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Introduction to the unit
How to start
•
Look at the illustration and encourage children to work in
pairsanddescribe the things theysee tooneanother.
•
Ask children questions about the picture.
Where are they?
What can you see? Look at the different places at school.
Whatcanyoudo in theseplaces?
Activities: step-by-step guide
Activity 1
•
Track1.
Tellchildren to listenand lookat thepicture.
•
Play the track again and ask students to point to the
differentplaces.
•
Lookatthepictureandaskstudentstotalkaboutthethings
they likedoing at school andwhat their favouriteplaces at
schoolare.
Activity 2
Content objectives
•
Identifyplacesatschool.
•
Identifyactivitiescarriedout indifferentplaces in
school.
Vocabulary
•
basketball,bathroom,bookshelf,classroom,desk,
dining room,gym, library,playground,pot,school,sink,
tree.
Structures
•
We
playsports
in thegym.
•
Wecan
read
in the library.
•
We
readandwrite
in theclassroom.
•
We
eat
in thedining room.
•
Canwe read?Canweplay?
Resouces
•
AudioCDTracks2&3
•
Flashcards
4
1
UNIT
Living insociety
1.
1
Lookand listen.
2.
Find,circleandname theplace.
My school
5
3.
Match.
classroom
bathroom
gym
library
playground
dining room
4.
3
Listenandsing thesong.
Myclassroom isaplace inmyschool.
W a’
t i?
freeanswer.
gym classroom dining room
bathroom playground
library
ablackboard
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25
•
Tellstudents tofind thepicturesandcircle them in the large
image.
•
Ask:
Where are these things at school?
Give examples,
such as:
The desk is in the classroom. The tree is in the
playground.
Activity 3
•
Point to and read the different places at school. Identify
differentactivities.
•
Match the activities to the places where they are carried
out.Ask thestudentscompareanswerswithapartner.
Activity 4
•
Track 3.
LListen to the song. Show the fl ashcards
forthe diff erent places and/or demonstrate the activities
asstudents listen.Listen to the songagainand studentsdo
theactivities.
•
Following the song, give TPR instructions to children. Say
three instructions ina row toencouragememory skills.For
example, say:
Wash your hands, play sport, read a book.
Studentsdo the threeactions inasequence
•
Children look at the sentence at the bottom of the page.
Ask them tonameotherplacesatschool.
What’s this?
•
The students lookat thepictureat thebottomof thepage.
Say:
What’s this?Handsup toanswer.
Extra idea!
Say:
Wheredoweeat?
Elicitanswers forother
activities.
Assessment opportunity
•
Recap the lesson with the class. Ask:
How did we begin
today’s lesson?Whatdidwedonext?Andafter that?
ADDITIONALRESOURCES
•
Karaoke
•
Online resources
•
Interactiveactivity
Track 2
Lookand listen.
Welcome toschool!
Wow!
Look!There’s theclassroom!
Yeah…
Payattention,please.
Let’scontinue.Overhere,yousee thebathrooms.
Look!Wow!Wecan readbooks in the library!
Thedining room!’
It’snot time toeatnow!
Quietplease,children
Let’ssee.Atbreak,yougo to theplayground toplay.
Look!There’s thegym!Weplaysports in thegym!
Anyquestions?
Canweplay sports… and readbooks… andeat… andplay in
theplayground rightnow?
No, children not right now! It’s time to go the classroom!
Comeon!
Track 3
Listenandsing thesong.
Ourschool
We readand learn in theclassroom.
Theclassroom, theclassroom.
We readand learn in theclassroom
Inourschool.
Wewashourhands in thebathroom.
Thebathroom, thebathroom.
Wewashourhands in thebathroom,
Inourschool
Weeatour lunch in thedining room.
Thedining room, thedining room.
Weeatour lunch in thedining room
Inourschool.
Weplaysports in theplayground.
Theplayground, theplayground.
Weplaysports in theplayground
Inourschool.
We readbooks in the library.
The library, the library.
We readbooks in the library
Inourschool.
Keycompetencescovered:
Linguisticcommunication
(Activities
1-2);
Mathematical competence and basic competences in
scienceand technology
(Activity2)
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Each lesson includes:
•
A reproduction of the corresponding Class Book page.
•
Content objectives, vocabulary and structures seen in each lesson
and the materials available to use.
•
A
step-by-step guide
to all the activities and their answers.
•
The audio transcripts.
•
Extra ideas and additional material
associated with the lesson.
39
38
How to start
•
Ask the students to thinkback to theprevious lessons and
some of the things talked about (good/bad behaviour at
school).See if they can think ofdifferent thingswe should
do.
Activities: step-by-step guide
Activity1
•
Thinkof ideas tomakeahappyclass.Differentstudentscan
draw or write suggestions on the board. For example,
In a
happyclasswe… (share,helpeachother, raiseourhands…)
•
Organisethestudents intogroupsofthreeorfour.Distribute
scissors,glueandA3paper toeachgroup.Ask thestudents
to lookat theposter template for theunitand tocutout the
item theyaregoing to illustratewith theirgroup.
•
In groups, the students decide how they are going to
illustrate their ideas.
•
Theycaneachdoasmallpictureandglue it to theirposter.
•
Setanestablished time tocompletepostersand remind the
studentswhen time is runningout.
•
Whengroupshavefinishedtheirposters,displaytheposters
andask thegroups todescribe theirwork.
•
Ask the students if they liked the activity and how they
decided to design the poster. Did they encounter any
difficulties?Howcould thingsbebetternext time?
•
Collect thematerialsandask thestudents toputawayextra
labels.
ADDITIONALRESOURCES
•
Digitalflashcards
•
Animation
•
Template 1.1:Makeyourownposter!
Let's work
together!
Keycompetencescovered:
Linguisticcommunication
;
Mathematical
competence and basic competences in science and technology
;
Learningto learn
Content objectives
•
Reflecto correctbehaviouratschool.
•
Developaposter ingroups.
Vocabulary
•
help, raiseh nds,share, take turns
Structures
•
Weshare.
•
We raiseourhands.
•
Wesayhelloandgoodbye.
•
Wewaitour turn.
•
Wehelpeachother.
Resouices
•
Template 1.1 (onephotocopypergroup)
Materials
•
A3paper,crayons,glue,magazines,scissors,sticky
tape
5
Let’swork together!
12
HappyClassPosters
Weneed:
magazines
scissors
glue
sticky tape
crayons
1.
Howdowemakeourclassahappyclass?
Thinkof ideas.
2.
Makea ‘happyclass’poster.
3.
Puty urposteron thewall
and tellyourclassabou it.
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39
38
How to start
•
Before class, place flashcards from the unit on the walls
around theclassroom.Askstudents tostandup.Saywords
andaskstudents topoint toor face thecorrectcard.
Activities: step-by-step guide
Activity 1
•
Organise the students intogroupsof fourorfive.Handout
crayonsandfivestripsofpaper foreachgroup.
•
Explain that each group needs to prepare five labels for
places at school or objects in class. They can decorate the
labels if theywould like.Theywillneed to thinkabout their
posessions that theycan labelorplaces in schoolnear their
classroomwhichcanbe labelled.
•
Studentsaregivenpiecesoftapeorstickytackforthei labels.
•
Allow time for thegroups toplace their labels in thecorrect
place. In the case of objects, they can place the object on
theirdeskand label it. Ifpossible, students can labelplaces
in the school by leaving the class. If not possible, they can
stick their labelsnext to the correctplaceflashcardson the
classroomwalls.
•
Takephotosof the labels.
•
Makeawalldisplayor n ICTpresentationof thephotosof
labelledobjectsandplaces.
•
Askdifferentgroupstotalkabouttheir labels.Discusswhich
itemswas labelledmostandwhich least.
ADDITIONALRESOURCES
•
Digitalflashcards
•
Presentation
•
Revisionworksheet
•
Template 1.2:Makeyourowndictionary!
Content objectives
•
Distinguishbetweenplaces insch olandobjectsused
atschool.
Vocabulary
•
bathroom,classro m,crayon,dining room,glue,
gym, library,pencil,pencilcase,pencilsharpener,
playground, rubber,school,scissors
Structures
•
This is the (library).
•
Thesearemy (scissors).
•
There’sapencilsharpener inmyclassroom.Thereare
some forks in thedining room.
Materials
•
cardboard,crayons,digitalcamera,sticky tape
Project
time!
Keycompetencescovered:
Linguisticcommunication
;
Mathematical
competence and basic competences in science and technology.
Learningto learn
;
Digitalcompetence.
Project time!
Labellingourschool
Youneed:
cardboard
colouredpencils
acamera
sticky tape
1.
Make labels forplacesand
objects in theschool.
2.
Walkaround theschool labe-
lling theplacesandobjects.
3.
Takephotos.
4.
Makeawalldisplaywith
thephotos.
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Teacher’s Book 1 includes a
double page per Class Book
lesson, providing extra ideas.
