to their thoughts.

EPS Social Science


34

OFF BOOKMy senses are …

• Now split pupils into pairs. Ask one pupil to act out an action related to the senses and their partner to lift the finger corresponding to the correct sense organ. For example, one pupil acts out talking on the telephone and their partner lifts their index finger (ears).

• Make mind maps about the five senses. Ask pupils to draw the outline of their hand on an A4 piece of card. On the rest of the card, ask pupils to draw five simple pictures of objects or actions related to the senses. For example, a picture of a museum (sight), a bottle of perfume (smell), a girl listening to music (hearing), a child eating fruit (taste) and a stuffed animal (touch). Now ask pupils to look at the hand on the board and draw a line connecting each picture to the correct finger of the hand they have drawn.

Act it out. Play Give me five!• Start the activity by reviewing the senses and their related

organs. Show pupils the poster. Point to the sense organs (hand, eyes, mouth, nose and ears) and ask pupils to name the senses that go with them. Now show pupils flashcards and word cards 7 (sight), 8 (hearing), 9 (smell), 10 (touch) and 11 (taste) at random and ask them to name the corresponding sense organ.

• Draw a large hand on the board and on each finger write the name of one of the organs related to the five senses: eyes on the thumb, ears on the index finger, mouth on the middle finger, nose on the ring finger, and hand on the little finger. Tell pupils to lift the finger related to the action you say. For example: I smell with my nose. In this case, pupils would lift their ring fingers.

− Say: I taste with my mouth. Pupils lift their middle finger. − Say: I touch with my hand. Pupils lift their little finger. − Say: I hear with my ears. Pupils lift their index finger. − Say: I see with my eyes. Pupils lift their thumb.

When you have called out all of the five senses, ask pupils to shout: Give me five!

Learning outcomesPupils will be able to:• Listen and respond to instructions that involve a motor response (e.g. lifting fingers).• Match senses with their corresponding organs.


Materials• Card.• Paper• Felt tip pens• Pictures.

35

Dynamics Term 1

• Smell Corner. Prepare the necessary materials: Paper bags, flasks and/or cotton wool scented with different aromas, spices, sauces, etc. Ask pupils: What does it smell like? Tell them to record their results.

• Hearing Corner. Prepare the necessary materials: Musical instruments, such as keyboards, a Tibetan bowl, a xylophone, bongos, etc. Ask pupils: What does it sound like? Tell them to record their results.

• Taste Corner. Blindfold pupils. Prepare the necessary materials: Samples of different foods (fruit, vegetables, cheese, etc.) and blindfolds. Ask pupils: What do you think the foods are? Tell them to record their results.

• Sight Corner. Prepare the necessary materials: Cardboard with rectangles cut out and objects for the experiment (ball, bottle, etc.). Ask pupils to hold up the cardboard with the rectangle cut out so that you can see through the gap. Place an object in front of them while they look through the gap. Next, ask the pupil to try looking at the object with only their right eye, and then with their left. In one of the cases, the object will have disappeared while in the other it will be seen perfectly. Explain that sometimes our sense of sight can be mistaken, and that we call this an optical illusion.

• Once each group has completed all of the activities, discuss pupils’ results from each corner. Ask pupils which sense they enjoyed using most.

Hands on! Musical bottles• Explain that sound is produced by the air that vibrates inside the

bottles. Depending on how much space the air has, the sound changes. Blow on the top of the bottles and tell pupils to listen to the different sounds. When the bottle is fuller, the sound will be higher. When the bottle is less full, the sound will be lower.

• As a class, put the bottles in order from lowest to highest. Ask a pupil to come out and try and find the lowest sounding bottle. Place it to one side. Now ask pupils to come out individually and to each try and find the lowest remaining bottle and place it next to the previous one. Continue until the bottles are all in order. Now ask: Do you notice anything about how much water is each bottle? Demonstrate that the bottles are also now in order according to how full they are.

• Now split pupils into groups and give each group several bottles. Ask them to come up with a tune and perform it for the rest of the class.

Play the five senses game• Set up the five senses corners in the classroom using the

materials described. Divide the pupils into five teams that will rotate around the room. Make sure pupils do not have any allergies before carrying out the activity. Ask pupils to record the results in their notebooks.

• Touch Corner. Prepare the necessary materials: Boxes with holes, stones, pieces of cloth, seeds, etc. Ask pupils: What is inside the box? Tell them to record their results.

Learning outcomesPupils will be able to:• Understand that sound is produced through vibrations in the air.• Experience each of the five senses.

Teacher's resources• Poster.

Materials• Opaque glass bottles with

different amounts of water.• Materials for 5 senses corners

(see description of activity below).

Make a change 1

36

Answer key1 Smiley face: 3, 4; Sad face: 1, 2, 5, 6

1 Clockwise from top left – 1) Drink water; 3) Don’t listen to loud music; 2) Wear sunglasses; 4) Protect your skin

AudioscriptTake care of your sensesDon’t listen to loud musicDrink water

Take care of your sensesWear sunglassesProtect your skin

Take care of your sensesDrink waterWear sunglasses

Take care of your sensesDon’t listen to loud musicProtect your skin

11

Term 1

37

Let's investigate• Start by reminding pupils how important our senses are in our

everyday life. Explain that we find out about the world around us using our senses and sense organs. Explain that to take care of our senses, we have to take care of our sense organs: eyes, ears, nose, tongue and skin.

• Read out the following sentences to pupils and ask them to complete them verbally: If I want to take care of my sense of sight, I have to protect my … ; if I want to take care of my sense of touch, I have to protect my … ; etc.

• Ask pupils to look at the images in activity 1. Ask which sense is being used in each one. Then, ask them to complete the activity by drawing a happy or a sad face next to each image, depending on whether it is good for their senses or not.

Work on grammatical structure by reading the example sentences out loud: It is good for my sense of … It isn’t good for my sense of … In pairs, ask pupils to talk to each other about the different activities using the example sentences. Display flashcards and word cards 7 (smell), 8 (hearing), 9 (sight), 10 (touch) and 11 (taste) to help.

• Do a brainstorming session about things that are bad for our senses. Ask pupils to think of other activities that are bad for our senses and write them on the board.

• I WONDER. Ask pupils to think about the activity from the previous session where they had their senses taken away. Ask pupils: How did it feel when your sense of … was taken away? Now focus on the question in the book.

Learning outcomesPupils will be able to:• Identify actions as beneficial or harmful to our senses.

Teacher's resources• Flashcards and word cards: 7-11.• Poster.• Audio.

Materials• Scissors.• Markers.• Card.• Art paper roll.• Drawings and magazine

clippings.

Action• Play audio track 11 to the class and ask them to listen to the

song. Afterwards, read the lyrics out loud and ask pupils to repeat them. Ask them to complete activity 1 by matching the pictures with the words.

• Ask the class simple questions relating to the song lyrics: What do we have to drink regularly? What do we need to protect from the Sun? What part of our body might loud music damage? What do we wear to protect our eyes from the Sun?

• Ask the class to prepare a simple choreography for the song. Split the class into four groups and ask each group to come up with moves for one of the sentences. Then ask each group to teach their moves to the rest of the class. Finally, practise putting all of the moves together as a class.

• Ask pupils to go to My Learning Notebook (page 10-11).

Wrap up• Ask pupils to bring drawings or magazine clippings showing

ways we can take care of our senses, as well as actions that are bad for our senses.

• Split the class into three groups. Ask group 1 to sort the drawings and clippings according to whether they are good or bad for our senses. Ask group 2 to stick the drawings and clippings of actions that are good for our senses onto art paper. Ask group 3 to stick the drawings and clippings of actions that are for bad for our senses onto a separate sheet of art paper. Finally, display the two collages on the classroom wall.

• Analyse the images together as a class. Point to different pictures and ask: Which sense is/isn’t being taken care of here?

EPS Social Science

• Unit 1: Me and my school • All about my life: Daily routines and healthy habits• All about my life: My family

38

3 My body has got …

1. She walks on her feet.2. She makes a tool with her hands.3. She paints with her fingers.4. She hunts with her arms.5. She runs with her legs.6. She dances on her toes.

1. She plays the guitar with her fingers.2. She picks apples with her hands.3. She dances on her toes.4. She jumps with her legs.5. She plays basketball with her arms.6. She kicks a ball with her foot.

Answer key1 Spider – 8; bird – 2; chimpanzee – 2 (and 2 arms); dog – 44 1) feet; 2) hands; 3) fingers; 4) arms; 5) legs; 6) toes5 1) fingers (picture 5); 2) hands (picture 2); 3) toes (picture 3); 4)

legs (picture 4); 5) arms (picture 1); 6) foot (picture 6)

14

15

AudioscriptI´ve got a head I´ve got two arms I´ve got two legs I´ve got two handsThis is my body look at me (x2)I´ve got ten fingers I´ve got ten toes I´ve got one foot I´ve got two feetThis is my body look at me (x2)I walk on my feet I wave with my arms I paint with my fingers I make things with my handsThis is my body look at me! (x2)

She’s got a head.She’s got two arms.She’s got two hands.She’s got ten fingers.She’s got two legs.She’s got two feet.She’s got ten toes.

12

14

39


Learning outcomesPupils will be able to:• Identify parts of the body and where they are located.• Describe what different parts of the body are used for.


Let's get started• Ask pupils to look at the 'Visual summary' on pages 40-41. Draw

their attention to the image on the right-hand page and the sentence My body has got … Read this sentence out loud and ask the class to repeat it. Show pupils flashcards and word cards 12 (fingers), 13 (leg), 14 (arm), 15 (toes), 16 (hand) and 17 (foot) one at a time and ask them to point to each part on the girl in the picture, then show the corresponding wordcard.

• Ask pupils to look at the images of the animal from activity 1. Tell them to focus on the legs. Now ask: How many legs do humans have? Ask them to count the legs of the animals in the images and write the number in the circle. Highlight the differences between human and animal body parts by asking: What are the differences between our legs and the dog’s/spider’s/bird’s legs? Give examples: The monkey has very hairy legs; The bird’s legs are very thin; The dog’s legs are very short.

• Now play the video to the class and ask them which of the animals from activity 1 is most similar to humans.

• Play audio track 12 to the class and ask pupils to wiggle the parts of the body that they hear in the song.

Let's understand• Play audio track 13 to the class. Ask pupils to listen and point to

the parts of the body that they hear in the image from activity 3. Then play the track again and ask pupils to point to them on their own body, saying the names out loud.

• Ask pupils to look at the images from activity 4 and think about what is happening in each scene. Now play audio track 14 to the class and ask pupils to complete the activity. Go through the answers as a class and show the flashcard and word card of the correct body part each time. Now, divide pupils into pairs and ask them to talk to each other about what is happening in each scene. Help by giving pupils model sentences: The woman is hunting; The woman is scared; The woman is dancing. Now ask each pair to share one sentence with the class and write their answers on the board. Take this opportunity to highlight the important role of women in prehistoric times.

• Play audio track 15 to the class and ask them to complete activity 5 by writing the correct number in each circle. Encourage pupils to think of some more examples of situations where we use our fingers. Write their answers on the board.

• Play the 'Copycat' off book game.• Ask pupils to say the name of an animal and then ask the rest of

the class to list the physical differences between this animal and us. For example: A mouse has four legs. A mouse is very small; A mouse has a tail. Then ask pupils to describe the similarities, for example: A mouse has a mouth; A mouse has two eyes; A mouse has a nose.

EPS Social Science


40

3 My body has got …

Audioscript1. I play the piano with my fingers. 2. I run really fast with my legs. 3. I play tennis with my arms. 4. I stand on my toes, now I am tall. 5. I clap with my hands! 6. I stamp my feet.

16

41


Learning outcomesPupils will be able to:• Identify parts of the body and where they are located.• Understand that we are all different but we can do the same things.• Reflect on disabilities.


Materials• Pictures of animals, trees,

flowers, etc.• Art papaer roll.• Tempera paints.• Paintbrushes.• A3 paper.• Markers.• Paints.

Let’s practise• Complete 'Let's practise' interactive activity 3.• Ask pupils to look at the photo from activity 9. Ask: What can

you see? Do you notice anything unusual?• Talk to students about physical disabilities and the ways people

suffering from mobility impairment or the loss of a limb overcome their disabilities. If possible, show pupils pictures of some paintings by the artist Christy Brown, or talk to them about Paralympic athletes.

• Now, ask pupils to try to paint with no hands. Tell them they can use their toes or their mouth. Put their art work on the classroom wall.


Wrap up• Complete the 'Hands on!' off book activity.• Play the 'What's missing?' off book game.• Ask pupils to write or trace the names of the body parts studied

in this session, displaying the wordcards to help them. Ask them to imagine what it would be like if they couldn’t use one of these body parts. Ask them to think how they could compensate for this, for example: If you didn’t have legs, how would you dance?

• Ask pupils to read the words on page 22 and then say them out loud. Show pupils flashcards and word cards 12 (fingers), 13 (leg), 14 (arm), 15 (toes), 16 (hand) and 17 (foot).

• Say the names of body parts at random and show the relevant word card. Ask pupils to point to the same part of their own body.

• Play audio track 16 to the class. Ask pupils to complete activity 7 by sticking the pictures in the correct box. Repeat the sentences that appear in the audio together as a class.

• Explain that both sides of our body look very similar, and that we call this symmetry. Explain that many animals and plants have symmetry. Show pupils pictures of some animals and plants and point out how they are symmetrical. Now ask pupils to read the dotted words from activity 8, trace them and then match them to the body parts in the drawing. Then ask them to draw the rest of the boy’s body and then colour it in.

• Pause. Ask pupils the 'Pause' question. Do a brainstorming session and write the answers on the board, for example: You can play the piano. Now, in pairs, ask pupils which of these activities they like most, for example: I like playing the piano.

EPS Social Science


42

OFF BOOKMy body has got …

• Now divide pupils into pairs. Show them flashcards 12-17 at random and ask them to think of an action that is done with that part of the body and act it out. They can choose an action that has already been performed or think of a different one. Each pair will perform their action in front of the class and the other pupils will copy it. In order to improve oral expression and expand their vocabulary, write the action performed on the board in the first person. Read it out loud and ask pupils to repeat it. For example: I play the piano. If appropriate, extend the activity by also naming the part of the body used: I play the piano with my hands.

• Pupils could also play statues. Divide them into groups of three. Ask one pupil to cover their eyes, one to be the sculptor and the other to be the statue. The sculptor will place the statue pupil in the position of their choice. The pupil with their eyes covered should then open their eyes and try and copy the position of the statue. The pupils should rotate roles. Suggest that pupils try and imitate animals with their statues, such as a bird with outstretched wings (outstretched arms), a flamingo stood on one leg, etc.

Act it out! Copycat!• Review the names of the body parts. Show pupils word cards 12

(fingers), 13 (leg), 14 (arm), 15 (toes), 16 (hand) and 17 (foot) at random, and point to the corresponding part of the body. Then show them the flashcards and say the words out loud.

• Now find a suitable space where you can carry out the ‘Copycat!’ activity. Explain to pupils that their classmates are going to perform actions and they are going to imitate them. Explain that this means they will try to do exactly the same movements. Give pupils some examples of actions, such as: walking, running, playing the guitar, playing football, playing basketball, clapping, stretching your arms, touching your toes, jumping, dancing, picking up an apple and eating it, etc. Then, choose some pupils to perform the actions. Whisper instructions to them giving them an action to perform and then ask pupils to copy them. Ask them to name the main part of the body they are using. For example, for acting out playing tennis this would be the arms.

Learning outcomesPupils will be able to:• Listen and respond to instructions that involve a motor response.• Understand instructions and follow the rules of a game (respecting others’

opinions, taking turns, etc.).• Imitate the movements of others.

Teacher's resources• Flashcards and word cards 12-17.• Poster.

43

Dynamics Term 1

Play What’s missing?• Before the activity, prepare five envelopes with human body

puzzles in each one. Each one should be missing a body part which will be kept to one side. If the missing parts are paired body parts, both will be missing. The aim of the game is to identify the different functions of the parts of the body.

• Split pupils into groups of five. Give an envelope to each group, explaining that there is a problem with it, but that it is a secret and they should not tell the other groups. Pupils should then solve the puzzles and find out which body part is missing.

• Now ask each group to act out an activity or movement that the person in their puzzle cannot do due to the missing body part. For example, if the puzzle is missing hands, they could act out playing basketball or playing the piano. The other groups should try to guess the body part it could be. The team that guessed correctly should then come to the front and find the missing part in the pile of pieces that were removed from each puzzle. Ask them to give it to the group so that they can complete their puzzle.

• Now ask pupils to make their own puzzles. Give a piece of paper to each pupil. Tell them to draw a full-length outline of their body. It is important to tell pupils to use up all of the available paper with the outline. The figure must have a head, torso, arms, hands, legs and feet. Now ask them to cut the figure into six parts (head, torso, two arms and two legs) and put the pieces into an envelope with their name on it. Give the envelopes out at random so that each pupil has another pupil’s puzzle. Ask them to guess who it is.

Hands on! Draw a partner’s body• Ask pupils to look at the pictures in activities 10 and 11. Ask:

What do you think we are going to do? What are we going to draw? What parts does the human body have? Remind pupils of the concept of symmetry. On the board, draw a tree, a flower, a butterfly, etc. Draw the line of symmetry so that they can see that the left side is identical to the right side. Ask pupils to look at the girl on the poster, and draw an imaginary line of symmetry so that pupils understand that the human body is also symmetrical.

• Group tables together so that a pupil can lie on them. Place a large piece of paper the same size as the pupil on the table. Split pupils into groups of five. Each team will choose a team member to lie down on the paper and the rest of the group will trace the outline of their body. Ask pupils to spread themselves evenly around the table so that everyone has space to draw.

• Now ask pupils to label the body parts and colour them in. Use this activity to check pupils’ understanding of the human body. Ask them to point to parts that there are two of (ears, eyes, arms, etc.). Now ask them to point to two parts that are the same length, such as the legs or arms. Display their work to the class.

Learning outcomesPupils will be able to:• Work as a team: making decisions, taking turns, etc.• Draw a human figure with its main features.• Recognise that the human body is symmetrical.


Materials• Paper.• Paint.• Pencils.• Scissors.• Simple puzzles of the human

body.• Envelopes.

44

4 I can move …

Answer key5 1) bottom left – top middle; 2) bottom middle – top right; 3)

bottom right – top left

AudioscriptThe skeleton supports the body with many bones Joints connect them all day longMuscles cover my skeleton too Skin covers my musclesBones support my body Muscles move my body Joints bend my bodyI can move my body(repeat once)

Bones are hard. They support our body and form our skeleton. They give us our shape. Muscles are soft and flexible. They cover our bones. They pull our bones and let us move.

We bend our body with our joints. I’ve got one joint under my head. I’ve got three joints in each arm. I’ve got two joints in each leg. Now, stand up and touch your toes. Where does your body bend? Circle it in the picture.

I can jump very high. I use my muscles to move.I love dancing. I use my joints to bend my body.I am very tall. My bones grow very fast.

17

18

19

20

45


Learning outcomesPupils will be able to:• Understand the functions of bones, muscles and joints.


Materials• A5 papaer.• Paints.

Let's understand• Show pupils the bone and muscle word cards. Play audio track

18 to the class and pupils to point to the bones and muscles in the images from activity 3. Ask them to trace the dotted lines. Write the following sentences on the board: Bones are hard; Our skeleton is made of bones; Muscles are flexible; We use our muscles to move around. Read them out loud and help pupils to repeat them back to you. Underline the word skeleton. Ask pupils to point to one on the page.

• Explain to the class that joints help us to move the different parts of our body. Use flashcard and word card 20 (joint). Now play audio track 19 to the class. Ask pupils to circle the joints they hear in the audio and match them to the correct part of the skeleton. Now, play the audio again and ask the class to follow the instructions given at the end: Stand up and touch your toes. Ask them: Where does your body bend? Ask them to circle it in the picture.

• Play audio track 20 to the class. Ask pupils to follow the instructions given in activity 5. As a class, write the answers as sentences on the board: Number 1 is the muscle; Number 2 is the joint; Number 3 is the bone. Ask pupils to say the answers out loud.

• Play audio track 19 again to the class. Pause the track after each joint is mentioned: neck, shoulders, elbows, wrists, knees and hips. Demonstrate the movement of each joint. Ask pupils to copy the movements and show their partner.

• Play the 'Act it out!' off book game.• Ask pupils to list the functions of the body parts studied. Ask

them to say whether these are related to the bones, joints or muscles.

Let's get started• Show pupils flashcards and word cards 18 (bones), 19 (muscles)

and 20 (joints). Explain that bones, muscles and joints are what allow us to run, jump, swim and move around in general.

• Display flashcard and word card 18 (bone). Ask pupils to look at the images and explain that animals have different shapes because they have different skeletons. Explain that our skeletons give us shape and are arranged around our spine. Explain that we can feel our spine. It is the bump running down the middle of our back. Ask pupils to point to their own spine, or to a classmate's, and ask them to point to the spines of the different animals in the pictures.

• Play the video, then ask: Could you stand up if you didn’t have a skeleton? Now ask pupils to imagine what we would look like if we didn’t have any bones and draw a picture. Explain to the class that bones also protect our organs.

• Play audio track 17 to the class and ask them to join in with the chant.

EPS Social Science


46

4 I can move …

Answer key7 1) muscle; 2) bones; 3) joints; 4) muscles; 5) bones; 6) joints

8 Bones support my body.; Muscles move my body.; Joints bend my body.

9 Figs (picture 1), cheese (picture 3), milk (picture 5), yoghurt (picture 7), spinach (picture 8), almonds (picture 4)

Audioscript1. Muscles move my body. 2. Bones support my body. 3. Joints connect my bones. 4. Muscles help me jump. 5. Bones protect my organs. For example, my ribs protect my heart. 6. Joints bend my body.

Our bones are strong! We can help them be strong. Calcium helps our bones grow. What food has calcium? I´ll tell you! Figs, cheese, milk, yoghurt, spinach and almonds. YUMMY!

21

22

47


Learning outcomesPupils will be able to:• Describe the functions of bones, muscles and joints.• Understand the need to take care of ourselves by eating the right food.

Teacher's resources• Flaschards and word cards: 18-20.• Poster.• Audio• Interactive activities.

Let's practise• Complete 'Let's practise' interactive activity 4.• Explain that bones are made of calcium which is a mineral that

makes them strong, so that they don’t break. Write calcium on the board and ask pupils to repeat it. Explain that teeth are also made of calcium. That is why they are so hard.

• Highlight the need to eat foods containing calcium so that our bones stay strong and healthy. Play audio track 22 to the class. Then ask pupils to complete activity 9 by ticking the foods that contain calcium.

• Explain to pupils that we don’t grow forever. Suggest to them that they ask their grandad or grandma if they are still growing, and what age they stopped growing.


Wrap up• Complete the 'Hands on! off book activity.• Play the 'Roll the dice' off book game.• Show pupils flashcards 18 (bone), 19 (muscle) and 20 (joint) at

random. Ask them to say what the main function of each is and point to an example of it on their partner.

• Use the 'Visual summary' to review what pupils learnt in the previous section. Ask: Why is the girl able to stand up? Ask them to point to the following joints: neck, shoulders, elbows, wrists, hips and knees.

• Play audio track 21 to the class. Play it again and pause it after each sentence. Repeat each one out loud and have pupils repeat it back to you. Write the sentences on the board and underline the key words (bone, muscle and joint). Ask pupils to match each picture to the bone, muscle or joint.

• Read out the words in the table from activity 8. Ask pupils to trace the words and read them out loud. Now ask them to match the words in each column to make sentences. Write the sentences on the board. Read them out loud and have pupils repeat them back to you.

• PAUSE. Tell pupils that organs, such as our brain, heart and lungs, are essential for our survival. Explain that if they are damaged we can become very ill, so they need to be protected. Now, read out the 'Pause' question. Then explain that the rib cage protects your lungs and your heart, and the skull protects your brain.

Ask pupils to locate the heart on the left side of their body. Next, ask: Where is our brain located? Now ask: Where are our lungs? Ask pupils to put their hands on their chest and breathe in deeply. Ask: Did you feel your chest getting bigger? Explain that this is because their lungs were filling up with air.

Now pick three pupils and divide the pictures of the heart, brain and lungs between them. Ask them to stick them in the correct place on the girl in the poster using blu tack. Ask the rest of the class to help them.

Materials• Drawing or picture of a heart,

brain and lungs.• Blu Tack. • Glue.• Card.

EPS Social Science


48

OFF BOOKI can move …

• Play a variant of the game. Ask all pupils to stand frozen. Now walk around the room checking that they are all still. Tell pupils that you will count to three and then hold up a joint, bone or muscle flashcard. They should all touch the part shown. To make the game more challenging, ask pupils to say the name of the body part that they are touching. For example: knee joint.

• Divide pupils into three groups. Group 1 will move around the classroom and group 2 will move around holding magic wands. They will point to a part of a classmate’s body, saying Freeze! The pupil must keep this body part still, but can continue moving the rest of their body. Group 3 will be the rescuers. They should approach a frozen pupil and perform an action that they cannot do due to their frozen body part. If the pupil guesses the action, they will be saved. Repeat this activity several times so that everyone plays each role.

Act it out! Play Freeze!• Remind pupils that people and animals can move because we

have joints, muscles and bones. Play a memory game on the board with flashcards word cards 18 (muscle), 19 (joint) and 20 (bone). Each time pupils find a pair, ask them to say the word out loud and point to the matching body part of the person next to them.

• Now play the game. Ask pupils to move around the classroom. Explain that when they hear the word Freeze! they should stop and remain still. Ask a pupil: Can you move? The pupil should reply: Help, I can’t move! The teacher will then use an object as a magic wand and give an instruction to the pupil, such as: bend a joint; touch a bone; move a muscle; etc. If the pupil responds correctly, they will be able to move again and so will the rest of the class. Next, hand the wand to a pupil and ask them to be in charge, shouting Freeze! and giving instructions. Keep changing roles so that everyone gets to play this part.

Learning outcomesPupils will be able to:• Understand instructions and follow the rules of a game (respecting others’

opinions, taking turns, etc.).• Identify the joints, muscles and bones.


Materials• A space with enough room for

pupils to move around freely• Elongated objects to use as

magic wands (rulers, pens, etc.).

49

Dynamics Term 1

Play Roll the dice and move your body• Before the lesson, prepare a set of dice so that each side shows a

different movement. For example: open your mouth, clench your fist, kneel down, stick out your tongue, cross your arms, stand on tiptoes, jump, close your eyes, etc. Organise pupils into pairs and give each pair one dice. Each time a pupil rolls the dice, they should do the action shown in the picture.

• You can also play a variant of this game without dice. Give each pupil a piece of card with the word bone, joint or muscle on it. Tell them not to show their card to their partner. One by one, ask pupils to come to the front of the class and touch/move a bone, joint or muscle. Ask pupils who have the corresponding word written on their card to lift it up. The rest of the class to say the word out loud.

Hands on! Build a model body with joints• Ask pupils to bring in photographs from magazines, brochures,

etc. showing people and animals. At the start of the session, collect pupils’ pictures. Divide pupils into three teams. Group 1 will be the muscles, group 2 will be the joints and group 3 will be the bones. Divide the pictures between the three groups. Now hand each group a large piece of cardboard with their group’s body part written on the top in marker pen and ask them to cut out examples of this body part from the picture and stick them on. Ask each group to show their collage to the class.

• Now give out copies of the skeleton template and ask pupils to carefully cut out the pieces and assemble them without joining them together. Help pupils to thread the plastic needles and show them how to sew the pieces together. When the model is assembled, ask pupils to try moving the joints. You could ask pupils to colour in their skeletons, using certain colours for certain bones.

• Try giving pupils simple instructions to act out with their model. For example: bend your knee, bend your elbow, nod your head, raise your arm, etc. You can make this activity more challenging by increasing the difficulty and indicating the left or right side of the body in the instructions.

Learning outcomesPupils will be able to:• Make a moving model of the human body.• Follow the rules of a game.• Locate the major joints, bones and muscles in the body.


Materials• Scissors.• Cardboard.• Wool or strong thread.• Plastic school needles.• Glue.• Photographs, magazine

clippings, etc. of people and animals.

• Dice with images of actions.• Skeleton template.

50

Make a change 2

Answer key1 1st left – 3rd right; 2nd left – 2nd right; 3rd left – 4th right; 4th

left – 1st right

AudioscriptTake care of your bodyEat fruitEat vegetables

Take care of your bodyDo exerciseWash your hands!

Take care of your bodyEat vegetablesDo exercise

Take care of your bodyHave a showerSleep for 10 hours

23

51

Term 1

Let's Investigate• Ask pupils to look at the images on page 28. Ask pupils the

following questions about the images (moving from left to right): 1) What is wrong with the boy? 2) What is wrong with the boy in the blue shorts? 3) What is the girl doing? 3) Is it day time or night time? 4) How is the girl feeling? 5) What is the boy eating? 6) Why are the boy and the girl holding their noses? 7) What is the boy doing? 8) Why does the boy look unhappy? Write the questions and answers on the board and help pupils to structure their answers.

• Ask pupils to think about how our actions affect ourselves and the people around us. Ask pupils to complete activity 1 by matching the images on the left with their consequences (on the right). Go through the answers as a class and write them as sentences on the board: If I don’t wash myself every day I will be dirty and smell bad. Read them out loud and ask the class to repeat them back to you.

• Ask pupils to imagine they didn’t take care of their body. Ask: How would you feel? Would you feel happy? Explain to the class that it is also important to take care of our mind, and that singing, laughing, helping others, etc., are actions that make us feel good and help us to stay healthy.

Action• Play audio track 23 to the class and ask pupils to listen to the

song. Then ask them to read the sentences from activity 1 and stick the pictures in the correct boxes. Ask pupils to repeat the sentences.

Learning outcomesPupils will be able to:• Understand that our actions affect us and the people around us.• Describe actions that help us take care of our health.

Teacher's resources• Poster.• Audio.

• Tell pupils they are going to prepare a choreography for the song. Before they start, ask: Would you be able to do the dance without bones, muscles and joints? Now ask: Would you be able to listen to the song without your sense of hearing? Then ask: Would your friends be able to watch you dancing without their sense of sight? Explain that this is why it is important to take care of our bodies.

• Now, split the class into six groups. Ask each group to come up with dance moves or gestures for one of the sentences. Then ask each group to perform their moves in front of their classmates so that they can learn it too. Finally, practise putting all of the moves together as a class.


Wrap up• Ask the class to go back to activity 1 on page 28 and imagine

what would have happened if the people had acted differently: 1) Tell pupils to imagine that the boy has washed, put on clean

clothes and brushed his hair. Ask: Will his friends want to be around him now?

2) Tell pupils to imagine that the girl watched television for a short time and then went to bed early. Ask: How would she feel in the morning?

3) Tell pupils to imagine that the boy ate a healthy apple at snack time instead of sweets. Ask: How will he feel? Will he have a sore tummy?

4) Tell pupils to imagine that instead of watching television all day the boy played in the park with his friends. Ask: Will he be able to finish the race?

EPS Social Science


52

5 I feel …

3. The monster is disgusted. Colour it green.4. The Monster is sad. Colour it blue.5. The monster is scared. Colour it black.6. The monster is surprised. Colour it orange.

1. He is scared! There’s a monster under my bed!2. He is sad. They don’t like me. 3. She is disgusted. It tastes horrible!4. They are happy! We love making cakes!5. They are surprised! Happy birthday! 6. He is angry. He’s got my toy!

Answer key1 1) happy; 2) scared; 3) sad; 4) angry; 5) surprised; 6) disgusted4 1) happy – yellow; 2) angry – red; 3) disgusted – green; 4) sad –

blue; 5) scared – black; 6) surprised – orange5 1) scared (picture 6); 2) sad (picture 4); 3) disgusted (picture 2);

4) happy (picture 5); 5) surprised (picture 3); 6) angry (picture 1)

28

Audioscript1. Happy birthday to you, Happy birthday to you, Happy birthday

dear Jamie, Happy birthday to you… 2. Please stay in your seats. There is turbulence.4. I don’t want to see you again!6. Yuk! That’s horrible.

Look! A monster! I feel scaredIt’s my birthday! I feel happy!My friend feels sadHow do you feel? How do you feel?

Look at that elephant! I feel surprisedStop shouting at me! I feel angryTaste this milk, Yuck! I feel disgustedHow do you feel? How do you feel?Repeat once whole song

I feel happy. I feel scared. I feel sad. I feel angry. I feel surprised. I feel disgusted.

1. The monster is happy. Colour it yellow.2. The monster is angry. Colour it red.

24

25

26

27

53


Learning outcomesPupils will be able to:• Recognise basic emotions.• Associate facial expressions with the emotions they portray.


Let's understand• Play audio track 26 to the class. Ask pupils to point to the

correct image from activity 3 on the page. You can write the sentences on the board so pupils can read them.

• Before playing the audio for activity 4, show the flashcards and word cards for each emotion at random and ask pupils to point to the monster that is showing this emotion. Now play audio track 27 to the class. Ask pupils to colour in the drawings following the instructions given in the audio.

If possible, talk to pupils about how some colours are associated with specific emotions: yellow-happiness; blue-sadness; red-anger. Ask pupils: Do any colours remind you of an emotion?

• Before playing audio track 28, analyse the images together as a class. Ask: What can you see? How do you think they feel? Now play the audio to the class and complete activity 5. In each case, get pupils to ask the question out loud: How do they feel? Ask them to answer using the structure given.

• Describe some situations to the class: My glasses break; A friend comes to visit me by surprise; I get lost in the street; Somebody throws my breakfast away before I’ve finished eating; I get a good mark in an exam … Ask pupils how they would feel if this happened to them and tell them to act out the facial expression.

• Play the 'Act it out!' off book activity.• Split the class into six groups. Give each group a flashcard

showing an emotion. Tell them not to show it to the other groups. Ask them to think of one or two situations where we might feel this way and act them out in front of their classmates. Ask the other groups to try and guess the emotion.

Let's get started• Ask pupils to look at all the faces from activity 1. Ask them to

point to some eyes, a nose, an ear and a mouth. Point out that although these faces all have the same parts, they look different because the children aren’t all feeling the same.

• Play audio track 24 to the class. You can pause it after each situation and ask pupils questions to help them identify what is happening: Where are they? What is happening? How do you think they feel? Ask pupils to video, then ask the stickers in the correct box.

• Play the video, then ask pupils how they feel today and why. If one of them is sad, scared or angry, ask them if they want to tell us why they feel that way. You can encourage pupils to feel empathy by asking the rest of the class to imagine how they would feel in this situation.

• Play track 25 to the class. The first time the pupils hear the song, show them flashcards 21 (happy), 22 (sad), 23 (angry), 24 (disgusted), 25 (surprised) and 26 (scared). When the song is repeated, show pupils the word cards. Ask them to immitate the facial expressions while they are singing.

Materials• Card.

EPS Social Science

• Unit 2: My family and my home • All about my life: Emotions

54

5 I feel …

Answer key7 1) disgusted; 2) angry; 3) sad; 4) happy; 5) surprised; 6) scared

9 1) angry; 2) happy; 3) sad; 4) scared

Audioscript1. Yuk! This milk is bad! 2. It’s not fair! I want to play games! 3. I want to go home! 4. Hooray! It’s my birthday party! 5. Wow! There’s snow in the playground! 6. Aaah! There’s a spider in my bed!

29

55


Learning outcomesPupils will be able to:• Recognise basic emotions and how to deal with them.• Develop self-awareness and an awareness of others (humans and animals).• Understand the relationship between emotions and facial expressions.


Let's practise• Complete 'Let's practise' interactive activity 5.• Explain to pupils that humans and animals are very different,

but we also have some similarities since humans belong to the animal kingdom too. Ask pupils to look at the pictures from activity 9 and say which similarities there are between the animals' faces and humans. Mention that animals can also feel sad, happy, angry and scared. Do a brainstorming session on the reasons why the animals in the pictures might feel this way. Take this opportunity to raise pupils’ awareness about the need to take care of animals and treat them with respect. Emphasise that although they can’t speak, they do have feelings and can express emotions.

• Complete the 'Hands on! off book activity.• Ask pupils to bring pictures of humans and animals showing

different facial expressions. Ask pupils to make a collage for each different emotion and then as a class discuss why the animals/people in each collage might be feeling the way they do.


Wrap up• Play the 'Mime the feelings' off book game.

Materials• Card.• Pictures of humans and animals

experiencing different emotions.

• Ask pupils to look at the 'Visual summary'. Draw their attention to the words I feel … Say the names of the emotions and mime them. Ask pupils to repeat them back to you. Now ask pupils to point to a face on the page that shows how they are feeling today.

• Give each pupil a piece of card and ask them to draw or write an emotion on it. Now split pupils into pairs and ask them to act out the emotion on their partner’s card.

• Explain that our facial expressions change to reflect our feelings. Ask pupils to pay attention to the differences between the eyes, eyebrows and mouths of each of the faces in activity 7. Now play audio track 29 and ask pupils to match each face with the correct emotion. Ask: Do you think the colours match the emotions?

• Ask pupils to complete activity 8 by tracing the dotted words, reading them and drawing faces showing these emotions. To help, display flashcards and word cards 21 (happy), 22 (sad), 23 (angry), 24 (disgusted), 25 (surprised) and 26 (scared). Suggest pupils colour the faces in with the colours they think match the emotions.

• PAUSE. Ask the class to imagine what it would be like if they found a spider in their bed. Help them to imagine by telling a story: Let’s imagine that it’s time to go to bed. We go to our bedroom, pull back the covers and what do we see … A SPIDER! Ask pupils to act out the scene. Now ask pupils to complete the 'Pause' sentence. Write the sentence out on the board along with pupils’ different answers.

EPS Social Science

• Unit 2: My family and my home • All about my life: Emotions

56

OFF BOOKI feel …

Explain that you will show these cards at random during the game, and whoever has touched the ball should act out the emotion shown on the card. For example, if the word card chosen is scared, any pupil who has touched the ball should pretend to be scared. If the ball touches the ground or a pupil catches it in their hands by mistake, the game starts again.

• This time, ask pupils to think about a situation that brings up feelings of happiness, surprise, anger, fright, sadness or disgust. Before playing the game, make sure all pupils have a situation in mind. At this age, pupils may not be able to orally express the situation they have chosen, so they can use keywords (for example: spiders, gifts, Christmas, grandparents, dogs, etc.) or act out the situation (stomach pain, falling over, etc.). Start the game by saying a situation and throwing the ball to a pupil. For example, getting full marks in an exam. The pupil who receives the ball should say how they would feel in that situation. Then, the pupil says a keyword or acts out another situation and throws the ball to a partner, who picks it up, says the feeling, and so on.

Act it out! Play Beach ball• Check that pupils know the names of the most important

emotions. Use flashcards 21 (happy), 22 (sad), 23 (angry), 24 (disgusted), 25 (surprised) and 26 (scared). Show them one at a time and ask the pupils to say them out loud.

• Now play the beach ball game. If possible, ask pupils to sit in a circle. Throw the ball to a pupil at random. Ask: How do you feel? Help by giving the pupil a model answer: I feel … The other pupils should act out the emotion from the pupil’s answer. Next, this pupil will pass the ball to another pupil, and ask them the same question. Continue until each pupil has expressed an emotion. Make it clear to pupils that they do not have to say how they are actually feeling, and that they should not repeat the emotion of the person before them.

• Now play another game with the beach ball. Ask pupils to pass the ball to each other without touching it with their hands and without letting it fall to the ground. Before they start, show the happy, sad, angry, disgusted, surprised and scared word cards.

Learning outcomesPupils will be able to:• Follow the rules of a game.• Express feelings to others.• Mime different moods.


Materials• Beach ball.

57

Dynamics Term 1

Play Mime the feelings!• Divide pupils into groups of four. Ask teach team to choose an

emotion. They will prepare a performance using mime to show to the rest of the class. Their performance should be aimed at helping their classmates learn to manage their emotions and resolve problems and conflicts. Use the faces made in the previous activity. Act out an example with the help of a few pupils:

− Pupil 1 displays the emotion by putting on the sad mask. − Pupil 2 provokes the emotion in pupil 3 (for example, by playing with pupil 4 and leaving out pupil 3).

− Pupil 3 expresses the emotion. − Pupil 2 helps (comforts them) or resolves the situation by inviting them to play.

Now ask pupils to prepare their own performances.

Hands on! Make a paper-plate face!• Help pupils to reflect on how people sometimes find it difficult

to express their feelings. Act out an example. Explain that you might be feeling sad, but pretend to feel happy in front of others. Place the paper plate in front of your face and explain that hiding your emotions is a bit like wearing a mask.

• Now display flashcards 21 (happy), 22 (sad), 23 (angry), 24 (disgusted), 25 (surprised) and 26 (scared). Ask: Who feels like this today? Encourage pupils to express their emotions. Compare two expressions focusing on the position of the mouth, eyebrows and eyes. Ask pupils to draw the faces on the plates showing an emotion of their choice.

Next, ask all of the pupils who drew faces with positive emotions to hold them up. Help pupils by listing and showing the flashcards of the positive emotions. Next, ask all of the pupils who drew negative emotions to hold them up. Help pupils by listing and showing the flashcards of the negative emotions.

Now organise pupils into groups containing pupils with plates representing both positive and negative emotions. Ask the pupils with the plates showing positive emotions to think of something they could do to make their friends feel better. Then ask the pupils with the plates showing negative emotions how their classmates’ actions would make them feel. Now ask pupils to swap plates and try the activity the other way around.

Learning outcomesPupils will be able to:• Understand the importance of expressing our feelings.• Help others when they are experiencing negative emotions.


Materials• Paper plates or cardboard cut

outs.• Felt pens.

58

6 I take care …

Answer key3 Daliya – 3, 2, 1; Sam – 2, 3,1

5 Smiley face: 2, 4, 5; Sad face: 1, 3, 6

AudioscriptAt 8.00 I have a shower At 9.00 I go to school At 10.00 I wash my hands At 11.00 I play with SueI take care of myself everyday I take care of myself everydayAt 12.00 I eat healthy food At 1.00 I brush my teeth At 14.00 I do exercise I go to sleep earlyI take care of myself everyday I take care of myself everyday

DALIYA: 1. I do exercise. 2. I have a shower. 3. I go to sleep early.SAM: 1. I wash my hands. 2. I eat healthy food. 3. I brush my teeth.

30

31

59


Learning outcomesPupils will be able to:• Analyse their habits.• Adopt the habits required for a healthy lifestyle.

Teacher's resources• Flashcards and word cards 27-28.• Poster.• Audio.• Video.

• Show pupils flashcards and word cards 27 (healthy food) and 28 (unhealthy food). On the board, do a brainstorming session on healthy and unhealthy food. Now, go over the names of the foods in the pictures and ask pupils to complete activity 4.

• Tell pupils to look at the images from activity 5. Ask them what they think is happening in each one. Now ask pupils to draw a happy face or a sad face depending on whether they think each picture shows a healthy or unhealthy habit. In pairs, ask them to compare their answers with their partner. Now say the number of each picture and ask pupils to say out loud: It’s a healthy habit / It's an unhealthy habit.

Now help pupils to think about unhealthy habits by asking the following questions:

− Picture 1: Do you think it’s good to eat sweets and drink fizzy drinks all the time? What could you eat instead?

− Scene 3: Is it good to fall asleep in school? Do you think Daliya went to bed early? Will she be able to pay attention to what the teacher and her friends are saying?

− Scene 6: Is it healthy to miss your dinner because you are playing video games? How do you think Sam will feel if he forgets to have his dinner?

• Play the 'Act it out!' off book game.• Give each pupil two cards. Ask them to draw a green tick on

one and a red cross on the other. Ask each pupil to say a food or dish and the rest of the class to lift up one of their cards to show whether it is healthy (green tick) or unhealthy (red cross).

Let's get started• Start by reading out the title and writing it on the board: I take

care … Now ask pupils to look at the images on pages 34-35 and ask them what they think we are going to learn to take care of. Explain that we are going to learn to take care of our body. Complete the sentence on the board by writing: I take care of my body.

• Ask pupils to look at the 'Visual summary'. Draw their attention to the words 'Healthy habits'. Read out the healthy habits and ask pupils to repeat them. Then ask them to act out each one.

• Now ask pupils to look at the photos from activity 1 and put a tick if they have this habit or a cross if they don’t. Ask them to share their results with their partner.

• Ask pupils to think about their personal hygiene. Ask them how many times a day they brush their teeth, when they wash their hands, and why it’s important to wash yourself. Now play the video.

• Play audio track 30 to the class. After listening to the song and singing along, ask pupils: Which of the activities in the song do you do every day?

Let's understand• Play audio track 31 to the class. Pause after each sentence and

ask pupils to complete activity 3 by writing the correct number in the circle. Explain to pupils approximately when and how often we should do these actions: We should brush our teeth twice a day; We should wash our hands before we eat and after we go to the toilet; etc.

Materials• Food packaging and advertising

clippings.• Card.• Glue.• Scissors.

EPS Social Science

• Unit 2: My family and my home • All about my life: Emotions• All about my life: Daily routines and healthy habits

60

6 I take care …

Answer key7 1) c; 2) b; 3) d; 4) e; 5) a

9 Tick: pictures 2, 5, 7, 9. Cross: pictures 1, 3, 4, 6, 8.

AudioscriptI eat healthy food.I wash my hands I brush my teeth.I go to sleep early.I do exercise.

32

61


Learning outcomesPupils will be able to:• Analyse their own habits.• Adopt the habits required for a healthy lifestyle.

Teacher's resources• Poster.• Audio.• Interactive activities.

fun playing with your friends? Did you listen to everything your teacher and classmates were saying? Help them to understand the importance of sleep for our health.

Let's practise• Complete 'Let's practise' interactive activity 6.• Ask pupils to look at the images from activity 9 and put a tick

beside the objects that help us stay healthy and a cross beside those that don’t. Ask them to share their results with their partner. Explain that we need to do exercise every day. Draw two columns on the board. Write Moving at the top of one and Sitting down at the top of the other. Ask pupils to think of all the things they do during the day and write them in the correct column. Ask: Which activities should we do more of to stay healthy?

• Complete the 'Hands on!' off book activity.• Play the 'Pelmanism' off book card game.• Ask pupils to go to My Learning Notebook (page 20-21).

Wrap up• Ask each pupil to tell the class about one of their unhealthy

habits. As a class, try to find a solution to improve it. Get pupils to commit themselves to putting the solution into practice. For example, if a pupil eats a bag of sweets every day, they could try eating one a week instead, or if a pupil plays computer games every evening after school, they could try doing exercise every other evening instead.

• Look over the 'Healthy habits' section of the poster with pupils. Then, ask the following questions:

− How many times a day do you brush your teeth? Explain that they should brush their teeth after every meal, and especially after eating sweets.

− When do you wash your hands? Remind them that they should wash their hands after playing outside, after they go to the toilet, before eating, and any other time that they are dirty.

− Do you like eating fruit and vegetables? Do you eat them every day?

− Do you do any exercise? What kind of exercise do you do? − What time do you go to bed on a school night? And at the weekend?

• Use pupils’ answers to the questions above to do a 'Healthy habits' brainstorming session on the board.

• Play audio track 32 to the class. Read the sentences out loud and ask pupils to repeat them. Ask pupils to complete activity 7 by matching the sentences with the correct image.

• Ask pupils to trace the dotted words from activity 8. Read the sentence out loud and ask pupils to draw themselves doing their favourite healthy habit. Then, without showing their drawing to their partner, ask them to act it out. Their partner will have to guess the habit.

• PAUSE. Read the 'Pause' question out loud to the class. Now, ask pupils to remember a time when they went to bed late and had to go to school the next day. If they can’t remember doing this they can imagine how it would feel. Ask: Did you wake up happy? Did you feel like going to school? Did you have

EPS Social Science


62

OFF BOOKI take care …

• Ask pupils to shuffle the cards. Next, they should take a card one at a time, without showing it to the rest of the group. Ask each pupil to act out the habit shown on the card while the others try to guess which one it is. The pupil who guesses correctly wins a point.

• Now split the class into two groups. One group will have the unhealthy habit cards and the other will have the healthy habit cards. Ask pupils to move around the classroom, showing each other their cards. Pupils with healthy habit cards should think about how they can help pupils who have unhealthy habits. To do this, they must have a card that complements it. For example, if a student has a dirty hands card, the pupil with the hand washing card can help. They should approach the pupil, shake their hand and tell them what to do to solve their bad habit. The pupil with the unhealthy habit should then mime the healthy habit.

• Work on pupils’ oral expression using the habit cards. Ask each pupil to choose a card at random and say what they see. Write the action on the board in the first person present tense (for example: I brush my teeth). Now ask pupils to read the sentence out loud. Underline the important vocabulary and verbs. Encourage pupils to add new actions to the healthy and unhealthy habits. Write them on the board and read them out loud.

Act it out! Play Mime and guess• Remind pupils of the importance of taking care of our health.

Explain that to stay healthy, we need to have healthy habits and avoid things that are not good for our health. Ask pupils to look over the pictures from pages 34-37 and state whether they depict healthy or unhealthy habits.

• Now play ‘Mime and guess’. The aim is for pupils to identify healthy and unhealthy habits. Divide pupils into groups of four. Give each group a deck of cards showing images and vocab relating to healthy and unhealthy habits. The healthy habit cards are as follows:

− I brush my teeth. − I wash my hands. − I eat fruit (an apple). − I go to bed early. − I exercise (running, basketball, football, etc.).

• The unhealthy habit cards are: − I watch TV. − I eat sweets. − I have dirty hands. − I fall asleep at school. − I pick my nose. − I don’t cover my mouth when I cough.

Learning outcomesPupils will be able to:• Identify healthy and unhealthy habits.• Interpret actions by copying classmates.


Materials• Deck of cards showing healthy

and unhealthy habits.

63

Dynamics Term 1

DAY: Friday

CHALLENGE: Eat 5 portions of fruit or vegetables

Draw the fruit or vegetable you ate

Portion 1

Portion 2

Portion 3

Portion 4

Portion 5

PICTURE

• Each day, spend some time checking pupils’ progress. Congratulate pupils who are doing well and completing their challenges successfully. If pupils have not managed to complete their challenges, ask them to think about why that is. Emphasise that they need to make an effort to achieve them.

Play Pelmanism! • Now play the ‘Pelmanism’ card game. Take the healthy and

unhealthy habits cards you used for the ‘Mime and guess’ game from activity 6 on page 35. As well as these cards you will need another deck which should contain the same number of cards. For each healthy or unhealthy habit in the first deck there should be a card in the second deck with the word healthy or unhealthy written on it. Split pupils into groups and give each one both sets of cards. Ask them to keep the two decks separate and spread them out face down on the table. When it is their turn, pupils should first pick up one card from the ‘habits’ deck and look at it. Next, they should pick up a card from the ‘healthy/unhealthy’ deck. If the two cards match, i.e. both the habit and the second card are healthy/unhealthy then the pupil can keep the pair. If not, they should place both cards back on the table face down. Pupils should try and collect the most pairs by remembering where the cards were. The pupil with the most pairs at the end is the winner.

• To make the game more challenging, you could tell pupils that if at the end of the game they have only collected unhealthy pairs of cards, then they cannot win.

Hands on! Healthy habits challenge!• Ask pupils the following questions to get them thinking about

making changes to their habits: Can our actions improve our health? Can they make it worse? What do you do to take care of your health? Do you think you do anything that is bad for your health? Can you give an example? Do you think that feeling sad or angry affects our health?

• Explain to the class that they are going to create a ‘Healthy habits diary’. Pupils will set themselves a challenge for each day of the week and keep a record of whether they have achieved each goal. Help pupils to think of challenges by showing them an example:

− Monday: Don’t eat chocolate. − Tuesday: Brush your teeth three times. − Wednesday: Watch no more than one hour of TV. − Thursday: Don’t play on your tablet. − Friday: Eat five portions of fruit and vegetables. − Saturday: Do one hour of exercise. − Sunday: Go to bed early.

Help pupils by preparing tables for them to record the results of each challenge. You could print out copies of the tables for each challenge, then give each pupil a piece of A4 paper with the name of each day written on it. Then ask pupils to stick each results table under the day they want to complete that challenge. Ideally, pupils should be able to fit the table for all 7 challenges on one A4 page. Here is an example of a table for pupils to record their achievements:

Learning outcomesPupils will be able to:• Set objectives to improve their habits and put them into practise.


Materials• Deck of cards showing healthy

and unhealthy habits.• A4 paper.• Healthy habits challenge

printouts.

64

Make a change 3

Take care of your body Have a shower Sleep for 10 hoursTake care of your heart Stop when you’re angry Breathe in, breathe outTake care of your heart Calm down Speak, don’t shout!Take care of your heart Stop when you're angry Speak, don’t shout!Take care of your heart When someone’s sad Give him a hug!

Answer key1 Tick: 1, 4, 6; Cross: 2, 3, 57 1) Stop when you’re angry; 2) Breathe in and breathe out;

3) Calm down; 4) Speak don’t shout

AudioscriptTake care of your heart Stop when you’re angry Breathe in, breathe outTake care of your heart Calm down Speak, don’t shout!Take care of your heart Stop when you’re angry Speak, don’t shout!Take care of your heart When someone’s sad Give him a hug!

Take care of your senses Don’t listen to loud music Drink waterTake care of your senses Wear sunglasses Protect your skinTake care of your senses Drink water Wear sunglassesTake care of your senses Don’t listen to loud music Protect your skinTake care of your body Eat fruit Eat vegetablesTake care of your body Do exercise Wash your hands!Take care of your body Eat vegetables Do exercise

33

34

65

Term 1

their paints; I will tell my classmate that they are very good at drawing; I will ask my classmate to play with me during break time.

Action• Ask pupils to look at the images from activity 1 on page 39.

Play audio track 33 to the class and ask them to put the correct number in each circle. Read the sentences out loud and ask pupils to repeat them. Ask pupils if they have ever been angry about something. Ask: Did you do the same thing as the boy in the picture? Suggest that next time they are feeling angry they try following the advice in the song.

• Split the class into six groups. Ask each group to come up with dance moves or gestures for one of the sentences from the song in activity 1. Then ask each group to perform their moves in front of their classmates so that they can learn it too. Then put all of the moves together as a class.

• Now play audio track 34 to the class. Ask pupils to put together all three of the choreographies that they have learned over the term and perform the whole song as a class.

• Ask pupils to go to My Learning Notebook (pages 22-23).

Wrap up• Make a class mural using the tips given in the song from activity

1 on page 39. Split the class into four groups. Ask each group to write one of the sentences in capital letters on a sheet of card and illustrate it with drawings. You can put these posters up on the classroom wall and use them to help resolve conflicts in the classroom.

Let's investigate• Show pupils flashcards and word cards 21 (happy), 22 (sad), 23

(angry), 24 (disgusted), 25 (surprised) and 26 (scared). As you show each card, ask: Can you see anyone in the book who is feeling this way? If there is no picture of someone experiencing a particular emotion, ask pupils to act the emotion out themselves.

• Give examples of situations and ask pupils to say how they would make them feel: I get invited to a friend’s birthday party; There is a loud thunderstorm at night; Somebody steals my favourite toy; A car beeps its horn very loudly as I walk past; My favourite football team wins a match. Split pupils into pairs and ask them to act out one of the situations.

• Ask pupils questions about each of the pictures from activity 1: How do you think this person is feeling? What do you think has happened to make them feel that way?

Ask pupils to take a closer at the pictures which show negative emotions, such as sadness and anger. Ask: Do you think fighting or ignoring people makes them feel good? What do you think the other people in these pictures could do to make their classmates and friends feel better?

Help pupils to think about solutions. Emphasise the importance of talking to others, expressing our feelings, asking grown-ups for help, putting yourself in other people’s shoes, etc. Write the words Talk to each other on the board and explain that this provides the solution to many problems.

• I WONDER. Do a brainstorming session on things that we can do to make others feel happy. Ask them to choose one and put it into practice. For example: I will help my classmate to tidy up

Learning outcomesPupils will be able to:• Develop self-awareness and awareness of others.

Teacher's resources• Flashcards and word cards: 21-26.• Poster.• Audio.

Materials• Card.• Markers.• Paints.

EPS Social Science


66

Visual summary

Let's practise• Now, rotate the groups so that everyone is working with a

different mind map to the one they were working on previously. Ask pupils to look back through the units covered over the course of the term and to write another word or sentence relating to one of the words already on the mind map and draw another picture.


Wrap up• Display all of the mind maps at the front of the class. Deal out

the word cards and flashcards again and ask pupils to come to the front one at a time and find the word/picture that matches their cards and read it out to the class.

Let's get started• Ask pupils to look at the 'Visual summary'. Revise the vocabulary

from each topic. First write the title on the board, then read one of the words related to that topic and ask the pupils to point to it on the page. For example, write My body has got on the board, then ask: Can you point to the word joints?

• Prepare five pieces of art paper. Write each of the following titles in the middle of one of the pieces of art paper: My head has got …; My senses are; My body has got … ; I feel … and Healthy habits. Position them in different parts of the classroom. Now hand out flashcards and word cards 1-28 so that pupils have one each. Ask pupils to come up to the front of the class one at a time and show the class their flashcard/word card. Now ask them to go and stand next to the correct topic. Ask the class to help by pointing towards where they should stand.

Let's understand• Make a mind map of what pupils have learnt over the course

of the term. Ask each pupil to copy the vocabulary from their word card onto the art paper for their topic. Ask them to work together so that the vocabulary is spread out around the title like a mind map. Tell pupils they can use the mind map in 'My Learning Notebook' as a guide. Ask each pupil to draw a picture relating to the word or phrase they wrote down. They can use the flashcard to help them or think of something themselves.

67

Review All about food Term 1

Answer key4 Picture 2 should be circled

5 1) BONES; 2) JOINTS; 3) MUSCLES

6 Pictures 1 and 2 should be ticked.

AudioscriptThis monster is very ugly! It’s got four eyes. It’s got three noses. Yes … three noses. Look at its mouth! It is very big. It’s got a blue tongue. It’s got six ears and very short hair.

I’ve got 5 toes.

35

36

68

Making the change

69

Term 1

Learning outcomesPupils will be able to:• Work together to teach their classmates about healthy living.• Prepare a musical show.

Teacher's resources• Audio.• Poster.

• When all of the presentations are finished, ask each group to say something they liked about the other group who presented on the same topic. Help them by writing a model sentence on the board: I liked their presentation because …

• ONE STEP FORWARD. Help pupils to set up a mentoring scheme with the younger students. Explain that they can help them learn about 'Healthy habits'.

Action• Ask pupils to turn to page 7 of the book. Draw their attention

to the 'Action' section and explain that we are going to prepare a musical show for the younger pupils using the choreographies we have prepared over the term during the three 'Make a change' sessions (pages 19, 29 and 39).

• Help pupils to set a date for the show. Explain that it needs to be on a day when the younger pupils can come and watch.

• Split pupils into groups and ask each one to make a poster for a different part of the school. Ask them to include the date of the show, the title and the text on page 45, and a picture.

• Write a checklist on the board as a class. Ask pupils: Is there anything we haven’t done?


Wrap up• Ask pupils: Are you looking forward to the show? Do you think the

younger pupils will enjoy it?

Big question• Write the 'Big question' on the board. Ask pupils to read it. Tell

pupils that you are going to work together as a class to find the answer to the question.

• Now write the 'I wonder' questions on the board one at a time and do a brainstorming session. Each time, ask additional questions to help pupils think about the answers:

− Is it important to take care of my senses? To help pupils think about this question, ask: What happens if you don’t take care of your sense of sight? What about your sense of hearing? How would we know about the world around us without our senses?

− Imagine you don’t take care of your body. Ask: How do you feel? Ask: Which healthy habits do you remember? Wait for pupils to give examples, such as going to bed early, then ask: How do you feel when you don’t do this?

− I want my classmates to feel happy. Ask: What can I do? If we help others, listen to them and make them laugh, will they be happier? Can you remember a time when one of your classmates did something that made you feel happy? What did they do?

• Now, divide pupils into six groups, two for each question, and ask them to prepare a presentation describing their conclusions. Tell pupils that when they present to the class, they should to try to speak loudly and clearly and to look at their classmates as they are talking. Encourage everyone from each group to take part in the presentation. Tell pupils they can use the school website to showcase their work in the classroom, and if possible record their presentations.

Materials• Card.• Markers.

EPS Social Science

• Unit 1: Me and my school• Unit 2: My family and my home

• All about my life: My family• All about my life: Emotions• All about my life: Daily routines and healthy habits

184642 libro guia 020-069 ud01 -...

Documents

Transcript of 184642 libro guia 020-069 ud01 -...