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Tài liệu Islands 6 pupils book

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Contents Scope and sequence .................................................... 3 ...................................................................... 6 Adventure camp Wildlife park ................................................. 12 ..................................................... Where we live 22 N IT Welcome 32 ................................... 52 ................................................... ................................................................... SA M PL Trips E Arts and entertainment Space .................................................................. The environment Goodbye Festivals U Good and bad days ............................................ 42 ............................................... 62 72 82 ..................................................................... 92 .................................................................... 96 Extensive reading .................................................. 104 Grammar reference ................................................ 112 2 A01_ISLA_PUB_06GLB_0897_PREL.indd 2 27/03/2012 16:11 Scope and sequence Welcome Grammar Does i look good? Yes, i does. / No, i doesn’ . Vocabulary look, smell, as e, sound, feel Wha does i (look) like? I looks (good). / I looks (like) (a cake). singer, secre ary, gardener, recep ionis , ac or, our guide, chemis You are a …, aren’ you? See you! He is a …, isn’ he? See you la er/ onigh / omorrow/nex week! She is a …, isn’ she? Addi ional language See you in wo days/half an hour! I love (fishing) and (camping). We’re pi ching he en . We’re pu ing in he pegs. I can pi ch a en bu I can’ read a compass. I’m cold so I’m ligh ing a fire. Camping equipmen : sleeping bag, en , rucksack, pegs, compass, orch, campsi e, fire Camping ac ivi ies: pi ch he en , ake down he en , pu in he pegs, lay ou he bed, cover our heads, ligh a fire, keep ou he rain, read a compass U Tom is good a (spor s). I like (hiking), bu I don’ like (sailing). CLIL: Science (Defores a ion) Wider World: Camping around he world Values: Safe y firs ! Think abou safe y when you go camping. Phonics & Spelling: Inflec ional endings -ed/-ing E Adventure camp N IT See you on Tuesday! CLIL: river, sea, before, af er, defores a ion SA M PL Wildlife park How (heavy) is i ? I ’s 800 kilogrammes. How ( all) is i ? I ’s five me res all. Wild animals: rhino, chee ah, pan her, lemur, camel, whale, seal, o er, ur le, iger The (giraffe) is ( aller) han he (rhino). The (giraffe) is he ( alles ). Are (o ers) more dangerous han (snakes)? Yes, hey are. / No, hey aren’ . Were he ( rees) aller han he (houses)? Yes, hey were. / No, hey weren’ . Superla ive adjec ives: alles , longes , shor es , bigges , smalles , heavies , ligh es , fas es , slowes CLIL: Science (Fossils) Wider World: Ci y animals Values: Think before you ac ! Think carefully before making impor an decisions. Phonics & Spelling: Compara ive and superla ive endings -er and -es Which is he (heavies )? The (hippo) is he (heavies ). Simple passive CLIL: fossils, dinosaur, oc opus, swan I is found … Informa ion can be seen … 3 A01_ISLA_PUB_06GLB_0897_PREL.indd 3 27/03/2012 16:11 Where we live Grammar How do you ge o he (swimming pool)? (Turn lef ) a he (corner), hen go (s raigh ahead). The (swimming pool) is in he (spor s cen re), a he end of he (building). Vocabulary Places (1): shopping cen re, pos office, cinema, chemis , newsagen , college, circus, fac ory, hea re near / be ween / nex o / behind / s raigh ahead / a he end of / in fron of Places (2): universi y, airpor , bookshop, fire s a ion, police s a ion, railway s a ion, bus s op, gues house, s adium, underground If you walk o he park, you will find he shop a he end of he s ree . CLIL: lef , righ , urban, rural, popula ion, eas , wes , nor h, sou h I cooked a s ew. He dropped he pla e. She paddled very fas . We fell in he lake. We a e an omele e. Wha happened? I didn’ pass my es because I didn’ revise. I made me sad! I played ennis wi h my friends because i didn’ rain. I made me happy! In erna ional food: curry, fish and chips, paella, spaghe i, omele e, dumplings, s ew, sushi, rice and beans Verbs and objec s: pack my bag, miss he bus, pass a es , open a lunchbox, remember my juice, drop he ball CLIL: seden ary, physical ac ivi y, vi amins, minerals, nu rien s Pas con inuous U She/He was ea ing. Arts and entertainment I saw he film by myself. E They were drinking. Film genres: hriller, comedy, sci-fi, romance, musical, car oon SA M PL You wro e i by yourself, didn´ you? He made i by himself, didn’ he? She didn’ wa ch he film by herself, did she? They didn’ draw i by hemselves, did hey? Have you ever played he saxophone? Yes, I’ve played i since I was seven. CLIL: Social sciences (Heal hy habi s) Wider World: Food radi ions Values: Be posi ive abou your day. Don’ worry. Be happy! Phonics & Spelling: Review simple pas -ed: / / /d/ /id/ N IT Good and bad days Addi ional language CLIL: Ma hs (Graphing popula ion) Wider World: Our homes Values: Learn o be flexible! I ’s of en frus ra ing o have o do wha you don’ wan o do. Phonics & Spelling: Suffixes -ful and -ly Musical ins rumen s: cello, harmonica, saxophone, riangle, drums, clarine , harp, ambourine CLIL: rock, blues, coun ry, pop, jazz CLIL: Music (Types of music) Wider World: World ins rumen s Values: Learn o be selfsufficien ! You can always do some hings by yourself. Phonics & Spelling: Adding prefixes Have you heard ha song ye ? Yes, I’ve jus heard i on he radio. How long have you been a he concer ? I’ve been here for 2 hours. Pas simple in errup ing pas con inuous ac ion: I was … (+ing), when I (-ed) … They were … (+ing), when hey (-ed) … I was reading a book when she phoned. 4 A01_ISLA_PUB_06GLB_0897_PREL.indd 4 27/03/2012 16:11 Trips Grammar Wha will you do omorrow? Firs , I’ll go o he cas le. Then, I’ll go o he museum. Las , I’ll go o he wa er park! Shall we (go on he big wheel)? I’m no sure. Wha else could we do? We could (go on he rollercoas er). I may (+verb) = possibili y I migh (+verb) = less possibili y Vocabulary Touris a rac ions: museum, aquarium, amusemen park, palace, wa er park, cas le, Na ional Park Amusemen park a rac ions: go on he big wheel, go on he dodgems, play mini-golf, go on he carousel, go on he boa ing lake, go on he rollercoas er, go on he pira e ship, go on he wa er slide CLIL: drough , fog, s orm, rain, snow Addi ional language CLIL: Science (Wea her) Wider World: Our holidays Values: Plan, bu be flexible! Planning helps you do more hings. Phonics & Spelling: Ques ion ags and in ona ion Space: as ronau , plane , come , elescope, alien, spaceship, sa elli e, rocke , boos ers, space s a ion Adjec ives: complica ed, amazing, frigh ening, in elligen , brillian , impor an , in eres ing, expensive, horrible CLIL: concave, convex, dis or ed image, curved mirror, reflec CLIL: Science (Dis or ing mirrors) Wider World: Space fac s Values: Use your imagina ion when you are rying o solve a problem. Phonics & Spelling: sm-, s -, sk-, sp-, sp-, sc- versus es Space We should go ou side onigh o see he s ars. We’d be er ge ready. We need o bring he elescope. I ’s cold. We ough o wear our jacke s! Which plane is more in eres ing? The red plane is more in eres ing han he blue plane . Which plane is he mos in eres ing? The red plane is he mos in eres ing. N IT May I … (+verb)? = permission U Which elescope is less complica ed? The small elescope is less complica ed han he big elescope. Repor ed Speech He/she says he/she … (presen simple) SA M PL They say hey … (presen simple) E Which elescope is he leas complica ed? The small elescope is he leas complica ed. The environment I‘m going o recycle paper because we need o pro ec our environmen . He’s/She’s going o recycle bo les. We’re/They’re going o collec he rubbish. Are you going o help? Yes, I am. / No, I’m no . Wha can you do o help? I can use public ranspor . If you reuse plas ic bags, you’ll reduce was e. Ways o help he environmen : recycle paper, recycle bo les, collec rubbish, reuse plas ic bags, urn off he ligh s, use public ranspor Environmen ally friendly ou comes: save rees, save resources, keep he plane clean, reduce was e, conserve energy, reduce pollu ion CLIL: allergies, ambulance, pollu ion, sneezing CLIL: Social sciences (Allergies) Wider World: Wha are we doing o our plane ? Values: Save our plane . Learn o save energy and keep he plane clean! Phonics & Spelling: Suffixes - ion/sion Goodbye Revision Festivals Bonfire Nigh : bonfire nigh , fireworks, gunpowder, plo , Houses of Parliamen , sparklers Chris mas crackers: snap! oile roll, crossed arms Boxing Day: Bank holiday Eas er eggs: hard-boiled, food colouring, vinegar, s ickers, pa ern, silver Wimbledon: championship, icke s, game-se -ma ch! 5 A01_ISLA_PUB_06GLB_0897_PREL.indd 5 27/03/2012 16:11 Welcome Island presentation Today … Lesson aims To introduce the characters; to present the story; to revise vocabulary; present continuous and imperatives 1 1 Receptive language sign, chimpanzee, look after, something, illegal, dangerous, need something + adjective Lis en and read. Wha are Zero Zendell’s plans? 1:02 Hi, Marta! Cool sign! I like the new sign, Dad. Hi, Chris! 2 4 3 There’s something in the tree! LOOK! WOOF!!! SNARL!!! Materials Audio CD; Future Islands poster What’s that noise? Optional activity materials Active Teach; Digital Activity Book WILD DOGS! Quick! Let’s look! Starting the lesson 5 Our visitors are getting bored. Scat! Go away! 6 • Use the Future Island poster (see teacher’s notes Oh! It’s a chimpanzee! He’s sweet! I can look after him, Dad. Hello, chimp! Your name’s Champ, and you’ve got a new mum! on p.26). • Pre-teach the word chimpanzee, and find out what • pupils know about chimpanzees. Ask Where do chimpanzees live? What do they eat? Can they run fast? Elicit anything else pupils might know about chimpanzees. Then ask them to open their books and find a chimpanzee in the story. Tell pupils that today they’re going to find out how a girl, Marta, becomes friends with a chimpanzee called Champ. We can look after him in the nature reserve. 6 Presen a ion – Fu ure Island A02_ISLA_PUB_06GLB_0897_WEL.indd 6 Proof stage: 5th Presentation 1 • Ask the class questions about each picture and • encourage pupils to take a guess, e.g. (Picture 1) Who is in the picture? Point to the sign. Ask Where are they? (Picture 2) Ask What animal can make that noise? (Picture 3) Ask What are those animals? What is on top of the tree? Is it scared? (Picture 4) Ask What can you see? Is the chimpanzee okay? How do you know? (Pictures 5, 6) Ask Is the chimpanzee safe now? (Picture 7) Ask Does this place look the same or different? How? (Picture 8) Ask What animal can you see? Do people look happy? Where are they? (Pictures 9–11) Tell the class who Zero Zendell is and ask them to point to him. Ask What’s he doing? (He’s talking.) Ask Yes/No questions, e.g. Is he friendly or unfriendly? Read four or five speech bubbles from the story. The class will tell you who said each, e.g. I’ve got an idea. It’s illegal and dangerous! (Zero Zendell.) Give pupils time to read the story again. 36 A02_ISLA_TB6_06GLB_0910_WU.indd 36 Proof stage: 4th 21/03/2012 15:37 Date: 1/3/2012 Practice Pupil’s Book pages 6–7 • Title: Islands PB6 Title: Future Island TB6 1:02 Listen and read. What are Zero Zendell’s plans? • Play the recording. Pupils listen and read the story. • Ask the class questions about the story. (Picture 1) What’s the boy’s name? (Chris) Who can remember the name of the girl? (Marta) Who’s the man putting up the sign? (Marta’s dad) Where are they? (At a nature reserve). (Picture 2) What do they hear? (A noise). (Pictures 3–6) What was making that noise? (Wild dogs) What’s on top of the tree? (A chimpanzee) Who rescued the chimpanzee? (Marta’s dad) What’s his name?) (Champ) What are they doing with him? (They’re taking him to the nature reserve). (Picture 7) Does this place look different or similar to the nature reserve? How? Point out the year 2210 and remind pupils how to read years in English: ‘Twentytwo ten’. Ask What’s the problem? (Their visitor numbers are falling). (Picture 8) Why are they bored? (Provide support by starting the sentence Because they see the same animal again or They don’t like the rabbit, etc.) (Pictures 9–11) What’s the problem? What do they need? Do you like this man? Encourage pupils to guess what his idea is. 09/07/2012 12:29 Date: 29/06/12 Ending the lesson Meanwhile, in the year 2210 … • Ask if pupils would like to go to Future Island. 7 Why/why not? • Ask the class what they found easy and more difficult, and what they liked the most. This will help you get to know pupils and pupils to get to know each other. For AB Answer Key see p.46. For Audioscript see p.47. Gentlemen, we’ve got a problem. Our visitor numbers are falling … Oh! It’s a chimpanzee! He’s sweet! 8 Our visitors are getting bored. 9 Not again! OPTIONAL ACTIVITIES Who am I? Pupils use the descriptions in Activity Book Activity 2, as a reference to make descriptions and guess the character, e.g. I was scared. I’m an animal. I was on a tree … Who am I? Future Island dictate and draw Pupils imagine what life is like on Future Island. Then they tell their classmates what to draw, e.g. People can fly, etc. Grammar game Play Teacher says (see p.300) with Touch something red, It’s very cold, etc. Vocabulary game Play Hot seat (see p.299) And we are losing money! Boring! Boo! Hello, chimp! ur name’s Champ, nd you’ve got a new mum! 10 11 We need something new! But where can we find it? I’ve got an idea! It’s illegal and dangerous. But I can do it! 7 Presen a ion – Fu ure Island A02_ISLA_PUB_06GLB_0897_WEL.indd 7 21/03/2012 15:37 • Point out the structure need something + adjective. Provide pupils with more examples. • Play the recording again. Pause for the class to repeat each line chorally. • Assign the following parts so that all pupils act out • • • the story: Chris, Marta, Marta’s dad, wild dogs, Champ, Zero Zendell, Zero Zendell’s people, zoo visitors. Play the recording again. Pause for pupils to repeat their characters’ lines. Take a class vote for the best actors/actresses. Pairs predict what happens next. Ask What can be illegal and dangerous? Volunteers tell the class their ideas. Take a vote to find the most popular idea. 37 A02_ISLA_TB6_06GLB_0910_WU.indd 37 09/07/2012 12:29 Year 2210 2 Lis en and read. Then answer. 1:03 This is Serena. Serena is ou side all he ime and knows a lo . She’s good a running and jumping. She can climb walls, oo! 2 Serena Zero Zendell Present day 3 1 4 This is Chris. Chris has go long dark hair. He’s a clever boy bu he’s no so ac ive–no like Mar a. Bu hey’re good k friends. He likes o hin gs, carefully abou hin oo. Chris doesn’ like ge ing we or dir y. This is Mar a who lives wi h her paren s in a na ure reserve. She’s brave bu some imes ge s in o argumen s quickly. She goes everywhere wi h her chimpanzee, Champ. Mar a 5 a Wha does Zero Zendell do on Fu ure Island? b Wha is Zero Zendell’s problem? c Wha is Serena good a ? Champ d Wha unusual hing can Serena do? 3 1 look 2 smell 3 as e 4 sound 5 feel 4 8 1:04 1:05 This is Zero Zendell. He always wears a op ha and has go a long mous ache. He has go he only animals on Fu ure Island in his zoo. Bu he people are bored wi h seeing he same animals. Zero Zendell has a plan o make his zoo more popular, bu i ’s illegal and dangerous! Chris This is Champ, he chimpanzee. Wild dogs were rying o a ack him so Mar a’s dad rescued him. Now Mar a looks af er Champ. Champ is alw ays very friendly and he’s happy wi h his new life in he na ure reserve. Lis en and repea . Lis en and poin . Does i look good? Yes, i does. / No, i doesn’ . Wha does i look like? a b c Lesson 1 vocabulary (Wha does i look/sound/ as e/smell/feel like? ) A02_ISLA_PUB_06GLB_0897_WEL.indd 8 OPTIONAL ACTIVITIES Beat the clock! Pupils work in small groups. Give them five minutes to write as many adjectives as possible to describe what I looks good. I looks like a cake. d AB p.2–3 21/03/2012 15:38 an object looks / sounds / tastes / feels like. The group that writes the most adjectives in 5 minutes wins. 39 A02_ISLA_TB6_06GLB_0910_WU.indd 39 09/07/2012 12:30 He/She is …, isn’ he/she? He/She isn’ …, is he/she? They/You are …, aren’ hey/you? They/You aren’ …, are hey/you? 5 Read and find he ques ion ag in he box. isn’ he? are hey? isn’ she? is he? isn’ he? 1 Champ is very friendly. 3 Serena is good a climbing walls. 2 He isn’ sad wi h his new family. 4 People aren’ having fun a he zoo. 5 Zero Zendell is hinking abou doing some hing illegal. 6 Read and say. Use a ques ion ag a he end. a The visi or numbers aren’ going up, b Zero Zendell is very s range, c Champ is very nice, d The zoo is losing money, 7 Ask and answer. a You are a … , aren’ you? b We are learning … , aren’ we? You are 13 years old, aren’ you? c Our paren s are … , aren’ hey? d We … on Fu ure Island, are we? Lesson 2 grammar (ques ion ags) A02_ISLA_PUB_06GLB_0897_WEL.indd 9 OPTIONAL ACTIVITIES Interviewing celebrities Give out cut-outs of some well-known celebrities. Pupils work in pairs: one pupil asks for information AB p.4–5 9 21/03/2012 15:38 such as name, nationality, age, using question tags; the other pupil plays the part of the celebrity and answers the questions. 41 A02_ISLA_TB6_06GLB_0910_WU.indd 41 09/07/2012 12:30 8 1:07 Lis en and repea . 2 1 3 singer 5 4 secre ary gardener 6 recep ionis hairdresser 7 our guide chemis 9 Read and say. Wha do hese people do on Fu ure Island? 1 I can show you Fu ure Island. I looks very differen here. I can ake you o see he zoo. 2 My chemicals look s range, bu I can do grea experimen s. 3 Do you like spiky hair? Her hairs yles look very nice. 4 His voice sounds nice. He’s very good a singing! 5 My garden looks beau iful. Do you need help wi h yours? 6 Her office looks perfec . She organises every hing. 7 She works a recep ion. She looks very friendly! TIP! You are a eacher, aren’ you? He is a s uden , isn’ he? 10 Lesson 3 vocabulary (professions) A02_ISLA_PUB_06GLB_0897_WEL.indd 10 AB p.6 21/03/2012 15:38 OPTIONAL ACTIVITIES Vocabulary game Play Hangman (see p.299) with the whole class using the new words. Divide the class into two groups. Each right answer is one point. The group with most points wins. 43 A02_ISLA_TB6_06GLB_0910_WU.indd 43 09/07/2012 12:30 10 1 1:08 Lis en and repea . 2 See you soon! See you! 3 See you la er! 4 See you omorrow! 5 6 See you onigh ! 8 See you in half an hour! See you nex week! 7 See you in wo days! 9 See you on Tuesday! 11 Read. Wha do you say? See you la er! See you onigh ! 1 I ’s 5 o’clock. You’re mee ing your friend again a 7 o’clock. 2 I ’s ime o go home. You’re coming back omorrow. 3 I ’s Monday. You’re mee ing your friend again on Wednesday. 4 You are alking o a neighbour a he park. I ’s ime o go. 5 You see your eacher in he playground. You’ve go a lesson wi h her la er. 6 Today is Friday. You’re mee ing your uncle on Monday. 7 I ’s he af ernoon. You’re mee ing a friend ha same nigh . 8 I ’s 4 o’clock. You’re mee ing your friend again a half pas 4. 9 Today is Sunday. You’re mee ing your friend again in 2 days. Lesson 4 vocabulary (See you soon/la er/ omorrow/in wo days) A02_ISLA_PUB_06GLB_0897_WEL.indd 11 OPTIONAL ACTIVITIES Roleplays Write sentences using the new structure on the pieces of paper. Hand them out to small groups 11 AB p.7 21/03/2012 15:38 of pupils. In groups they perform a roleplay, in which they use their sentences. Take a vote on the best roleplays! 45 A02_ISLA_TB6_06GLB_0910_WU.indd 45 09/07/2012 12:30 1 1 1:10 Adventure camp Lis en and read. Who is Tom’s sis er? Hannah: Maria: Felipe: Tom: Flo: Hannah: 2 1:11 sleeping bag t c Hi, there. I’m Hannah. What are your names? I’m Maria. And I’m Felipe. I’m Tom and this is my sister ... I’m Flo. Great, let’s see ... Maria, yes ... Felipe, yes ... Tom, yes ... Flo ... yes ... Welcome to the camp, guys! Lis en and repea . 1 3 sleeping bag 6 4 rucksack 2 5 en compass pegs orch 7 8 campsi e 3 Ask and answer: Wha do you need o go camping? 12 Remember to bring these things: Lesson 1 vocabulary (camping equipmen ) M01_ISLA_PUB_06GLB_0897_U01.indd 12 Proof stage: final Title: Islands Date: 19/3/2012 OPTIONAL ACTIVITIES PB6 Team game Play Spelling Bee (see p.299). Get ready for Adventure Camp Pupils imagine that they are packing their rucksacks to go camping. fire You need… AB p.8 21/03/2012 14:30 They make a list of what they have packed. In pairs, they then ask and answer questions about what they have packed. Photocopiable 1.1 See teacher's notes pp.287–293 51 M01_ISLA_TB6_06GLB_0910_U01.indd 51 09/07/2012 11:44 ring 4 1:13 Lis en and read. Then say True or False. 1 sleeping bag rucksack torch compass This is Tom. He’s fourteen and he’s British. He loves playing basketball and football. He can cook and swim, but he can’t surf. He has one sister, Flo. She’s twelve and she’s very funny. 2 Her name’s Maria and she’s thirteen. She’s from Mexico. She likes dancing but she’s not very good at singing! She has two sisters. They’re eight and ten and she loves playing with them. 3 This is Flo and she’s twelve. She’s from the United Kingdom. She’s good at swimming. She loves talking to her friends. She has one brother. He’s fourteen and he’s very good at sports. He’s very clever, too. 4 This is Felipe. He’s from Spain. He’s thirteen. He loves playing video games and he likes Science and Maths. He has three brothers and they love video games, too. They always have competitions. 1 Tom and Flo are from he same coun ry. 2 Felipe and Maria are four een years old. Tom is good a spor s. 3 Flo is one year younger han Maria. I like hiking, bu I don’ like sailing. 4 Tom, Maria, Flo and Felipe have he I love fishing and camping. same hobbies. 5 Ask and answer. 1 2 3 4 Where are Tom and Flo from? Wha does Tom love doing? How old are Maria’s sis ers? Wha subjec s does Felipe like? Lesson 2 grammar (be good a ; like/love + ing) M01_ISLA_PUB_06GLB_0897_U01.indd 13 OPTIONAL ACTIVITIES Personalise it Pupils write about a favourite famous person or a member of their family. Roleplay Each pupil chooses a famous person. In small groups they ask and answer questions about what the people they 6 Imagine you are Tom, Maria, Flo, or Felipe. Ask and answer. 1 2 3 4 5 How old are you? Where are you from? Wha do you like doing? Wha are you good a ? Have you go any bro hers or sis ers? AB p.9 13 21/03/2012 14:30 have chosen are good at and what they like doing. Our families Pupils ask family members what they are good at and report it in class. Make a bar chart of the findings and display it on a poster. Grammar Booklet p.1 See Answer Key p.284. 53 M01_ISLA_TB6_06GLB_0910_U01.indd 53 09/07/2012 11:45 7 1:15 Lis en and repea . 1 2 pi ch he en 5 8 ake down he en 1:16 pu in he pegs 7 6 cover our heads 4 3 ligh a fire keep ou he rain lay ou he bed 8 read a compass Lis en o he song. Which words are missing? Scouts from all around the world, from Spain to Italy, We’re travelling together, from the … to the sea. We walk for miles and learn eve ry day. We read a … and find our way. CHORUS: Oh, we are adventure scouts, her e is our song. With adventure and new friends , you can’t go wrong. You can’t go wrong. At the end of the day, we’re back to camp again. We’re pitching our tents, they kee p out the … We’re putting in the pegs and lay ing out our beds. We’re sleeping in sleeping bags that cover our heads! Chorus All this adventure is making us fit and strong. We’re cooking our … which doesn’t take too long. We’re eating our dinner and then we’re so tired. We’re sleeping in … all around the fire! Chorus 9 1:17 Lis en again. Which ac ivi ies are no in he song? 1 reading a compass 3 running a race 5 pu ing in he pegs 14 Lesson 3 vocabulary (camping ac ivi ies) M01_ISLA_PUB_06GLB_0897_U01.indd 14 2 pi ching a en 4 ea ing breakfas 6 playing in a band AB p.10 21/03/2012 14:31 OPTIONAL ACTIVITIES Vocabulary game Play Pictionary (see p.299) to revise the vocabulary from Lessons 1, 2 and 3. Photocopiables 1.2–1.3 See teacher’s notes pp.287–293. Reading and Writing Booklet pp.1–2 See Answer Key p.282. 55 M01_ISLA_TB6_06GLB_0910_U01.indd 55 09/07/2012 11:45 10 1:18 1 Lis en and poin . Then ma ch. 1 a Today is he las day so we’re aking down he en . 2 b I’m a he campsi e and I’m pi ching he en . 3 c I’m los , bu I can read a compass. 4 e I wan o cook dinner so I’m ligh ing a fire. 6 I’m cold so I’m ligh ing a fire. d I’m pu ing in he pegs. 5 I can pi ch a en , bu I can’ read a compass. I ’s raining so we’re covering our heads. 7 11 g I ’s evening now so I’m laying ou he bed. 1:19 Lis en and ma ch. Then say. a e 1 b He’s pi ching he en . 2 c g She can ligh a fire, bu she can’ read a compass. 3 d h 4 Lesson 4 grammar (describing abili y; connec ives bu /so) M01_ISLA_PUB_06GLB_0897_U01.indd 15 AB p.11 15 21/03/2012 14:31 OPTIONAL ACTIVITIES All About Me Pupils write a mini biography with the things that they can do. Grammar Booklet p.2 See Answer Key p.284. 57 M01_ISLA_TB6_06GLB_0910_U01.indd 57 09/07/2012 11:46 12 Look a 13 1:22 he pic ures. Tell he s ory. Lis en and read. Why does Chris say he knows ha place? Then ac ou . 1 2 Bye, Mum! We’re going to the funfair. 3 Hi, Marta. Hi, Champ. Ook! Come and try my time machine! Only one dollar. Ok. 5 4 Wow. This is cool. Er ... Marta! I don’t like this man. Wow! Look! It’s strange. I know this place … . It’s fantastic! Look at the cars! Safe y firs ! Think abou safe y when you go camping. 16 Hello my dears! I like your pet! 6 What was that? Tell your family why camping safety is important. Lesson 5 s ory and values (Safe y firs ! Think abou safe y when you go camping.) M01_ISLA_PUB_06GLB_0897_U01.indd 16 OPTIONAL ACTIVITIES Guessing game Pairs take it in turns to ask and answer questions about a story character and to guess who he/ she is, e.g. Pupil A: What does he/she look like? Pupil B: He’s got dark hair and a moustache. I think he’s a bad guy. A: Is it Zero Zendell? B: Yes, that’s right! The time machine! It isn’t here! And where’s Champ? AB p.12 21/03/2012 14:31 Writing dialogues Write dialogues using the questions in Activity Book Activity 16. Have a class competition and elect the best dialogue. Photocopiable 1.4 See teacher’s notes pp.287–293. 59 M01_ISLA_TB6_06GLB_0910_U01.indd 59 09/07/2012 11:46 1 Inflec ional endings –ed and –ing We add –ed and –ing o verb forms: work → worked or working. • When a verb ends in –e, we only add –d, and –ing makes he final e disappear: • vo e → vo ed, vo ing. • When a verb ends in s ressed/shor vowel + one consonan (excep w or y), we double he consonan : s op → s opped, s opping. • When a verb ends in consonan + -y, we change -y o -i and add –ed: s udy → s udied, s udying. 14 1 2 3 4 5 1:23 Lis en and repea . cha → cha ed, cha ing plan → planned, planning shop → shopped, shopping s op → s opped, s opping hop → hopped, hopping -ed -ing 15 Read and blend he words wi h a par ner. 1 2 3 4 5 6 bea ing / be ing ca ching / cu ing raining / running packing / planning booking / pu ing hoping / hopping 16 Read and prac ise. ime machine! n’t here! And re’s Champ? cha → I cha ed wi h my friends a school. I was cha ing wi h hem when he bell rang. 17 1:24 Lis en and repea . I can dive and swim in he sea. But he’s good a swimming and likes ea ing me! plan → Yes erday, we planned our holidays. The eacher is planning our nex lesson. s op → I s opped learning Spanish las year. She was s opping when he raffic ligh changed. hop → She hopped in he spor s lesson. She is very good a hopping. Lesson 6 phonics and spelling (-ed and -ing) M01_ISLA_PUB_06GLB_0897_U01.indd 17 OPTIONAL ACTIVITIES Phonics and Spelling Folder If there is a class computer or an ICT room at your school, ask pupils to open a folder with the name Phonics and Spelling. They then open a Word document and write examples of the spelling rules they have been practising in this lesson. Save the document with the title Unit 1 -ing/-ed. Poetry books Start an individual poetry book: pupils M01_ISLA_TB6_06GLB_0910_U01.indd 61 AB p.13 17 21/03/2012 14:31 can add poems and rhymes over the course of the year. Each pupil can start his or her book by writing a poem using verbs ending -ed and -ing. Sound and Word Wall Start a word wall of highfrequency words and sounds. Add a section for spelling rules. Use it as a reference in future lessons. Photocopiable 1.5 See teacher’s notes pp.287–293. 61 09/07/2012 11:46 18 Read and find he words below in he ex . Wha is he rainfores like before defores a ion? af er before defores a ion rivers seas Defores a ion before A rainfores is a dense jungle where i rains a lo . I ’s a ho and humid place. Brazil has go one of he mos impor an rainfores s in he world – The Amazon. The rainfores is home o some amazing plan s and animals. 30 million species of plan s and animals live here! The rainfores has go he perfec condi ions for hese animals o live in. Chocola e, pineapples and sugar are some hings ha come from rainfores s. defores a ion Defores a ion is he process of clearing fores s on Ear h. I happens for many reasons, for example, o use he land o grow food or o sell he wood o make paper and o her produc s. Of en people make more money selling he rees han conserving he rainfores . CLIL CLIL: af er Rainfores areas abou as big as a foo ball field disappear every minu e. Defores a ion can cause drough : a lack of wa er. This can cause he ex inc ion of plan and animal species in he rainfores and o her habi a s like rivers or seas. Defores a ion is also a key fac or in clima e change. Wha ’s a rainfores ? I ’s … 19 Ask and answer. 1 2 3 4 Wha Wha Wha Wha is a rainfores ? is defores a ion? does a rainfores look like before defores a ion? does a rainfores look like af er defores a ion? 20 Think abou fores s in your coun ry. Then alk wi h your par ner. Before defores a ion i was … Af er defores a ion i is ... 1 Are here any fores s where you live? 2 Are hey suffering any kind of defores a ion? 3 Wha can we do o solve his problem? 18 Lesson 7 science (defores a ion; before/af er) M01_ISLA_PUB_06GLB_0897_U01.indd 18 OPTIONAL ACTIVITIES Spot the difference Ask pupils to draw two pictures: before and after deforestation. They then work in pairs to point out differences. ICT Workshop Ask pupils to find out more about deforestation in Brazil and South America on the internet. Then invite the class to share the AB p.14 21/03/2012 14:31 information they have found. Photocopiable 1.6 See teacher’s notes pp.287–293. Reading and Writing Booklet p.3 See Answer Key p.282. Grammar Booklet p.3 See Answer Key p.284. 63 M01_ISLA_TB6_06GLB_0910_U01.indd 63 09/07/2012 11:46 LIL LIL: Wider world 1 a Camping around the world 21 Read. Ma ch he words in blue o he pho os. 1 The Lake Dis ric is a grea place for camping. I ’s he larges Na ional Park in he UK. I usually visi he Lake Dis ric in he spring wi h my family. I love riding my bike on he pa hs in he moun ains. Moun ain biking can be difficul bu i ’s very exci ing. When we are no a he campsi e, my dad also likes sailing. There are many differen ypes of fish in he lakes. The moun ains and he grassy valleys here are lovely! b Melissa, 12, Uni ed Kingdom 2 Camping in Thailand is grea fun. My favouri e place is a Na ional Park called Khao Sam Roi Yo . Khao Sam Roi Yo means he moun ain wi h 300 peaks. The moun ains are very difficul o climb. There are a lo of hings o see around he park. I like wa ching he lovely birds and o her wild animals like deer and squirrels. There are a lo of in eres ing caves, oo. Thailand is an exci ing place! Alak, 12, Thailand 3 c Vulcano is a small volcanic island in I aly. I like camping here in he summer wi h my grandparen s. We sleep in a big en in he fores . During he day, my grandad rides a mo orbike around he island. I like hiking o he op of he volcano. My granny likes walking on he black sandy beaches near he sea. There is special mud in Vulcano ha is very good for your skin. Some people like pu ing he mud on heir bodies. I love visi ing Vulcano! Luca, 11, I aly 22 Ask and answer. Wha can you see bo h in Khao Sam Roi Yo and he Lake Dis ric ? Wha does Alak like wa ching? 23 Where can you go camping in your coun ry? Tell a par ner. Think and alk. Why does Luca like visi ing Vulcano? Which of hese places would you like o visi ? Lesson 8 wider world (camping around he world) M01_ISLA_PUB_06GLB_0897_U01.indd 19 OPTIONAL ACTIVITIES Poster Expand on the Portfolio activity. Ask the groups to produce a text and draw pictures or stick photos like the ones on Pupil’s Book page 19. They can use the text that accompanies these photos Describe an ideal camping trip. AB p.15 19 21/03/2012 14:32 as models for writing their own descriptive notes. Monitor and help the groups. Then you can put all the texts and drawings and photos on a poster. Photocopiable 1.7 See teacher’s notes pp.287–293. 65 M01_ISLA_TB6_06GLB_0910_U01.indd 65 09/07/2012 11:46 24 Play he game. I love … I can … , bu I can’ …. I’m good a … I like … , bu I don’ like …. 2 1 4 You didn’ bring he pegs. Throw a 3 o con inue. I’m good a swimming. I ’s good wea her. Move 1 space. 5 3 6 You’re good a pi ching he en . Move 2 spaces. 19 18 You didn’ bring a sleeping bag. Throw a 6 o con inue. 7 9 8 I s ar s raining before you finish pi ching he en . Miss a urn. 17 16 10 15 You find new wood for he fire and cook dinner. Move 2 spaces. 14 13 11 I ’s dark bu you have a orch and new ba eries. Take ano her urn. You ge wood for he fire bu i ’s we ! Miss a urn. 12 e Pictur y nar Dictio AB p.104 20 Lesson 9 review and consolida ion M01_ISLA_PUB_06GLB_0897_U01.indd 20 OPTIONAL ACTIVITIES Grammar game Pupils play Guessing game (see p.301) with sentences using good at, e.g. My father is good at washing the car. AB p.16 21/03/2012 14:32 Reading and Writing Booklet p.4. See Answer Key p.282. 67 M01_ISLA_TB6_06GLB_0910_U01.indd 67 09/07/2012 11:47
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