Global Thinkers: Natural Science 1. Primary. Teacher's Guide (demo)

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INDEX Course materials.................................................................................................... 4 Digital project ....................................................................................................... 6 Units.......................................................................................................................10 • Unit 1

s l a i r e t a m Course Student’s materials PUPIL’S BOOK

TEACHER’S GUIDE

One book per year with a competence-based approach, in order to learn while applying what they have studied.

One per year, reproducing the pages from the pupil’s book and adding supplementary activities, didactic keys, solutions, classroom materials, digital resources, etc.

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ACTIVITY BOOKS Three activity books per level. The organisation by blocks of content adapts to the students’ needs and their learning pace.

PRIM R I AA R I A P RPIRMI A MARIA

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Digital pROJECTS

9:45 AM

Besides the resources and tools that are described in the pages of the digital project, there are further specific proposals for the subject, such as: • Science workshops • Scratch proposals • Photo gallery

iPad

• Mind maps, etc.

Classroom material Posters

My senses

My senses

The five senses

Sight and hearing hearing

sight

The five senses

Sight and hearing

ears

eyes

ears eyes

sight smell

hearing

touch

smell taste

touch

We see with our eyes.

We have five senses.

senses.

We have five Smell and

We hear with our ears.

We see with our eyes.

taste

We hear with our ears.

taste

Touch finger

Smell and taste

Touch

finger soft hand

soft

sweet

We taste with our tongue.

hand smooth

sweet sour

e.

We smell with our nose.

We taste with our tongu

hard hard

smooth We touch things with our hands and fingers.

salty

sour

We touch things with our hands and fingers.

salty

hot

hot

rough rough

cold cold

recycled recycled language language

We smell with our nose.

flower

flower

chin ear elbow femur nose chin

ear elbow femur nose

Sight

Flashcards

eyes

7

5

t ec j o r p l a digit

A digital project that addresses all the course contents and adapts to all platforms and devices.

Interactive It contains a variety of resources such as animations, gamification, self-assessment activities, self-correcting interactive activities…

It is much more than a reproduction of the paper book.

Competence Multimedia items of high pedagogical value designed to facilitate the acquisition of digital competences

Inclusive Its environment facilitates personalised learning by adapting tasks to the students’ needs.

what is edudynamic like?

Intuitive. Easy to use for you and your students.

Downloadable.

It allows you to work offline and download the contents to multiple devices.

Multi-device. It adapts and runs in any type of device (computer, tablet, smartphone…).

Synchronisable.

Changes made by the user automatically and when connecting any of the registered devices.

1 OUR BODY

Universal.

3

1 WaTch an

d learn!

Do you play in the par k?

What gam es do you play?

2

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Compatible with all operating systems, virtual learning environments (VLE) and the most widely used educational platforms (LMS).

9:45 AM

2

3

The world and… you!

6

iPad

Let’s go to the playground and play!

SdG!

3 My ob jective • the s are: body • the se • feeli nses ngs

2

Let’s exp

Feelings are important, let's all be friends!

8

eight

Øur

What about the students?

What does it offer?

9:45 AM

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For Years 1 and 2, an active book that combines the digital version of the pupil’s book and the resources developed for interactive media playback of all the course contents, gamification, audio files, videos…

From Year 3 to Year 6, a format specially designed for the educational digital environment, which makes use of all its technological potential, and it is compatible with any device.

Resources There are resources connected to the keys of the project, such as SDG videos, creative thinking and cooperative learning techniques, and others, classified by units and educational objectives: • Practise: To learn: Videos, presentations, gameroom…

iPad

• To study: Summaries, mind maps…

• To practise: Activities, workshops…

• To evaluate: Interactive traceable tests and recommended apps.

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All theoretical and practical contents have their specific editions in order to obtain an interactive and dynamic version that includes all the curriculum content along with a great variety of multimedia resources, videos, gamification…

9:45 AM

Inclusion and response to diversity

100%

iPad

•R esponse to diversity: support, extended and multi-level worksheets.

Evaluation • Practice and evaluation test generator.

1

Look, listen and point.

• Basic evaluation.

9:45 AM

Find the path!

1

a

hand

•E valuation, self-assessment and co-evaluation tools.

eye iPad

c

• Competence evaluation.

• Final evaluation.

2

b

• Advanced evaluation.

• GYM competences. Tables and solutions.

nose

Listen and sing the song.

plore

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our BODy

body

Øur face

Øur sense∫

Øur feeling∫

F O S Y E K E H T

s r e k n i h t global global The characters are children from different cultural backgrounds who star in a comic whose common thread is the SDGs.

Development of linguistic competence

Integrative The projects are interdisciplinary.

A large amount of information is generated in a way that complements various disciplines.

Learning situation - based Approach The learning experience presents a sequence of learning activities that produce a final outcome. The students answer these activities by interacting with the teacher and/or with other classmates to acquire the expected learning.

• The language bank • The comic • The biographies

CompetencE based method Throughout the unit there will be competency-based activities and a double page where a learning situation (situación de aprendizaje) is presented.

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Inclusive and committed to the world The main objective is for the students to be an active participant in their own process of discovering the world, instead of being a passive receiver of information.

The UDL guideLINES Throughout the concept maps, graphs, and symbols, provide multiple representations of information.

Units

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1 our body *

*

SPECIFIC COMPETENCES

BASIC KNOWLEDGE FIRST CICLE (SABERES BÁSICOS DEL PRIMER CICLO)

A. Scientific knowledge.

1. Initiation into scientific activity.

2.3

4. Curiosity and initiative in carrying out research.

4.2

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

2.3

A. Scientific knowledge.

2. Life on our planet.

3. Classification and identification of living things, including humans, according to their observable characteristics.

A. Scientific knowledge.

1. Initiation into scientific activity 3. Curiosity and initiative in carrying out research.

2.3 9.1

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

A. Scientific knowledge.

2. Life on our planet.

6. Healthy habits related to emotional and social wellbeing: strategies for identifying one’s own emotions and respecting those of others. Sensitivity and acceptance of the diversity present in the classroom and in society. Affective-sexual education.

4.2

4.2

4.2

4.1 8.2

2.3 3.2 4.2 9.1

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

4.1 4.2 8.2 9.1

C. Societies and territories 2. Life on our planet.

5. Life in society. Spaces, resources and services in the environment. Forms and modes of social interaction in public spaces from a gender perspective.

A. Scientific knowledge.

2. Life on our planet.

5. Healthy habits related to human physical wellbeing: hygiene, a varied, balanced and sustainable diet, physical exercise, contact with nature, rest and care of the body as a means of preventing possible illnesses.

4.2

10

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Based on Real Decree 157/2022.

Linguistic competence

¿QUÉ VAMOS WHATA ARE APRENDER? WE GOING TO LEARN?

Cooperative learning

Competence-based activity

Other resources

RESOURCES

Opening page Watch and learn Objectives of the unit Learning experience SDG 3. Good health and wellbeing

inguistic skills: Linguistic competence (Listening).

L Other resources: – Video. Morning exercise.

– Song. Move your body.

– Digital activities.

What are the parts of our body?

Linguistic skills: Linguistic competence (Listening, Reading); Language Bank (touch, point, move).

Other resources: Digital activities.

What are the parts of our face?

Linguistic skills: Linguistic competence (Listening, Speaking); Language Bank (This is my.../This are my...).

Cooperative learning Competence based-activity Other resources: Extension and digital activities.

What are our senses?

Linguistic skills: Linguistic competence (Listening, Speaking, Writing); Language bank (It’s a...).

Cooperative learning Competence based-activity Other resources: Digital activities.

What are our bones?

Linguistic skills: Linguistic competence (Listening, Speaking); Language Bank (What’s this? It’s the...).

Cooperative learning Other resources: Digital activities.

What are our joints?

inguistic skills: Linguistic competence (Listening).

L Cooperative learning Other resources: – Extension, reinforcement and digital activities.

What are our muscles?

Linguistic skills: Linguistic competence (Listening, Writing).

Other resources: Digital activities.

How do I feel?

The World and... you!

Story Time!

SDG 3. Good health and wellbeing

Review!

Linguistic skills: Linguistic competence (Listening, Writing, Speaking); Language bank (How are you? I’m… / How do you feel? I feel…).

Cooperative learning Other resources: Digital activities.

Linguistic skills: Linguistic competence (Reading, Speaking); Language bank (Yes, they are. / No, they aren’t. Yes, it is. / No, it isn’t).

Cooperative learning Competence based-activity Other resources: Digital activities.

Linguistic skills: Linguistic competence (Reading, Writing).

Other resources: Digital activities.

Linguistic skills: Linguistic competence (Reading, Writing).

Other resources: Extension, reinforcement and digital activities.

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Digital resources • Video Classroom resources

1 OUR BODY

• Flashcards • Poster Learning experience

3

WaTch and lear n!

Do you play in the park?

What games do you play?

In the learning experience at the end of the unit, the pupils will invent a game to play in the playground or park with their friends.

First step: the pupils recognise that the park is a place they can go to play and move around.

The world and… you!

Let’s go to the playground and play!

My ob jec • the b tives are: ody • the s ens • feelin es gs

SdG! Feelings are important, let's all be friends!

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eight

Learning experience

Objectives

The pupils will learn the importance of moving their bodies and playing with their friends either in the playground or in the park.

The final objective of this learning experience is that pupils learn that they should play with their friends in the park, at school, etc. And that the healthiest way to do so is by playing around moving their body. Thus, they are required to think of a new game to play and tell their classmates.

In this unit’s learning experience, pupils will start by recognising the problem portrayed in the picture. In this case, said problem is the lack of physical activity and movement in a school’s playground.

They will then go on to identify activities from their daily lives which require to move the body, as well as activities that they most likely carry on on a daily basis which make them stay home without moving.

My objectives The main objectives of this unit are to learn about the human body: parts, muscles and bones; the senses: sight, smell, touch, hearing and taste; and feelings.

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SDG These are the sustainable development goals all citizens in the world should be aware of in order to protect the planet, reduce the inequality and improve the relationship among living beings. In this unit we will be considering SDG 3. Good health and wellbeing. Pupils will understand how important it is to care about other people’s feelings.

Suggested activities Ask pupils about what they do in the park, what games they play, etc.

Let’s explore

1

1

This is a small and clear mind map. It is an outline that helps students identify and organise the major concepts of the units.

In this unit:

Look, listen and point.

• The pupils will become familiar with their bodies, senses and feelings.

2 Find the path!

• The pupils will be able to recognise the different parts of the face, as well as the main bones, joints and muscles of their bodies.

1 a

hand

• The pupils will also become familiar with the senses and the organs related to them.

• Lastly, the pupils will learn the importance of paying attention to other people’s feelings and they will be able to name some of them.

2 b

eye

c

nose

3

3

2

Listen and sing the song.

Let’s explore

Øur body

our BODy

Øur face

Øur sense∫

Øur feeling∫

nine Tell the pupils to listen, sing and do the actions to the song. Play the track a number of times and do the actions with the pupils.

Complementary activities Ask pupils some questions about the picture: Where are the kids? What can you see? What are they doing?

Choose a character from the picture.

Describe what that person looks like to the pupils as if you were the character.

For example: “I am a woman. I am playing an instrument.” The class has to guess who you are describing.

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Audio scripts Track 1: One. A leg Two. Something that you can hear.

Three. A hand Four. Something that you can smell.

Five. A head Six. Something that you can touch.

Track 2:

Move your fingers, move your hands and move your arms.

Move your toes, move your feet and move your legs.

Move your toes, move your feet and move your legs.

Turn around and touch the ground.

Stand up straight and look around.

Move your toes, move your feet and move your legs.

Move your fingers, move your hands and move your arms.

Move your fingers, move your hands and move your arms.

Turn around and touch the ground.

Stand up straight and look around.

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Digital resources • Digital activities Classroom resources • Poster

WHAT ARE THE PARTS OF OUR BODY? Refresh

• Flashcards Refresh Pupils remember the name of a part of the body which they already know. This way they start to get into the topic of this section: the parts of the body. Ask pupils to move their arms vigorously. You can also ask them to move other parts of the body to see if they recognise the name, for example, the arms.

3

Where are your arms?

†he main part∫ of our body are: head, trun§ and limb∫.

1 Put the stickers. head

Content

trun§

In this section, the pupils will learn different parts of the body. We suggest reading the content box clearly and rephrasing it, if necessary, so that the pupils understand it. Then, the teacher could go on to explain that, within these main parts (head, trunk and limbs), there are other parts of the body.

Indirectly they will also work on the possessive pronoun your.

chest

tummy hand

limb∫

arm

leg

Language bank Pupils learn three verbs in imperative form: touch, point and move. They will be able to recognise them when hearing them, since activity 2 is a listening activity.

hair

foot 2

4

Listen and move your body.

Language Bank

• †ouch your... • ∏oint your... • µove your...

3 Word snake! Circle the parts of your body.

HEA

10

ten

Suggested activities Page 10

1 Pupils complete the diagram of the parts of the body using the stickers. Ask pupils to repeat the words after you to practice pronunciation. Put pupils into groups and ask them to try to say the different parts of the body they just learnt.

2 Track 4. Ask the pupils to stand up in pairs or small groups. Tell them to listen to the track and do the actions mentioned. Play the track several times and make pupils change partner so that everyone plays with everyone.

You can ask them if they know any song in English about the different parts of the body. If any of them do, teach that song to the other pupils and do this activity singing that song.

3 Ask the pupils to circle the different words in the word 14

CH E S T T U M DFACET AIR RUN OT MY H S KLIMB HANDFO

snake. When they finish, they can compare the answers with a partner. Check their answers. TIP: You can make the activity more complete by making them work in pairs. One of them says one of the words in the ‘snake’ and the other one has to point it in their book.

Page 10 Competence-based activity In the first step, we suggest the teacher to read the names of the different parts of the face while pointing to their own face. Then, the pupils repeat the word and point to that part of their own face.

In the second step, the pupils listen to track number 5.

They listen to the names of the different parts of the face and find it in the central picture above. You can ask them to repeat the name of the part of the face while they point to it in their own books.

Digital resources • Digital activities

WHAT ARE THE PARTS OF OUR FACE? Refresh

Classroom resources • Poster

Where's your nose?

• Flashcards

• These are the parts of your face. Put the stickers.

forehead

eyebrow∫

Refresh Pupils go back to remembering the parts of the face they already know. You can also ask them where their eyes, ears or lips are.

This way, you will be able to check to what extent they already know the parts of the face. This is a first approach so that pupils understand that they are now going to learn about the parts of their faces.

eye∫

Language bank

eyelashe∫

nose

ear

cheek∫ chin

•

5

The grammar points that pupils will be working on are the determinate pronouns this, for singular, and these, form plural, as well as the singular and plural for of the verb to be. We suggest spending some time working on the pronunciation of the pronouns: this – /dis/ (short vowel i and voiceless consonant s) and these – /di:z/ (long vowel i and voiced consonant s).

mouth

Listen and point in the picture above.

•

Point and say the parts of your face.

•

Smile. Make a sad face.

What parts of your face change?

Language Bank

• †hi∫ i∫ my...

• †hese are my...

eleven The third step is a speaking activity.

Pair up the pupils and ask them to say and point the parts of their face in turns. They can use the structure in the Language Bank box.

For the final step, put the pupils in small groups. They take turns to make different facial expressions and the rest of the group has to say which parts of their face have moved.

Complementary activity The pupils could play a Memory Game with the different parts of the body/ face and their names. You can ask each pupil to draw/write a part of the body

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in a card and use those cards to play.

Point to your face.

You can consolidate the pupils’ knowledge of the parts of the face by asking them to play “Simon says” with the parts of the face. For example: Simon says “Touch your ears”. Pupils only follow the instruction if preceded by “Simon says”.

Move your arms.

Audio scripts

This is the nose.

Track 4:

This is the chin.

Activity 2. Listen and move your body.

This is the ear.

Touch your head.

These are the eyes.

Point to your tummy.

These are the cheeks.

Move your legs.

These are the eyebrows.

Touch your chest.

This is the mouth.

Track 5: Listen and point in the picture above.

This is the forehead.

These are the eyelashes.

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Digital resources • Digital activities Classroom resources • Poster

WHAT ARE OUR SENSES? Refresh

• Flashcards Refresh

Find something that you can smell.

∑e've got five sense∫:

6

Invite the pupils to think of how the different senses help us to relate to others and to the environment. Now, show the smell or nose flashcard. Ask the pupils to think of things that smell nice and things that don’t smell nice. Ask the pupils to look around and find in the classroom something they can smell.

Ask them if they like how it smells.

sight

smell

taste

Content Use an easy language to explain to pupils that we have five senses. Use the pictures in the book, as well as your own body so they see what the senses are. You can ask for volunteers to say the senses.

hearing

touch

1 Match.

hearing

a

12

b

sight

c

taste

d

touch

e

twelve

Suggested activities

1 Explain to the pupils that they need to read the words and match each word to the correct sense organ. Ask, for example: What do you use to see? What do you use to smell? What do you use to taste? Set a time for the pupils to do the matching activity. When they have finished, they can compare their answers with a partner.

2 Ask the pupils to read the colours and shapes underneath each box. Explain that they need to draw and colour the different shapes in the correct place. As the pupils are completing the activity, walk around the classroom asking questions about what they can see in their books.

3 Ask pupils to think of sounds they like and sounds they don’t like. Explain the difference between soft sounds and loud sounds. Ask the pupils to look at the pictures and to think of the different sounds they make. See if they can imitate the sound of the drums or the sound of 16

smell

a bird, for example. Ask the pupils to find the corresponding stickers of the unit at the end of the book and tell them they need to place the stickers in the correct place. When they have finished, they can compare their answers with a partner.

Content

7

In this content box, we focus on two of the five senses: sight and hearing. Give different examples of things they see and things they hear. Ask pupils what they use to see and hear.

∑e see with our eye∫. ∑e can see shape∫ and colour∫. ∑e hear with our ear∫. ∑e can hear loud and soft sound∫.

2 What do we see? Draw and colour.

red triangle

orange circle

green square

blue rectangle

3 What do we hear? Put the stickers.

loud soft

thirteen

13

Complementary activities

1 Ask the pupils to close their eyes and ask them “What can you see?”.

Now, ask them to open their eyes and ask the same question. Point out that we need our eyes to see.

2 Tell the pupils that they are going

to play a Seek and Find game. Ask them to find things related to the different senses. For example: Seek and find something red.

Explain that they need to move around the class and find something with the characteristics you ask. Tell them they need to go back to their places when they find it. The first one to sit back down, wins.

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Digital resources • Digital activities Classroom resources • Poster • Flashcards

8

Content In this content box, we focus on the other three senses: smell, taste and touch. Give different examples of things they smell good and bad, things that taste sweet, sour and savoury, and things that are hot, cold, hard, soft and rough to the touch. Ask pupils what they use to smell, taste and touch.

∑e smell with our nose. ∑e taste with our tongue. ∑e touch with our hand∫.

4

9

Listen and repeat. Then, circle.

taste

smell b

a

green

touch

c

orange

d

blue

green

5 How does is taste? Circle the correct answer. a

b

sweet /sour 6

14

10

savoury /sour

How does it feel? Listen and point.

fourteen

Suggested activities Page 14

4 Track 9. Tell the pupils to look at the pictures and decide which ones show the sense of smell, which one shows the sense of taste and which one shows the sense of taste. Play track number 9 and tell them to repeat the sentences after they hear them. Pay special attention to the correct pronunciation of the sentences. Then, they will have to circle each picture with the correct colour using the code.

5 Talk to the pupils about some of the different tastes there are: sour, sweet, savoury. Show pictures so they can see the difference between tastes. Then, tell the pupils to look at the pictures in their book and circle the correct option.

6 Track 10. Ask pupils to think about things they feel. Tell 18

sweet /savoury

c

the pupils to look at the pictures and decide how they feel. Then, play track number 10 and they need to point at the correct picture.

Page 15 Competence-based activity In the first step, the pupils need to look at the pictures and identify the sense they use for each picture. We suggest the teacher says the different words and pupils repeat them to practise pronunciation. They write the numbers in the correct box. Ask pupils to compare their answers with a partner.

In the second step, the pupils need to go to the playground, find a flower and smell it. Then, they draw the flower in their book.

The third step is a speaking activity. Pair up the pupils.

Ask them some questions about the picture: What animal

Language bank

•

Pupils learn to say what something is using the structure “It’s a…”. They will learn how to recognise the written form by reading it. We also suggest practising the pronunciation with them using the competence-based activity. Indirectly they will also learn about the indefinite pronoun a/an.

What sense do you use? Write the numbers.

2

1

4

3

5

biscuit

cat

flower

blackboard

violin

1

2

touch

3

taste

4

sight

5

smell

hearing

• Go to the park and smell a flower. Draw it.

•

What animal is this? Is it rough or soft? Circle.

a) flt'∫ a frog/rabbit. b) flt'∫ soft/rough.

Language Bank

• flt'∫ a...

fifteen is it? Is it big or small? What colour is it? The pupils discuss to answer the questions. Encourage them to use the structure in the Language Bank box to answer the questions. Then, they circle the correct answer.

Suggested activities

1 To enrich the speaking practice, ask the pupils some questions about the food they like and the food they don’t like: Do you like pizza? Do you prefer sweet or savoury food? Ask the pupils to think of foods that are sweet, savoury or sour.

2 Tell the pupils to put 5 items in

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their school bag. They pass the bag to a partner, who has to touch and feel the items without looking to guess what they are. When they finish, they change turns and try again.

3 Ask the pupils to pair up. They need to draw a number or a shape on their partner’s back. See if their partner can guess what they draw.

You can ask them to change partners and repeat the activity.

Audio scripts Track 9:

A. The flower smells good.

B. The stuffed animal feels soft.

C. The apple tastes good.

D. The sock smells bad.

Track 10: Activity 6. How does it feel? Listen and point.

One. The stuffed animal feels soft.

Two. The ice feels cold.

Three. The pineapple feels rough.

Four. The fire feels hot.

Five. The rock feels hard.

Activity 4. Listen and repeat. Then, circle.

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Digital resources • Digital activities Classroom resources • Poster

WHAT ARE OUR BONES? Refresh

• Flashcards Refresh Say different parts of the body and touch them at the same time. Ask the pupils to repeat after you. Then, you can say the words and ask them to touch that part so you can see if they remember the vocabulary they have been learning so far.

†he skeleton support∫ the body. flt protect∫ our organ∫. flt'∫ made of bone∫. Šone∫ are hard.

11

1

Now, tell the pupils to touch their finger and ask them if they can feel something hard inside. Ask them to gently touch the top of their head and ask if it is hard or soft.

Are bones hard or soft?

12

Listen and match.

skull

Content Tell the pupils that the bones are the hard parts of the body that we can’t see. They are inside our bodies. If possible, use a model of a skeleton so they can see that we have a lot of bones inside.

humeru∫ rib∫

Language bank Take some flashcards of different parts of the body. You can also use flashcards of common vocabulary the pupils already know. Hold up one of the flashcards and look at it confused. Ask the pupils “What’s this?”. Encourage them to answer using the structure “It’s a…”. Repeat the activity with different flashcards.

femur 2

Let’s talk! Point and say the bones.

It's the skull!

Language Bank

• ∑hat'∫ thi∫? flt’∫ the...

TIP: Enrich the activity by encouraging the pupils to work in pairs. They can ask each other “What’s this?” while pointing at something in the classroom.

16

sixteen

Suggested activities Page 16

Page 17

1 Track 12. Tell the pupils to look at the skeleton. Explain

1 Track 14. Play track number 14. As they listen to the

that there are lots of bones in our body. Play the track and point to the corresponding part of the body as you listen to it. Ask the pupils to repeat after you. Pay attention to the pronunciation. Then, tell them that they need to join the words with the corresponding part of the boy’s body.

words, they need to point to the parts of the body. Ask them to repeat the words as they hear them. Play the track as many times as necessary.

2 Pair the pupils up. Tell them they are going to do a speaking activity. Pupils need to point to a part of the body while asking “What’s this?”. Their partner answers the question using the structure “It’s the…”. As the pupils are doing the activity, walk around the classroom to assess progress, correct pronunciation and solve pupils’ doubts.

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TIP: You can enrich the activity by saying the words in a different order to see if pupils remember them.

2 Ask the pupils to say the name of the colours they can see in the activity. Then, ask them to take their crayons and colour the joints in the picture according to the code. When they have finished, they can compare their answers with a partner.

3 Track 15. Tell the pupils that they are going to play the game “Simon says”. Explain the instructions in case they don’t know the game yet. Tell them that they need to

Digital resources • Digital activities

WHAT ARE OUR JOINTS? Refresh

13

1

Classroom resources • Poster

Where's your knee?

• Flashcards

¯oint∫ connect bone∫. †hey let our skeleton move.

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Refresh Ask the pupils to point to their knee. Do the action with them. Then, ask them to touch other joints, for example, the elbows, shoulders, etc.

Listen, point and repeat.

Content Explain to the pupils that the joints are the parts of our body that allow our bones to move. Show them by moving your wrists and knees, that’s where joints are!

shoulder wrist elbow

Learning experience

knee

In the learning experience at the end of the unit, the pupils will invent a game to play in the playground or park with their friends.

ankle

Second step: the pupils recognise how the body moves and what allows it to do so.

2 Colour the joints.

elbow∫ ankle∫ shoulder∫ knee∫ wrist∫ 3

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Listen and play ‘Simon says’.

seventeen obey all the commands that begin with “Simon says…”. If they only hear “Touch your elbow”, the players must remain still. If they touch it, they are out until the next game. Play the track pausing and giving them time to do the action.

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body to practise vocabulary. Finish the activity by doing a Silly walk parade.

Elbow Knee Ankle

Audio scripts

Track 15:

Track 12:

Activity 3. Listen and play ‘Simon says’.

Activity 1. Listen and match.

Simon says: move your shoulders.

Skull

Move your knee.

Humerus

Touch your elbow.

Ribs

Suggested activities

Simon says: touch your elbow.

Femur

1 Play “The Ministry of Silly Walks”.

Simon says: point your ankle.

Track 14:

Point your ankle.

TIP: Enrich the activity by encouraging the pupils to be “Simon” and say an action.

Ask the pupils to invent their own silly walk moving as many parts of the body as possible. You can ask them to move certain parts of the

Activity 1. Listen, point and repeat.

Shoulder Wrist

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Digital resources • Digital activities Classroom resources • Poster

WHAT ARE OUR MUSCLES? Refresh

Is the tongue a bone?

• Flashcards Refresh Ask the pupils to stretch their arms out and then bend them. Now, tell the pupils to move their tongue and ask them how they feel it. Relating to the previous pages, ask them if the tongue is soft or hard and if it is a bone. Explain that apart from bones, we also have muscles in our body that help us move.

µuscle∫ are soft and elastic. †hey help u∫ move.

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1

Write the numbers.

1

1 2 3 4

Content Read the content box and ask students to stand up and move different parts of their body. Then, explain what muscles are and name some of the ones they’ve used.

bicep∫ cuadricep∫ abdominal calf

3 2

4

2 What muscle do they use? Try it and match.

abdominal

bicep∫ a

b

cuadricep∫ c

calf d

3 You can't control this muscle. Put the sticker.

heart 18

eighteen

Suggested activities Page 18

1 Read the name of the muscles and ask the pupils to repeat after you. Pay attention to the correct pronunciation. Then, tell them they need to match the muscles with the corresponding part of the body in the picture by writing the correct number in the box. Check the answers by calling out the numbers and asking the pupils to point and say which muscle it is.

2 Explain to the pupils that they need to try the different actions they see in the pictures and notice what muscles they use. Then, tell them they need to match each muscle with the corresponding picture.

3 Ask the pupils “Can you move your biceps?”, “Can you move your calf?”, “Can you move your quadriceps?”.

Then, invite them to think if there is any muscle in their 22

body that they can’t move whenever they want. Point out that the heart is a muscle that we can’t control. Tell them to put the correct sticker in the box.

Page 19

1 Track 18. Tell the pupils to look at the pictures in the activity. Ask them what the pictures show. Tell them that they will listen to some sentences and they need to match the sentence with the correct picture by writing the number in the box. Play the track. Check the answers by calling out the numbers and asking the pupils to mime the expression.

2 Pair the pupils up. Explain that one of them needs to ask “How do you feel?” and the other one has to mime a feeling for the partner to guess. They take turns so both pupils practise.

3 Tell the pupils to think about how they feel today. Then,

Digital resources • Digital activities

HOW DO I FEEL? Refresh

17

Refresh Look for pictures with the different feelings.

Ask the pupils to look at them and mime the expressions of the children in the photos.

Now, put each picture in a different corner of the classroom. Explain the pupils that they need to go next to the picture that shows how they feel today.

How are you today? Are you happy or sad?

∑e can feel happy, angry, sad, surprised, afraid… fiverybody ha∫ got feeling∫. ∑e use our face to show feeling∫.

Content

1

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Read the content box and explain its contents using a language that you know your class will understand. Tell them that we don’t always feel the same way throughout the day, and that’s normal.

Listen and number.

3

2

4

1

Language bank

fl’m surprised. fl’m happy.

2

fl’m sad.

Pupils learn that it is polite to ask a person how they are and how they feel. They learn two different questions to ask this: “How are you?” and “How do you feel?”. They learn also how to answer the questions with the structures “I’m” and “I feel”. It is important to teach some vocabulary to enrich the pupils’ possible answers in order to avoid the simple “I’m fine, thank you. And you?” that they usually use automatically.

fl’m afraid.

Act out different feelings.

How do you feel?

Language Bank

3 How do you feel today? Put the sticker.

• ™ow are you? ý'm...

• ™ow do you feel? ý feel...

nineteen they need to find the correct sticker and stick it in the box. They can compare their stickers with other partners saying how they feel.

Complementary activities

1 Think of other activities and actions, for example: throw a ball, read a book, play the drums, drink water. Tell the pupils to test and discuss which body part and muscles work best to perform these actions.

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Audio script Track 12: Activity 1. Listen and number.

One. I’m afraid.

Two. I’m happy.

Three. I’m surprised.

Four. I’m sad.

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Digital resources • Digital activities

THE world and... you!

Language bank Pupils learn the correct way to answer Yes/ No questions with the verb to be. They will learn both forms: singular answers with the structures Yes, it is. / No, it isn’t, and plural answers with the structures Yes, they are. / No, they aren’t.

LOOK!

1

Look at the picture and answer.

Do you play in the playground?

Language Bank

a) åre the kid∫ playing? b) åre they using their senses? c) åre they moving their body? d) fl∫ your playground like thi∫?

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• ¥e∫, they are. / ²o, they aren't.

• ¥e∫, it iš. / ²o, it isn't.

twenty

Suggested activities This is a learning experience designed to work on SDG 3, Good health and well-being. We suggest that first you explain the pupils that good health concerns the care of the human body and that well-being is a feeling of satisfaction with life. You can ask pupils how they think we can care about our body and what we can do to feel good.

This experience is divided into three parts that will help the pupils to learn and understand the importance of moving their bodies and play with their friends in order to achieve this goal.

Encourage the pupils to use the structures in the Language Bank to answer these questions. Finish this part by asking the pupils if they play in the playground and what games they play to.

Think!

2 Tell the pupils to look at the pictures. Ask them to talk about what the children are doing in each picture. Then, ask them the question “Are they moving their body?”.

They need to answer this question by writing a tick or a cross in the box of each picture. Ask them to compare the answers with a partner.

Look!

Act!

1 Tell the pupils to look at the picture and ask them some

3 Organise the pupils in groups. Explain that, in order to

questions about what they see. For example: What can you see? Are they children or adults? Where are they?

Then, ask the questions proposed in the activity.

help them move their bodies and have a healthy life, they will invent a game that they can play in the playground or in the park with the rest of the class or some friends.

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Learning experience The pupils have to develop a learning experience now. After having studied the previous pages of this unit they must be prepared to complete this activity in three steps.

THINK!

2 Are they moving their body? Put

or

.

ACT!

3

Create Create a game to play in the playground.

Present it to the class and play.

twenty - one They need to think about the rules of the game and the materials they need to play it. Then, each group will present their game to the rest of the class. You can finish the activity by organising a calendar to play all the new games in the playground.

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Answer key

1 a) Yes, they are. b) Yes, they are. c) No, they aren’t. d) Open answer.

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STORy TIME! What can we do when someone feels sad or lonely?

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But how do we know how they feel?

When they feel sad, they can sit on a special bench. We can ask them to play.

We can make them smile.

Friendship Bench

Do you want to play with us?

Friendship Bench

1

What areas of the school do you see in the comic?

2

How does the girl on the friendship bench feel?

3

22

Act out. In pairs, act out the games you like to play with your friends in the playground.

twenty - two

Story time!

Answer key

Comics are always contextualised in an SDG. In this unit it is contextualised in SDG 3, Good health and well-being.

1 The classroom and the playground.

Comics are a useful tool in second language acquisition. By using comics, students are able to associate pictures with actions. This helps them comprehend the meaning of the story in a visual and quick way and familiarise themselves with new words. Comics play a crucial role in expanding pupils’ vocabulary.

3 Open answer. The students act out the story in the comic

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2 She feels sad. in front of the class.

Digital resources • Mind map

MAP YOUR IdEAS! 1 Put the stickers.

SEnSeS

our BODy parTS Of thE body MuSclES

BOnES

sight head skull

abdominal

hearing trun§

rib∫

calf

JOInTS

taste limb∫

knee

smell

feEl InGS

elbow

sad

happy

touch

twenty - three Map your ideas!

Explain to the pupils that this is a mind map to help them review what they have learnt in this unit.

You can ask them questions to refresh their knowledge. For example: how many senses do we have?, which are the parts of the body?, how many limbs do we have?, can you name a muscle?, can you name a bone?, can you name a joint?

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When they have finished, they can compare their answers with a partner.

Check answers.

As the pupils are completing the activity, walk around the classroom asking questions individually about the diagram.

Tell the pupils to look back at the unit, especially to the pictures and the content boxes. Now, tell them they need to find the corresponding stickers of the unit and put them in the correct place in order to complete the outline.

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LET'S REvIEW! 1 Put the stickers.

HEAD

face

TRUNK

hair

chest

LIMBS

tummy

arm

leg∫

2 Word snake! Circle the parts of your face.

EB EY

3

A DE Y EL A ROWC EHE O UT H NO SH R M HEE SECHINFO ES KEAREYE

Write the numbers.

1

3

2

1 flt'∫ loud.

2 flt'∫ rough.

3 flt'∫ sweet.

4 Circle: green

bone∫

skull blue

abdominal 24

bicep∫

green

rib

orange

muscle∫

ankle

green

shoulder

orange

elbow blue

calf

twenty - four

Let’s review!

Recap some of the things from the unit with the pupils.

What did they talk about? What did they learn? What senses can they remember?

1 Ask the pupils to find the stickers for the activity. Read the words and tell the pupils to repeat after you. Pay attention to the pronunciation. Now, tell the pupils to put the stickers in the correct place. When they have finished, they can compare their answers with a partner.

Check the answers with the whole class.

2 Ask the pupils to circle the different words in the word snake. TIP: You can make them work in pairs. One of them says one of the words in the “snake” and the other one has to point it in their book.

3 Ask the pupils what the pictures in the activity show.

Explain to them that they need to match the pictures 28

joint∫

blue

with the correct sentence by writing the number in the box. Read the sentences for them if needed.

4 Ask the pupils to read the words in the activity. Check they can recognise all of them. Now, tell them to circle the words with the correct colour following the code.

When they finish, they can compare the answers with a partner. Check their answers.

Digital resources • Picture dictionary

pICTURE dICTIONARY! 1 Put the stickers.

BODY

head

smell

FACE

limb∫

eyelashe∫

eyebrow∫

taste

sight

SENSES

hearing BONES

MY pROgRESS IS...

femur

humeru∫

JOINTS

shoulder

skull

Þut a sticker.

MUSCLES

bicep∫

calf

twenty - five Picture dictionary Ask the pupils to look at the images on the page. Now, ask them to find the corresponding stickers of the unit and tell them they need to place the stickers in the correct place. When they have finished, they can compare their answers with a partner. Check their answers.

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Looking at the picture dictionary page, say “I spy with my little eye…” and give clues to describe one of the words.

For example: I spy with my little eye a bone that is in the leg. The pupils need to find and say the word you are describing, in this case, femur.

The pupils assess their learning throughout the unit and put a sticker showing their progress: happy Alex, so-so Alex or mad Alex.

Complementary activities

1 When the picture dictionary is completed, you can play “I spy”.

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Notes

30

Notes

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