MEET AMY AND SAM - Bilingual BymeSearch for, select and analyse information from simple text-based...

29SOCIAL SCIENCE LEARN TOGETHER PRIMARY 1

MEET AMY AND SAM

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UNIT INTRODUCTION4

GETTING STARTED

• Seat the pupils in a circle and stand in the centre. Introduce yourself to each pupil and shake their hands: Hello. I’m … Guide each to respond by repeating with their name.

• Then have the pupils stand up in their circle and introduce themselves to the person on their right. They turn and repeat with the person on their left.

• Pupils sit down again. Stand behind different pupils and ask: What’s his / her name?

STEP BY STEP PAGE 4

Activity 1

• Refer the class to their books: Open your Pupil’s Book on page 4. Look at the big picture. Where are the children? Elicit the answer: School. Confirm and explain: Yes, they are at school. This is a caretaker. The children are saying goodbye to their mums and dads.

• Name the first row of pictures in the activity in order and encourage the pupils to point to each: Look at these pictures. They belong to Amy. Look. Short, black hair. Point to the picture of short, black hair. Purple shorts. Point to the picture of purple shorts. A white and orange striped T-shirt. Point to the T-shirt.

• Guide pupils back to the illustration: Can you find Amy? She’s got short, black hair, purple shorts and a white and orange striped T-shirt. Circle Amy with your pencil.

• Repeat with the row of three pictures for Sam and help pupils search for him in the illustration.

WRAP IT UP

Show the illustration on the interactive whiteboard or screen and play ‘Fast fingers’. Choose two pupils to come to the board / screen. Describe other children in the illustration and the first pupil to point to the correct child wins. The winner stays and competes against a different pupil.

SUMMARY

These opening pages are intended to introduce the pupils to the two main course characters and as an icebreaker for the course. Pupils will also have an introduction to the Work together pages contained in each unit.

LANGUAGE

• Brown, black, red, blonde, long / short hair• Red, blue, orange, white, pink, purple, striped • Bag, shorts, T-shirt• What’s (your / his / her) name? • My name is … / Hello, I’m …• He / She has got …



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GETTING STARTED

Play ‘Loop the Hoop’. The class stands in a circle, holding hands. Separate the hands of two pupils, put the hula hoop on one of their arms and join their hands again. The children have to pass the hula hoop around the circle without separating their hands. To do this, they must pass through the hula hoop themselves. Congratulate them afterwards and point out how they needed to work together to succeed.

STEP BY STEP PAGE 5

Think-Pair-Share

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

• Practise calling out the commands as the pupils walk around the classroom. Continue this for a few minutes until everyone understands the routine.

Cooperative investigation

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

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

WRAP IT UP

Make a Work Together rules poster with the rules suggested by pupils to display in the classroom.

FAST FINISHERS

Ask fast finishers to draw a picture of Amy and Sam working together in class. They can tell a partner about any rules which Amy and Sam are following.

SUMMARY

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

LANGUAGE

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

MATERIALSA hula hoop.A large sheet of card, marker pens. A4 paper.

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Notes



AT SCHOOL

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AT SCHOOLUnit 1

LANGUAGE FOCUS

• Places in a school: classroom, toilets, dining hall, corridor, gym, playground

• People: cook, teacher, head teacher, caretaker

• Classroom objects: board, computer, chair, desk, table, book, ball, crayons, pencil sharpener, scissors, rubber, pencil case

• School subjects: Art, Music, PE, Science

• Line up, keep your classroom tidy, raise your hand, brush your teeth, check your schoolbag, eat your breakfast, brush your hair

KEY STRUCTURES

• Where’s … ? / There are …

• (Tidy) your (classroom).

• Do you … ? Yes, I do. / No, I don’t.

OPENING PAGES

Song: In the classroom

CONTENT PAGES

Places and objects at school

In the classroom

School subjects

Classroom rules

New friends

WORK TOGETHER

Design a perfect classroom

REVIEW

STORY

Is this my classroom?

OUR CHOICES

Be prepared for school

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

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My school Develop an understanding of the relationship with their close surroundings: school, class and friends.

Understand the importance of respecting the norms of conduct in the school.

Identify the rights and obligations that must be respected in the school.

Name the school rules.

Initiation to scientific knowledge and its application to Social Science: search, selection and analysis of information

Search for, select and analyse information from simple text-based sources.

Obtain concrete and relevant information about specific facts using different sources.

Develop strategies to organise, memorise, and recall specific information.

Presentation of work Present work clearly, using different media. Express orally, clearly and in order, contents related to the area of study.

Summarise, orally or in writing, the information obtained and work carried out.

Personal skills Develop social skills: responsibility, effort and concentration while studying and appropriate classroom behaviour (tidying up, raising a hand to speak, etc.).

Develop an understanding about appropriate school behaviour.

Show confidence in themselves, critical thinking, personal initiative, curiosity, interest and creativity.

UNIT SUMMARY

In this unit pupils will learn:

• what it means to be a part of a school

• about subjects at school

• the materials they need for each subject

• about roles of the staff in a school

• the importance of respect and good behaviour


35SOCIAL SCIENCE LEARN TOGETHER PRIMARY 1 35

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

MST

DIG

LTL

SOC

AU

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CU

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My school Develop an understanding of the relationship with their close surroundings: school, class and friends.

Understand the importance of respecting the norms of conduct in the school.

Identify the rights and obligations that must be respected in the school.

Name the school rules.

Initiation to scientific knowledge and its application to Social Science: search, selection and analysis of information

Search for, select and analyse information from simple text-based sources.

Obtain concrete and relevant information about specific facts using different sources.

Develop strategies to organise, memorise, and recall specific information.

Presentation of work Present work clearly, using different media. Express orally, clearly and in order, contents related to the area of study.

Summarise, orally or in writing, the information obtained and work carried out.

Personal skills Develop social skills: responsibility, effort and concentration while studying and appropriate classroom behaviour (tidying up, raising a hand to speak, etc.).

Develop an understanding about appropriate school behaviour.

Show confidence in themselves, critical thinking, personal initiative, curiosity, interest and creativity.

DIGITAL RESOURCES

PUPIL’S IWB

LEARNING KIT

• Interactive activities

• Flashcards

• Presentation

• Song

• Multimedia

TEACHER’S KIT

• Test generator

• Wordlist

• Worksheets and templates

• Lyrics

• Multimedia

• 360º evaluation tests

FAMILY CORNER

• Presentations

• Wordlist

• Family guide

LIN Competence in linguistic communication

MST Competence in mathematics, science and technology

DIG Competence in the use of new technologies

LTL Competence in learning to learn

SOC Competence in social awareness and citizenship

AUT Competence in autonomous learning and personal initiative

CUL Competence in artistic and cultural awareness

UNIT TRACK LIST

1.02 , Activity 4 (In the classroom song)

1.03 Page 7, Activity 5 (In the classroom song)

1.04 Page 8, Story (Is this my classroom?)

1.05 Page 10, Places and objects at school

1.06 Page 10, Activity 1

1.07 Page 11, In the classroom

1.08 Page 12, School subjects


1.10 Page 13, Classroom rules


1.12 Page 13, Activity 2 (Classroom chant)

1.13 Page 14, New friends

1.14 Page 15, Activity 1 (Ready for school chant)

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UNIT INTRODUCTION6

GETTING STARTED

• Take the pupils on a tour of the school. Visit the gym, the library, the playground, the dining hall, the toilets and another classroom. Tell pupils the names of the places. Use the flashcards. Ask pupils to repeat the names together.

• Give pupils a simple outline map of the school showing the main places. Point to a place on the map. Ask volunteers to say the name of the place. Pupils continue in pairs, taking turns to point to a place and saying the name.

STEP BY STEP PAGES 6-7

Activity 1

Use the flashcards. Hold up a flashcard and say: What is this? Elicit the names of the places. Point to the library on page 6. Ask: Is this the classroom? Encourage pupils to give full answers: No, it isn’t. Repeat with all the places in the school except the classroom. Then say: Where is the classroom? Point to the classroom.

Activity 2

Refer pupils to the Language tips box and read it together. Tell pupils: We are going to find Sam. Elicit a description of Sam. (Glasses, red T-shirt, etc.). Use gestures to help pupils understand. Then say: Can you see Sam? Point to Sam. Tell your partner. Check that pupils have correctly identified Sam (in the library), giving additional clues if necessary. Refer pupils to the Language tips box again and ask a volunteer to say where Sam is.

Activity 3

Ask questions while pointing to each part of the illustration: Amy is throwing the ball. Is she looking? Is she being careful? This girl is going to the toilets. Is she running or walking? This boy is climbing to reach a book. Is he being careful? Use gestures to help pupils understand. Tell pupils to circle the boy and then ask: What can he do to be careful? (Ask a teacher or the librarian for help.)

Activity 4 1.02

Before playing the song, review the vocabulary. Say the names of the objects in the pictures and ask the pupils to point to them. Then play the song, pausing after each object is mentioned so that the pupils can tick.

SUMMARY

The aim of the unit opener is to activate pupils’ prior knowledge of the topic and stimulate their curiosity for what they are about to learn through activities that develop observational and reasoning skills. Use the picture to activate vocabulary, as well as to practise asking and answering simple questions.

LANGUAGE

• Where’s … ? / … is in the (classroom / library).• He / she is (playing / reading).• Classroom vocabulary: board, book, computer, crayons,

desk, guitar, notebook, pencil, schoolbag, teacher

MATERIALSFlashcards: classroom, dining hall, gym, library, playground, toilets.Simple outline maps of school with pictures of objects.

1.02 Activity 4 (In the classroom song)

1.03 Activity 5 (In the classroom song)



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1.02-1.03 IN THE CLASSROOMIn the classroom, in the classroom there are lots of thingsIn the classroom, in the classroom there are lots of things [wave your hands, gesture at the classroom] Pencils, pencils [wave your pencils] Books, books [point to your books] Tables, tables [lightly tap the tables] Chairs, chairs [stand up and point to the chairs] In the classroom, in the classroom there are lots of thingsIn the classroom, in the classroom there are lots of things [wave your hands, gesture at the classroom] Children, children [point to yourself and your classmates] A computer, a computer [point to the computer] A teacher, a teacher [point to the teacher] A board, a board [point to the board] In the classroom, in the classroom there are lots of thingsIn the classroom, in the classroom there are lots of things [wave your hands, gesture at the classroom]

Activity 5 1.03

Tell the pupils to stand up. Listen to the song again and this time encourage the pupils to sing along and do the actions. If time allows, play the song but do the wrong actions. Elicit the correct actions by asking the pupils to demonstrate.

TARGETED QUESTIONS

Point to your (pencil). Pupils listen and point to classroom objects and name them.

What can you see in the (classroom)? Ask volunteers to stand up and point to an object and name it, for example: This is a desk. This is a board, etc.

How many (chairs / pencils / pupils, etc.) are there in our classroom? Pupils count the objects. Ask a volunteer to answer. Check by counting the objects together.

Who works in our school? Where do they work? Possible answers: Teachers work in the classroom. The cook works in the kitchen / dining hall. The caretaker works in the corridors and playground.

WRAP IT UP

Refer pupils to the Language tips box again. Pupils should use the outline map of the school from the start of the lesson. Tell them to draw Sam and Amy on the map. In pairs, they take turns to ask: Where’s Sam? Where’s Amy? Their partner should look at the map and answer: Sam’s in the ... Amy’s in the ... If there is time, ask pupils to add themselves and other classmates to the map.

360º EVALUATION

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

Sam’s in the library.

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STORY8

GETTING STARTED

Pay ‘Slow reveal’ with the flashcards to revise the names of the places in a school. Cover a flashcard with a sheet of paper. Slowly reveal the flashcard. Pupils raise their hands and identify the place.

STEP BY STEP PAGE 8

Is this my classroom? 1.04

• Explain to the pupils that they are going to listen to a story about Amy and Sam at school. Play the audio. Encourage the pupils to follow by pointing to the person speaking.

• Tell the pupils to act out the story in groups of three. Give them five minutes to work together, then choose two groups to act out the story for the class. Play the audio again to help.

Activity 1

Point to the pictures one by one. Ask: Who is this? Then ask: Where is this? Pupils work in pairs to decide which person matches each place. Then they draw lines to match. Ask volunteers for their matches to check answers with the class.

WRAP IT UP

Give pupils A4 paper and ask them to draw their classroom. Model the language with a volunteer first: This is the teacher. This is the board. Pupils can share their pictures with a partner or the class and talk about the different objects and people.

FAST FINISHERS

Pupils can take turns to mime the actions of one of the characters in the story and other fast finishers have to guess the person and say their name or job.

SUMMARY

The story sets the scene for the unit and introduces some key vocabulary and concepts. In the story, Sam and Amy are looking for their classroom.

LANGUAGE

• Is this our classroom?• This is the …• Cook, head teacher, caretaker, teacher• Dining hall, office, classroom, playground

MATERIALSFlashcards: classroom, dining hall, gym, library, playground, toilets.A4 paper, pencils, coloured pencils.

1.04 Story (Is this my classroom?). Script, page 210



WORK TOGETHER 9

GETTING STARTED

• Refer pupils to the illustration on pages 6 and 7 again. Ask: Who is not being careful? Elicit that the boy in the library is not being careful. Ask pupils what they can say to the boy. (Don’t climb! Ask for help!, etc.) Elicit more class rules and write them on the board.

• Ask pupils: Do you like our classroom? How can we change the classroom to make it better? Elicit ideas.

STEP BY STEP PAGE 9

• Step 1. Form groups of four, but tell pupils to work on their own first. Allocate an area of the classroom to each group member: the reading corner, the working area, etc. Give each pupil a piece of A5 paper and ask them to draw their area how they want it to be. Tell them to show where the tables and chairs can go. Ask them to make a list of other objects in their area. Remind pupils of the ideas they gave previously.

• Step 2. Now pupils work with a partner to brainstorm classroom rules. Refer pupils to their earlier suggestions on the board. Give each pair a

sheet of A4 paper and ask them to write or draw their rules.

• Step 3. Pupils get into their groups of four. Give each group a large sheet of coloured card. The pupils work together to produce a poster which includes all of their designs from step 1 and classroom rules from step 2. If there’s time, groups should produce one list of rules. Finally, pupils should decide together on another space they would like in their perfect classroom and draw a picture for it.

WRAP IT UP

Ask: What is your favourite part of your classroom? Draw pupils’ attention to the Language tips box and encourage them to answer with: My favourite part is ... Ask volunteers to share their answers with the class.

360º EVALUATION

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

SUMMARY

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

LANGUAGE

• Classroom objects: desk, chair, board, computer, etc.• Raise your hand to speak. / Be kind to ... / Don’t shout. /

Don’t run. / Tidy up., etc.

MATERIALSA5 & A4 paper, pencils, coloured pencils, glue sticks, coloured card.

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PLACES AND OBJECTS AT SCHOOL10

GETTING STARTED

Show the pupils objects and elicit their names. Place the objects on a table and say: Close your eyes. While the pupils’ eyes are closed, remove an object. Tell pupils to open their eyes and ask: What’s missing? Continue with other objects, asking pupils each time where they can find them at school.

STEP BY STEP PAGE 10

Listen and read the text. Pupils follow the text with their fingers as they listen. Pupils answer the question with a partner.

Activity 1 1.06

• Play the audio and ask pupils to point to each place.

• Play the audio again. This time they match by colouring the boxes the correct colour. Correct the activity in class. Model the first example: We do exercise in the gym. The gym is blue.

Activity 2

Pupils work individually to circle the objects we can see at school. In pairs, pupils ask and answer questions to check their answers.

WRAP IT UP

• Play ‘Stand up if’. Say a sentence about objects in your classroom. For example: There is a board in this classroom. Pupils stand up if the sentence is true. If they think it is false, they remain seated. Continue with other true or false statements.

• Draw pupils’ attention to the Project box at the top of the page and ask the question. Then tell pupils that they will be learning about recycling in the Project later in the term.

FAST FINISHERS

Provide fast finishers with a sheet of A5 paper and a pencil. Tell them to draw a ‘crazy’ classroom, including all the objects they didn’t circle in activity 2 and adding their own ideas for objects.

SUMMARY

This page reviews objects and places at school that pupils will already be familiar with.

LANGUAGE

• There are many ...• Actions: write, wash our hands, do exercise, eat lunch,

play with our friends• Places: playground, toilets, dining hall, gym, classroom• School objects: crayons, skipping rope, football,

plasticine, chair, book

MATERIALSObjects from specific places at school: knife and fork, toilet paper, basketball, etc.A5 paper, pencils.

1.05 Places and objects at school

1.06 Activity 1. Script, page 210

purple green orange blue red



IN THE CLASSROOM 11

GETTING STARTED

Show the pupils a pencil case. Take objects out, one by one. Ask: What’s this? Elicit the names of the objects.


Listen and read the text. Pupils follow the text with their fingers as they listen. Pupils answer the question with a partner. Ask volunteers to share their answers with the class.

Activity 1

• In pairs, tell pupils to look at the objects in their pencil cases together. Ask: Do you have a (pencil / rubber / banana) in your pencil cases? Elicit that bananas don’t go in pencil cases!

• Refer pupils to the activity. Pupils should match the objects that they have in their pencil cases. Tell pupils to compare their answers with a partner and then ask volunteers to tell the class about objects they have in their pencil cases.

Activity 2

• Look around the classroom. Ask: Is the classroom tidy? Point out anything which isn’t tidy or isn’t in the correct place. Ask: Where does this go? Ask for volunteers to help put things away and tidy up.

• Refer pupils to the pictures in activity 2. Point to the first picture and say: Is he keeping the classroom tidy? (Yes.) Then point to and ask the same for each picture in turn. Tell pupils to tick the pictures that show children keeping the classroom tidy.

WRAP IT UP

Play ‘I Spy’ with classroom objects. Use sounds or letters. Choose two or three objects and then tell pupils to play in pairs.

FAST FINISHERS

Tell fast finishers to make signs to help their classmates remember how to keep the classroom tidy. Display their signs around the classroom.

SUMMARY

The page introduces the objects in a pencil case. Pupils also learn about keeping their classroom tidy.

LANGUAGE

• I’m …• Is she (keeping the classroom tidy)?• Look after classroom materials. / Keep (the classroom)

tidy.• Objects in a pencil case: crayons, pencil, pencil

sharpener, rubber, scissors

MATERIALSA pencil case with a pencil, rubber, scissors, pencil sharpener and crayons inside.A4 paper, crayons.

1.07 In the classroom

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SCHOOL SUBJECTS12

GETTING STARTED

Play ‘Freeze’. Show the pupils some objects connected to different subjects and elicit the names. Ask three volunteers to stand at the front with their backs to the class. Show the class one of the objects. The pupils mime using the object until you say Freeze. Then the volunteers turn around and guess which object the class are miming.


Listen and read the text. Pupils follow the text with their fingers and then answer the question with a partner.

Activity 1 1.09

• Show pupils the objects again. Ask: Which class do we use this in? Elicit the names of the subjects.

• Play the audio. Tell pupils to point to each picture as they listen.

Activity 2

• Elicit the names of the subjects. Say: This is a paintbrush. These are markers. What subject is it? (Art.)

• Tell pupils to work in pairs to find and stick the stickers for each subject.

WRAP IT UP

In small groups, give pupils a sheet of A4 paper. Tell them to draw two lines to divide the paper into four equal parts. Have pupils label each part with a school subject: Music, Science, Art, PE. Give groups five minutes to draw or write other objects that they use in each subject. Then ask volunteers to share their ideas with the class.

FAST FINISHERS

Provide fast finishers with a sheet of A5 paper. Tell them to draw a picture of themselves doing their favourite subject.

SUMMARY

The page introduces the names of school subjects in English. Pupils also learn vocabulary for objects that are typically connected with each subject.

LANGUAGE

• Music, Science, Art, PE• We learn / make / play ...• What subject is it? • Paintbrush, racket, ball, guitar, triangle, violin, markers,

felt tip pens, hula-hoop, experiments

MATERIALSSchool objects: A paintbrush, a ball, a racket, a musical instrument (for example, a recorder), a pencil, etc.A4 and A5 paper, pencils.

1.08 School subjects




CLASSROOM RULES 13

GETTING STARTED

Refer pupils to their classroom rules from the Work together activity on page 9. Write some of their rules on the board and have pupils read them aloud with you. Play ‘Silent rules’. Mime a rule and pupils should watch you carefully and guess what you are miming. Then encourage pupils to mime and say the rule out loud with you.


Listen and read the text. Pupils follow the text with their fingers.

Activity 1 1.11

Tell pupils to listen and point to each picture in turn. Play the audio again and ask pupils to do the actions as they hear them.

Activity 2 1.12

Play the audio and tell pupils to point to the pictures. They should then work in pairs to write the numbers in each box. Play the audio again to check.

WRAP IT UP

Practise the chant and actions again. Refer pupils back to the rules they wrote for the Work together activity. Elicit actions for some of the rules. Pupils then work in pairs to invent a new rules chant with actions.

FAST FINISHERS

Provide fast finishers with a sheet of A4 paper and coloured pencils. Tell them to make rules posters for specific areas of the classroom. For example, a poster saying ’Line up’ to stick on the door.

1.12 CLASSROOMPut your hand up, put your hand up. Up, up, up!Keep your classroom tidy, keep your classroom tidy. Tidy, tidy, tidy!Line up, line up, line up. Everyone line up!

SUMMARY

The page teaches simple commands that are often used in the classroom. Pupils also learn about the importance of having and following rules.

LANGUAGE

• Commands: Line up. / Keep your (classroom) tidy. / Raise your hand. / Put your hand up.

• … help us to be respectful …• Teacher, classmates

MATERIALSPosters made for the Work together activity on page 9.A4 paper, coloured pencils.

1.10 Classroom rules


1.12 Activity 2 (Classroom chant)

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NEW FRIENDS14

GETTING STARTED

Show the pupils the puppet. Say: This is (Freddy). Encourage the pupils to say hello to the puppet. Ask the puppet if you can borrow a pencil. The puppet should say ‘no’ and be rude. Ask: Is (Freddy) being a good friend? (No.) Role play a second situation in which the puppet is being a good friend. Ask: Is (Freddy) being a good friend now?


Pupils should follow the text with their fingers as they listen. Ask the puppet: Are you a good friend? Elicit if the puppet is a good friend or not. Ask pupils the same question about them. Draw their attention to the Language tips box and model the answer.

Activity 1

Write the sentence stems on the board. Ask the puppet questions and use the answers to complete the sentences. Elicit various answers for the second and third sentences. Draw the puppet on the board. Pupils then complete the activity individually. Ask volunteers to read out their sentences and show their drawings.

Activity 2

Point to the first picture. Ask: Is she being a good friend? (Yes, she is.) Point to each picture and elicit which pictures show the children being a good friend. For the first and last pictures, elicit how the children are being a good friend. (She’s helping the boy. She’s sharing the ball.)

WRAP IT UP

Give pupils a sheet of A5 paper and tell them to draw a picture of themselves being a good friend. Refer pupils to the Language tips box and encourage volunteers to say how they are a good friend. For example: I share. Display their pictures around the classroom.

FAST FINISHERS

Tell fast finishers to work in pairs and role play a situation where someone is being a good friend. For example, one pupil falls down and the other helps them to get up.

SUMMARY

The page teaches simple sentences for the pupils to describe themselves and to provide short answers. Pupils also learn to be kind and develop their empathy towards classmates.

LANGUAGE

• My name is …• I like to …• My favourite … is …• Be a good friend.• Yes, I am / he is / she is.• No, he / she isn’t.

MATERIALSA hand puppet. A5 paper.

1.13 New friends

open answer

open answer

open answer

open answer



15OUR CHOICES

GETTING STARTED

Ask: Do you brush your teeth in the morning? Do you check your schoolbag?, etc. Do the actions as you ask the questions. Include questions where pupils will definitely say: No, I don’t.


Activity 1 1.14

Play the audio. Pupils point to the pictures as they listen. Tell pupils to work in pairs and write the numbers in the boxes. Play the audio again, pausing for pupils to check their answers. Play the audio a final time and encourage pupils to join in and do the actions.

Activity 2

Ask the class: What else do you do to prepare for school? Elicit answers. Write actions on the board and draw pictures where necessary to help pupils remember the meanings.

Activity 3

Write on the board: Do you … ? Refer pupils to the Language tips box and model the language with a

volunteer. Working in pairs, pupils should ask and answer questions about their morning routines.

WRAP IT UP

Play ‘Chinese whispers’ in two teams. One team member stands at the front of the class, facing the board. They are the ‘writer’. The rest of the team should line up behind the writer. Whisper an action for a morning routine to the pupils at the end of each line. The two teams pass the action on by whispering it to the person in front of them until it reaches the writer who writes the action on the board. The first team to write (or draw or mime) the action correctly scores a point. The next pupil in line then becomes the writer.

FAST FINISHERS

Fast finishers could extend the chant by adding some of the ideas from activity 2. If there’s time, they can perform their new chant to the class.

1.14 READY FOR SCHOOLGet ready for school. Brush your hair! [x2]Get ready for school. Eat your breakfast! [x2]Get ready for school. Brush your teeth! [x2]Get ready for school. Check your school bag! [x2]Now you’re ready for school!

SUMMARY

Morning routines and questions with do.

LANGUAGE

• Brush your (teeth). / Check your schoolbag. / Eat your breakfast.

• Do you … ? Yes, I do. / No, I don’t.

MATERIALSA4 paper, felt tip pens.

1.14 Activity 1 (Ready for school chant)

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REVIEW16

GETTING STARTED

• Give each pupil a sticky note with a classroom object written on it. Ask pupils to tell their partner their word. Pupils should then stand up and stick their note on the object in the classroom. Check the notes together. Say: What does this say? Is it correct? Ask volunteers to move any sticky notes that are in the wrong place.

• Put pupils into groups of four and give each group a mini-whiteboard, board marker and some paper roll to clean their whiteboard. Elicit the names of places in a school: library, gym, dining hall, classroom, playground, toilets. Write the words on the board. Describe a place in the school. For example: In this place, I wash my hands. (Toilets.) Pupils write the name of the place on their mini-whiteboard and hold it up. Give one point to the first group to write the word and hold up their mini-whiteboard. After each word, pupils should pass the board to the next group member so that each pupil has the chance to write one of the words.

STEP BY STEP PAGES 16-17

Activity 1

• Refer pupils to each picture and ask: What is this? Can we see it in the classroom? Elicit the objects that are found in a classroom. Pupils then work individually to colour the pictures. Monitor to check understanding.

• Ask volunteers to share their answers. Ask: Did you colour the (books)?

Activity 2

• Point to the places and elicit the names. Point to the first objects (the knife and fork) and ask: Where can we find a knife and fork? In the (playground)?

• Pupils work individually to match the objects to the places. When they have finished, they should check their answers with a partner.

SUMMARY

Pupils review unit content and undertake a simple self-assessment.

LANGUAGE

• Classroom materials and objects in a school: ball, board, book, crayons, markers, felt tip pens, football, knife and fork, pencil, pencil sharpener, rubber, ruler, tap

• Places in a school: classroom, dining hall, gym, library, playground, toilets

• Verbs: eat, play, wash, write• I … in the …

MATERIALSFlashcards: classroom, dining hall, gym, library, playground, toilets.One sticky note per pupil with the names of classroom objects written on them (repeat words if necessary).Mini-whiteboards, board markers, paper roll. Various objects from different places in school. A4 paper.



17

Activity 3

• Do the actions to elicit the sentences. Pupils should work individually to trace the words.

• Ask volunteers to read the sentences aloud.

Activity 4

• Write the jumbled letters for the first object on the board. Show pupils a ruler. Say: What is this? (A ruler.) How do we write ‘ruler’? Write the word correctly on the board below the letters.

• Pupils should work in pairs to unjumble the letters for the next three objects. Encourage pairs to ask for help from other pairs if they are unsure.

• Ask volunteers to spell out the remaining three words and write the words on the board for pupils to check their answers.

WRAP IT UP

• Play ‘Where is my … ?’ Hide various classroom and school objects around the classroom. You can make some of them obvious but others should be more difficult to see. Ask: Where is my (paintbrush)? Pupils should raise their hands to answer. Help with

language, providing prepositions of place when necessary. Repeat and drill the answers, including the prepositions, for example: It’s on the table.

• Give each pupil a sheet of A4 paper. Do a picture dictation, describing the classroom. Pupils should compare their pictures with a partner and talk about what is the same and what is different.

FAST FINISHERS

Ask fast finishers to be ‘teachers’ while the other pupils complete each activity. The ‘teachers’ should help their classmates when they need it.

360º EVALUATION

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

wash

write

play

ruler pencil rubber crayons

eat

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Downloadable and photocopiable © Ediciones Bilingües, S.L.

Name:

Class:

UNIT 1 DIAGNOSTIC TEST

1

2

Circle the things you find in a classroom.

Colour the things you do at home red. Colour the things you do at school blue.

board

bedsofa

crayon∫

sofa

fridge

paint∫

computer

globe deskbook

149802_BMLT_1PRIM_SSg_TB_U01_Worksheet.indd 48 17/8/18 13:38



3

4

Cross out the mistakes.

Match.

Art Music PE Science

✗

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Name:

Class:

UNIT 1 PUPIL’S SELF-EVALUATION

What do you know about school? Tick.

I’m an expert!

I know some things, but I have some questions!

I have lots of questions!

Places at school

Objects at school

Classroom materials

Keep the classroom tidy

School subjects

Classroom rules

Be a good friend

Be prepared for school




UNIT 1 Name:

Class:

COOPERATIVE LEARNING EVALUATION

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

I worked well with my group.

I waited my turn to speak.

I listened to the rest of the group members.

I asked for help when I needed it.

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

We all contributed to the project.

We shared our ideas and listened to each other.

We respected each other’s opinions.

We finished our task on time.

We all helped to prepare the presentation.

We solved any problems we had effectively.

We all enjoyed working together.

Group evaluation

Self-evaluation

Evaluate your cooperative learning. Tick.

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Name:

Class:

UNIT 1

What do you need? Label the lessons and match.

Science Art PE Music

1

2 Circle the good behaviour.

END-OF-UNIT TEST

Music




activities places

write play do exercise eat wash my hand∫

dining hall toilet∫ playground gym

classroom

Complete the sentences.

I in the .

I in the .

I in the .

I in the .

I in the .

3

do exercise gym

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UNIT 1

Pupils

Iden

tify

plac

es in

sch

ool a

nd c

omm

on c

lass

room

ob

ject

s.

Und

erst

and

the

impo

rtan

ce o

f ke

epin

g th

e cl

assr

oom

tid

y.

Nam

e co

mm

on s

choo

l sub

ject

s an

d so

me

asso

ciat

ed o

bjec

ts.

Kno

w t

he c

lass

room

rul

es a

nd u

nder

stan

d th

eir

impo

rtan

ce.

Kno

w h

ow t

o be

pre

pare

d fo

r sc

hool

.

Sear

ch f

or, s

elec

t an

d an

alys

e in

form

atio

n fr

om

sim

ple

text

-bas

ed s

ourc

es.

Pres

ent

wor

k cl

early

, usi

ng d

iffe

rent

med

ia.

Dev

elop

soc

ial s

kills

: res

pons

ibili

ty, e

ffor

t an

d co

ncen

trat

ion.

EVALUATION GRID




UNIT 1

Dear Parent / Carer,

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

After the story, your child will move on to the Work together section in which they will use a cooperative learning technique to carry out group work. Pupils will design a perfect classroom while also developing important team-working and communication skills.

This unit on school will expand on your child’s previous knowledge of different aspects of school life. This will include not only the subjects that they study and the materials they need for those subjects, but also the roles of different school staff. Your child will learn about being a good friend and the importance of respecting classroom rules and school property. Finally, the Our choices section will encourage your child to reflect on how to be prepared for the school day.

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

KEY VOCABULARY

• Places in a school: classroom, toilets, dining hall, corridor, gym, playground

• People in a school: cook, teacher, head teacher, caretaker

• School subjects: Art, Music, PE, Science

• Classroom objects: board, computer, chair, desk, table, book, ball, crayons, pencil sharpener, scissors, rubber, pencil case

• Simple commands: line up, raise your hand / put your hand up, keep your classroom tidy, brush your teeth, check your schoolbag, eat your breakfast, brush your hair

Have fun!

Best wishes,

Science teacher

LETTER HOME

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Notes


MEET AMY AND SAM - Bilingual BymeSearch for, select and analyse information from simple text-based...

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