teaching Resources for the ofcial Curriculum

ndice
Introduccin Contenidos Las competencias bsicas Recursos para el aula Activity Sheets 3 7 11 12

Introduccin

Contenidos
La nueva reforma del sistema educativo hace especial mencin de la necesidad de formar a los alumnos de primaria para que puedan utilizar el ingls como medio para comprender, hablar, conversar, leer, escribir y aprender contenidos de modo que puedan integrarse en una sociedad cada vez ms internacional, pluricultural y plurilinge. Por ello se trata de conseguir una competencia comunicativa efectiva, tanto en el plano oral como en el escrito, que permita expresarse con eficacia y correccin, a medida que se progrese en el aprendizaje del ingls, en contextos sociales significativos que abarquen el margen ms amplio posible de usos y registros de la lengua. Tal y como define el Marco de Referencia Comn Europeo para el aprendizaje de lenguas extranjeras, Sunshine 3 trata de ofrecer contextos especficos que consigan que el alumnado pueda poner en prctica las tareas de comunicacin necesarias para llevar a cabo una tarea comunicativa concreta. Para ello, siempre se tiene en cuenta los mbitos de comunicacin propios de cada edad: familia, centro escolar, actividades relacionadas con su entorno, y los contenidos relacionados con el rea de aprendizaje de lenguas extranjeras y del resto de reas del currculo. Los contenidos del currculo de primaria para el rea de lengua extranjera se han organizado alrededor de cuatro bloques que cubren los aspectos formales culturales del aprendizaje de la lengua:
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de la lengua mediante la aportacin, a travs de su uso en el mbito escolar, del modelo lingstico ms amplio que sea posible. Para ello, se favorece el uso de medios audiovisuales convencionales y de las nuevas tecnologas.
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Bloque 2: Leer y escribir. Este bloque pretende la competencia discursiva en el uso escrito mediante una utilizacin progresiva que ample el conocimiento del cdigo. Al igual que en el bloque 1 se favorece el uso de medios de consulta tradicionales y digitales como apoyo al estudio de la lengua. Bloque 3: Conocimiento de la lengua a travs de su uso. En este bloque se incluyen tanto los conocimientos lingsticos como los contenidos de reflexin sobre el aprendizaje, que servirn como base a los alumnos para poder inferir las reglas de funcionamiento de la nueva lengua para su posterior comparacin con la lengua o lenguas maternas. Bloque 4: Aspectos socioculturales y conciencia intercultural. Este bloque sirve como marco para el conocimiento de las costumbres y las particularidades de aquellos pases donde se hable el ingls, y as promover la tolerancia y la curiosidad de los alumnos hacia diferentes realidades sociales y culturales.

Bloque 1: Escuchar, hablar y conversar. Este bloque pretende la competencia discursiva en el uso oral

En las dos prximas pginas podrs ver cmo Sunshine 3 se adapta a los contenidos currculo oficial.

Introduccin
1. escuchar, hablar y conversar
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Escucha y comprensin de mensajes orales de progresiva complejidad, como instrucciones o explicaciones, interacciones orales dirigidas o grabaciones multimedia, para extraer informacin global y tambin especfica. Interaccin oral en situaciones reales o simuladas dando respuestas verbales y no verbales que exijan eleccin entre un repertorio limitado de posibilidades, en contextos progresivamente menos dirigidos. Produccin de textos orales conocidos previamente mediante la participacin activa en representaciones compartidas, canciones, recitacin, dramatizaciones, interacciones dirigidas... o bien preparados mediante un trabajo previo con ayudas y modelos. Desarrollo de estrategias bsicas para apoyar la comprensin y expresin oral: uso del contexto visual y no verbal y de los conocimientos previos sobre el tema o la situacin transferidos desde las lenguas que conoce a la lengua extranjera. Inters por expresarse oralmente en actividades individuales o de grupo (canciones, dramatizaciones, trabajos en equipo...)

Pupils Book 3: - Audiciones - Ejercicios orales - Canciones y chants - Cuentos en audio - Escenificaciones - Sounds Fun Drama & Games Book 3: - Juegos - Dramatizaciones Resource Book 3: - Crafts - Psters Video Activity Book 2: - Vdeo/DVD - Ejercicios orales

2. Leer y escribir
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Lectura y comprensin de diferentes tipos de textos adaptados a la competencia lingstica del alumnado, para utilizar informacin global y especfica, en el desarrollo de una tarea o para disfrutar de la lectura. Iniciacin en el uso de estrategias de lectura: uso de los elementos del contexto visual y de los conocimientos previos sobre el tema o la situacin transferidos desde las lenguas que conoce, identificando la informacin ms importante y deduciendo el significado de palabras y expresiones no conocidas. Escritura de diferentes tipos de textos sencillos, utilizando en su construccin expresiones y frases bien conocidas oralmente y a travs de actividades que implican la familiarizacin con su lectura, para transmitir y compartir informacin, o con diversas intenciones comunicativas. Inters por el cuidado y la presentacin de los textos escritos.

Pupils Book 3: - Lecturas sencillas - Letra canciones y chants - Dilogos breves - Cuentos Activity Book 3: - Ejercicios de lectura - Ejercicios de escritura Resource Book 3: - Resource Sheets - Revision Sheets - Crafts

Introduccin
3. Conocimiento de la lengua a travs del uso 3.1 Conocimientos lingsticos
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Conocimiento de aspectos fonticos y del ritmo, acentuacin y entonacin de la lengua extranjera y su uso como aspectos fundamentales de la comprensin y produccin de pequeos textos orales. Reconocimiento y uso de formas y estructuras bsicas propias de la lengua extranjera, previamente utilizadas, y su relacin con las que usa en las lenguas que conoce. Asociacin de grafa, pronunciacin y significado a partir de modelos escritos, expresiones orales conocidas y establecimiento de relaciones analticas seguras grafa-sonido. Iniciacin al conocimiento y uso de las estrategias bsicas en la produccin de textos (seleccin del destinatario, propsito, planificacin, redaccin del borrador, revisin del texto y versin final) a partir de un modelo. Inters por utilizar la lengua de forma correcta en situaciones variadas.

Pupils Book 3: - Sounds Fun - Picture Dictionary - Language Trafc Light Activity Book 3: - Ejercicios de lectoescritura - Ejercicios orales Resource Book 3: - Resource Sheets

3.2. Reexin sobre el aprendizaje y el progreso

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Uso de habilidades y procedimientos tales como repeticin, memorizacin, asociacin de palabras y expresiones con elementos gestuales y visuales, observacin de modelos, lectura de textos, utilizacin de soportes multimedia y otros, para la adquisicin de nuevo lxico, formas y estructuras de la lengua. Reflexin sobre el propio aprendizaje y la organizacin del trabajo, y aceptacin del error como parte del proceso de aprendizaje. Utilizacin progresiva de medios grficos de consulta e informacin y de las posibilidades que ofrecen las nuevas tecnologas. Confianza en la propia capacidad para aprender una lengua extranjera. Valoracin de la lengua extranjera como instrumento para hacer, organizarse y aprender.

Pupils Book 3: - Autoevaluacin I can Activity Book 3: - Autoevaluacin I can Resource Book 3: - Revision Sheets Test Book 3: - Tests de autoevaluacin Student Portfolio 3&4: - Hojas de autoevaluacin - Fichas - Diplomas

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4. aspectos socioculturales y conciencia intercultural

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Inters por aprender lenguas y conocer informacin sobre las personas y la cultura de los pases en donde se habla la lengua extranjera. Valoracin de la cultura propia a partir del conocimiento y valoracin de otras culturas. Conocimiento de algunas similitudes y diferencias en las costumbres cotidianas y uso de las formas bsicas de relacin social entre los pases donde se habla en la lengua extranjera y el propio. Actitud receptiva hacia las personas que hablan otra lengua. 5

Pupils Book 3: - Lecturas con contenido sociocultural Resource Book 3: - Resource Sheets

Introduccin

Las CompetenCias bsiCas

El currculo estructura el aprendizaje a travs de ocho competencias bsicas que todo alumno tiene que superar para evolucionar en su aprendizaje del ingls. Estas competencias van a ser las que identifiquen los contenidos y los criterios de evaluacin a lo largo de la vida escolar de cada alumno. Estas competencias bsicas no son independientes entre s, sino que estn entrelazadas, y tienen como finalidad la integracin de los distintos aprendizajes, tanto formales, aquellos que se integran a las diferentes reas, como informales y no formales. Como se establece en las tablas que vers a continuacin, en cada unidad de Sunshine 3 se trabajarn aquellas competencias bsicas que sean ms adecuadas a los contenidos de la unidad. De acuerdo con la propuesta realizada por la Unin Europea, se han identificado las siguientes competencias bsicas: 1. Competencia en comunicacin lingstica. Esta comunicacin se refiere a la utilizacin del lenguaje como instrumento de comunicacin oral y escrita, que permite el aprendizaje y la regulacin de conductas y emociones, y que contribuye al desarrollo de la autoestima y la confianza en s mismo. 2. Competencia matemtica. Consiste en la habilidad para utilizar y relacionar los nmeros, sus operaciones bsicas, los smbolos y las formas de expresin y razonamiento matemtico, que permitirn interpretar y expresar con claridad y precisin informaciones, datos y argumentaciones. 3. Competencia en el conocimiento y la interaccin con el mundo fsico. Esta incluye la habilidad para interactuar con el mundo fsico, tanto en  aspectos naturales como en aquellos generados por la accin humana, que ayudan a desarrollar habilidades para desenvolverse adecuadamente, con autonoma e iniciativa personal, en mbitos de la vida y del conocimiento muy diversos y para interpretar el mundo. 4. Tratamiento de la informacin y competencia digital. Consiste en disponer de habilidades para buscar, obtener, procesar y comunicar informacin, y transformarla en conocimiento. 5. Competencia social y ciudadana. Esta competencia hace posible comprender la realidad social en la que se vive, cooperar, convivir y ejercer la ciudadana democrtica en una sociedad plural, as como comprometerse a contribuir a su mejora. 6. Competencia cultural y artstica. Supone conocer, comprender, apreciar y valorar crticamente manifestaciones culturales y artsticas, utilizarlas como fuente de enriquecimiento y disfrute, y considerarlas como parte del patrimonio de los pueblos. 7. Competencia para aprender a aprender. Esta competencia supone disponer de habilidades para iniciarse en el aprendizaje y ser capaz de continuar aprendiendo cada vez de manera ms eficaz y autnoma de acuerdo con los propios objetivos y necesidades. 8. Autonoma e iniciativa personal. Esta competencia se refiere a la adquisicin de una conciencia y remite a la capacidad de elegir con criterio propio, y de llevar adelante las acciones necesarias para desarrollar las opciones y planes personales. Sunshine integra estas competencias en el desarrollo del mtodo como se ve a continuacin.

Introduccin
Componentes Competencia en comunicacin lingstica Presentarse y saludar Familiarizarse con los nombres de animales Hablar de rutinas diarias Describir prendas de vestir Hablar de comidas y bebidas Hablar de habilidades Describir las habitaciones de una casa Hablar del tiempo atmosfrico Nombrar las estaciones del ao y los meses Competencia matemtica Competencia en el conocimiento y la interaccin con el mundo fsico tratamiento de la informacin y competencia digital

pupils book activity book teachers book audio Cd

Realizar cuentas sencillas Trabajar con las horas Aprender los nmeros 11-20 Repasar los nmeros 1-10

Conocer curiosidades sobre animales Llevar una dieta saludable Leer sobre distintos tipos de simios

Trabajar con juegos de ordenador

Resource book

Completar fichas de ampliacin y repaso

Contar Trabajar con las horas Desarrollar la memoria numrica Contar del 1-20

Identificar personas y cosas del mundo real

drama & Games book

Jugar a juegos

Conocer animales Reconocer las estaciones Comprobar sus conocimientos sobre: Animales Alimentacin Tiempo atmosfrico Leer sobre cachorros de animal Aprender hbitos saludables Respetar el medioambiente Aprender sobre el cuidado de los animales Buscar ms informacin en Internet Obtener informacin a travs de los medios de comunicacin Realizar ejercicios y actividades de escucha, lectura y escritura Cantar canciones Comprender un cuento animado

tests book

Comprobar sus conocimientos en: Tests 1-7 End of course test

teaching Resources

Fichas con contenidos interdisciplinares

Trabajar con las horas Realizar cuentas sencillas Calcular precios

students Cd-Rom

Juegos, canciones y cuentos animados

Contar del 1-20

dVd / Video Video activity book student portfolio

Visionar un programa infantil My Language Biography My Language Dossier

Aprender y repasar los nmeros 1-30 Realizar sumas My Language Passport

Introduccin
Componentes Competencia social y ciudadana Respetar y cuidadar a los animales Concienciarse de ser ordenado Compartir comidas con amigos Hacer encuestas Compartir creaciones Conocer cuentos tradicionales Aprender sobre Halloween y Navidad Competencia cultural y artstica Competencia para aprender a aprender Practicar la pronunciacin de palabras Hacer dibujos para aprender la hora Identificar prendas de vestir Resolver un crucigrama para recordar palabras Hacer un diccionario con pegatinas Formar oraciones Evaluar lo que se aprende autonoma e iniciativa personal

pupils book activity book teachers book audio Cd

Dibujar animales Leer sobre relojes famosos Aprender sobre carnavales famosos Cantar canciones Seguir una rima Contar un cuento

Completar diccionario ilustrado para repasar vocabulario Identificar lo que se ha aprendido en cada unidad a travs de actividades y fichas de autoevaluacin

Resource book drama & Games book tests book

Jugar a un juego de mesa Comprar en una tienda Jugar en equipo

Producir manualidades

Completar material de repaso Practicar lo aprendido a travs de actividades ldicas

Trabajar de forma autnoma individual y en equipo Trabajar en equipos de forma libre y semicontrolada

Realizar mmica y dramatizaciones

Comprobar lo aprendido a Realizar actividades de travs de tests autoevaluacin Conocer ropa para distintas ocasiones Comprar en una tienda Celebrar un cumpleaos Cantar y jugar con los compaeros de clase Visitar Londres Conocer vestimentas de distintas culturas Visitar diferentes pases en vacaciones Leer y escuchar un cuento animado Referirse al mundo real para utilizar y repasar la lengua aprendida. Utilizar juegos de ordenador para aprender y repasar vocabulario. Ayudarse de la imagen para comprender a hablantes en un contexto real Completar fichas para evaluar el progreso personal Trabajar de forma autnoma individual y en equipo.

teaching Resources

students Cd-Rom dVd / Video Video activity book student portfolio

Repasar de forma autnoma Ver un programa infantil y completar ejercicios autnomamente Hacer un seguimiento personal de lo que se aprende

Hablar de la higiene personal Preparar una comida para los Formar un grupo musical amigos Compartir trabajos de clase con los dems Dibujar y colorear

Introduccin

ReCuRsos paRa eL auLa

Dada la gran importancia que en el currculo oficial se da a los contenidos socioculturales al aprender una lengua extranjera, as como el inters que se tiene en relacionar el aprendizaje del ingls con los otros contenidos del currculo de Primaria, en Sunshine hemos querido ofrecer un material extra para la clase de ingls en el que los contenidos se vinculan directamente al aprendizaje de la lengua. Los materiales que se presentan en esta seccin pretenden tener un uso complementario al libro de texto y ser un recurso muy til para el profesor o profesora que desee animar a sus alumnos y alumnas a explorar el mundo que les rodea, as como ayudarles a acercarse ms a su propia persona y al desarrollo de sus valores individuales a la vez que aprenden ingls. El nfasis, por tanto, no est en el aprendizaje de la lengua como tal, sino ms bien en su utilizacin para llegar a otros conocimientos a travs de ella. Con el uso de las ideas de clase y las fichas fotocopiables que se incluyen a continuacin, los alumnos y alumnas van avanzando y consolidando su conocimiento del mundo a la vez que utilizan el ingls como una herramienta y un vehculo de exploracin de su entorno. Los nios y nias se acercan, por ejemplo, al conocimiento del mundo natural y las nuevas tecnologas, las celebraciones en el mundo, los cuentos populares, la importancia de la higiene y una dieta sana, el respeto a otros nios o nias y a sus mayores, la valoracin de otras culturas, as como a la apreciacin de s mismos como personas. En muchos casos se les anima a hacerlo a travs de juegos y dramatizaciones, lo que en s mismo les ayuda a expresarse con libertad, a apreciar el trabajo en equipo, a valorar la aportacin de sus compaeros y compaeras, a cuidar sus materiales y a respetar a la clase, as como a su profesor o profesora. Las actividades y fichas desarrollan temas relacionados con el libro de texto y repasan y refuerzan los contenidos lingsticos de las unidades de Sunshine 3. Se incluyen dos lecciones por cada unidad del libro, lo que hace un total de 14 unidades didcticas.
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Las notas para el profesor hacen referencia a la lengua que se aprende o practica y tambin a los valores que se promueven en la leccin. La seccin Do it invita a los nios a participar activamente en el aprendizaje y a involucrarse de lleno en la actividad. Las fichas fotocopiables apoyan la leccin y permiten a los nios y nias dejar plasmado un ejemplo de su trabajo.

Los diferentes tipos de interaccin que se sugieren en las actividades de clase permiten a los nios y nias trabajar individualmente, en parejas y en grupo; lo que no slo beneficia su tipo de aprendizaje y su relacin y desarrollo consigo mismos y con los dems, sino que les ayuda a ser ms independientes del docente e implicarse personalmente, ya sea solos o con sus compaeros, en lo que estn haciendo. 11

Unit 1 Activity Sheet 1.1 KITTENS

Objectives:
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Teachers Notes

Learn about baby animals kittens. Develop concentration through silent reading. Develop autonomy and responsibility for learning. Presentation skills.

MATERIALS:
One copy of the Activity Sheet per pupil.

read the text themselves slowly and silently. Say: Now, you read the text again in your head. Read slowly. Read silently. And think about kittens.
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TEACHERS NOTES:
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Make one copy of the Activity Sheet for each pupil. Ask the pupils to brainstorm as many names of animals as they can think of. Give them a few minutes to think, then write their ideas up on the board. Ask: What do we call a baby cat? (A kitten.) Write it up on the board and ask: Have you ever seen kittens? Ask the pupils some questions about kittens but do not reveal the answers: What do kittens eat? Can kittens run? Do kittens say meow? Lets read about kittens and nd out. Hand out the Activity Sheet and draw the pupils attention to the heading Read. Ask the pupils to listen while you read the text. Say: Now you listen to me and read the text. Read the text and then ask the pupils to
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When the pupils have nished, ask them if they were surprised by anything they read and ask: Did you learn any new things about kittens? Next, ask the pupils to look at the heading Circle, and read the questions with you. Say: Now, lets read the questions. Ask the pupils to circle the correct answer. Say: Can you circle the correct answer? Check the answers with the class. KEY: two - ve; milk; Sss. Its your turn! Find out about a baby animal. Tell the pupils that they are going to do some investigation alone. Read and clarify the steps on the Activity Sheet.

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Sunshine 3

Unit 1 Activity Sheet 1.1

Name: Class:

Kittens
Read.

Baby cats are kittens. Cats normally have between two and ve kittens. Kittens eyes are closed for about seven days. They cannot see. Kittens do not meow, they go Sss! Kittens walk and run in twenty-ve days. Kittens drink their mothers milk for eight weeks.

Circle
Cats have Kittens like Kittens go one apples meow two ve bananas moo ten milk sss kittens.

Its your turn! Find out about a baby animal.

1. Work alone! 2. Choose a baby animal. 3. Get information and pictures (books, Internet, ask people). 4. Bring the information to class. 5. Talk about your baby animal and show your information and pictures. 6. Listen carefully to your classmates.
Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 13

Unit 1 Activity Sheet 1.2 WHAT BIG EYES!

OBJECTIVES:
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Teachers Notes

Learn about animals with special eyes and ears. Thinking skills classifying. Use the Internet in English for a specic purpose. Collaborate pool information and listen to others.
you come here and act out one of the animals, please? Class, can you guess the animal? When the pupils have nished, they can colour the animals. Direct the pupils attention to the heading Its your turn! Investigate big eyes and big ears. Read the headings. Now ask the pupils to look at the little pictures of the animals, and have them listen, point and repeat the names of the animals. Ask the pupils to get in pairs and to categorise the animals into the correct group.
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MATERIALS:
One copy of the Activity Sheet per pupil. Coloured crayons.

TEACHERS NOTES:
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Make one copy of the Activity Sheet for each pupil. Ask the pupils to point to their eyes. Ask them if they know an animal with big eyes: Can you tell me an animal with big eyes? Listen to all the pupils suggestions and translate into English if necessary. Repeat the procedure for big ears. Tell the pupils that they are going to learn about some animals with big eyes and ears. Hand out the Activity Sheet and ask the pupils if they can see any of the animals they mentioned earlier: Can you see the animals we talked about? Ask if the pupils have ever seen these animals: Have you seen these animals? Have them point to the animal with big eyes and tell them that it is an owl. Ask the pupils to point to and repeat the word owl: Can you point to the animal with big eyes? Its an owl. Point to the word owl, listen and repeat: Owl. Ask why they think owls have big eyes: Why have owls got big eyes? (To see well at night.) Repeat the procedure for bat (they have big ears to hear/listen well) and elephant (they have big ears to stay cool when its very hot and sunny. Use mime to fan yourself). Direct the pupils attention to the heading Learn, match and colour. Ask: Can you match the words with the parts and the animals? Have a pupil come out to the front of the class and mime one of the animals. The others guess: Bea, can

When the pupils have nished draw two circles on the blackboard, write Big eyes and Big ears above them, and invite pupils to come out and write the animals names in the correct groups. KEY: Big eyes cat, lizard, owl; Big ears Elephant, rabbit, mouse.

Tell the pupils that they are going to investigate one or more of these animals, or, if they prefer, a different animal with big eyes or big ears. Ask them to look for information and pictures from books or the Internet, and encourage them to try to present their information to the class in English. (If they cannot, accept contributions in L1.) When the pupils have gathered their information, ask them to get into groups with pupils with the same animal. Each group then presents the information to the class. You may wish to award points for information and pictures, trying to speak English and listening. Emphasise the importance of listening carefully to our classmates work; after all, they put time and effort into compiling it! Congratulate pupils for working alone and together so well.

14

Sunshine 3

Unit 1 Activity Sheet 1.2

Name: Class:

What big eyes!

Learn, match and colour.

elephant

bat

owl

Its your turn! Investigate big eyes and big ears.

Big eyes Big ears

___________________ ___________________ ___________________

___________________ ___________________ ___________________

rabbit
Sunshine 3

elephant

mouse

cat

lizard

owl
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Photocopiable Pearson Educacin, S.A., 2007

Unit 2 Activity Sheet 2.1 LONDON

OBJECTIVES:
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Teachers Notes

Learn about an important city in England. Develop thinking skills brainstorming and imagining a scene with our eyes closed. Develop organisation skills make a spidergram.

MATERIALS:
One copy of the Activity Sheet per pupil. Sheets of paper.
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a class. If students make other valid suggestions in L1, particularly for the Things to do section then accept and translate into English if necessary. When you have built up the spidergram congratulate the children and ask them if they know why we call it a spidergram (because of the shape). Tell them that it is a good way to write down ideas about a topic in an organised way. KEY: This is only a suggested solution. Spidergrams are personal therefore you and your pupils may build up a larger more complex Spidergram with more legs and vocabulary. Things to do Sightseeing Shopping Speak English St. Pauls Buckingham Palace Hyde Park St. James Park Underground Red bus

TEACHERS NOTES:
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LONDON

Make one copy of the Activity Sheet per pupil. Ask the pupils in L1 if they know any famous clocks, then ask them: Do you know Big Ben? Wheres Big Ben? (In London.) Ask the pupils if anyone has visited London: Have you visited London? If pupils have visited London ask them to describe it to the class (you may wish to permit them to use L1 when necessary). Now ask all the pupils to imagine that they are in London. Ask them to close their eyes, then get feedback. Say: Close you eyes and think of London. Now, what can you see? After a few minutes, hand out the Activity Sheets and ask the pupils to look at the Learn about London section and to look at the pictures. Elicit the answers to the question orally. KEY: You can visit Buckingham Palace, Big Ben, St. Pauls Cathedral. You can go to one of the parks (St. James Park, Hyde Park, Kew Gardens). You can travel by taxi, or underground, or bus. Accept all other valid answers, such as you can go shopping, you can speak English, etc.

Places to visit Big Ben Parks Transport Kew Gardens Black taxi

Tell the pupils that now they are going to learn how to make a spidergram. Tell them to look at the Make a spidergram activity. Write london in the middle of the blackboard and draw the same incomplete spidergram as on the Activity Sheet. Elicit answers as

Its your turn! My spidergram. Ask the pupils to try to make a spidergram about their own city or a city they know well. It could be a city they have visited on holiday. When the pupils have nished their spidergrams ask them to write a few sentences about the town or city. They can show each other their spidergrams and texts.

16

Sunshine 3

Unit 1 Activity Sheet 2.1

Name: Class:

London
Learn about London.

What can you do in London?

Make a spidergram.
Sightseeing Things to do

Kew Gardens Parks

London
Places to visit Transport Black taxi

Big Ben

Its your turn! My spidergram.

Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 17

Unit 2 Activity Sheet 2.2 WHATS ON TV?

OBJECTIVES:
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Teachers Notes

Ask for specic information. Real life skill reading the television page. Express personal preference.

MATERIALS:
One copy of the Activity Sheet for each pair.

When the pupils have nished tell them to check their answers by comparing the TV listing with their partner. Now ask the pupils to complete the answers to the questions under Look and answer with their partner. When they have nished check their answers on the board. KEY: Saturday 9 oclock 11 oclock 1 oclock 3 oclock 4 oclock 6 oclock 7 oclock 9 oclock 10 oclock 12 oclock Special Friends Film Galactic Wars Film Wheres my sh? Sports Afternoon Football The Simpsons Film Lions Mega Games Basketball nal Film My robot

TEACHERS NOTES:
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Make one copy of the Activity Sheet for each pair. Introduce the topic by asking: Do you like watching TV? What is your favourite programme? What channel is your favourite programme on? What time is your favourite programme on? Tell the pupils that they are going to learn to read the TV listings of a magazine but there is some information missing. Ask for two volunteers and draw two TV listings on the board: A Saturday Special Friends 09:00 11:00 B Saturday Special Friends

11:00
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Film Galactic Wars

Point to the blank square in table A and say: Oh! What time is Special friends on TV? I dont know. Pedro, do you know? Pedro, what time is Special Friends on TV? Encourage the pupil to respond, (9 oclock). Continue, pointing to the blank square in table B and ask: Whats on TV at 11 oclock, Maria? Encourage the pupil to respond (a lm, Galactic Wars). Ask the pupils to get into pairs and hand out parts A and B of the worksheet. Say: Now you ask and answer questions to complete the table.

Tell pupils: My favourite TV programme is (The Simpsons). Its on channel (4) at (5) oclock. Ask a few pupils: Whats your favourite TV programme? What channel is it on? What time is it on? Now direct the pupils attention to Its your turn! My favourite TV programme and say: Copy the text into your notebook and complete the sentence. The pupils can a draw a picture of their favourite programme.

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Unit 2 Activity Sheet 2.2

Name: Class:

Whats on TV?
Pupil A
Look and answer.
What time is Whats on at What time is Whats on at Mega Games on? 3 oclock? basketball on? 7 oclock?

Saturday
Special Friends 11.00 1.00 3.00 6.00 7.00 9.00 10.00 12.00 Film My robot Mega Games Sports Football The Simpsons Film Galactic Wars

Its your turn! My favourite TV programme.

My favourite programme is __________________. Its on channel ______________ at _____________ oclock.

Pupil B
Look and answer.
What time is Whats on at What time is Whats on at Mega Games on? 3 oclock? basketball on? 7 oclock? 9.00 11.00 1.00 4.00 6.00 7.00 9.00 10.00

Saturday
Special Friends Film Wheres my sh? Sports Football Film Lions Basketball Film My robot
19

Its your turn! My favourite TV programme.

My favourite programme is __________________. Its on channel ______________ at _____________ oclock.
Sunshine 3

Photocopiable Pearson Educacin, S.A., 2007

Unit 3 Activity Sheet 3.1 JUMBLED CLOTHES

OBJECTIVES:
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Teachers Notes

Clothes suitable for different holidays. Thinking skills discussion and deduction.

MATERIALS:
One copy of the Activity Sheet per pupil. Flashcards of clothes. Coloured crayons.

TEACHERS NOTES:
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for Lucy or Beth? (Beth.) So, match the coat with Beths s suitcase. Point to the bikini and say: Look, a bikini! Is this for Lucys holiday in Tenerife or for Beths s holiday in the North Pole? (Lucyss holiday in Tenerife.) Tell the pupils to get in pairs and to decide which clothes are for Lucy and which clothes are for Beth.
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Ask the pupils if they are going to go on holiday this year: Are you going to go on holiday this year? Where? Tell the pupils that you are going to go to Scotland; you may wish to show them where Scotland is on a map and say it in L1. Say: Im going on holiday to Scotland. Look, its here! Ask the pupils if they think it is hot or cold in Scotland. Tell them: Its colder than Spain, even in summer you often need a coat or jumper! Draw a a suitcase on the board. Show the pupils the ashcards and ask them what you should put in your suitcase for your holiday in Scotland. Ask: Do I need a (coat)? Repeat the procedure for the remaining ashcards. If the class decide you should take an item, stick the ashcard in the suitcase on the blackboard. Hand out the Activity Sheet and ask the pupils to work in pairs. Point to the heading Look and match and ask the pupils to look at the two girls. Ask: What are their names? Where are they going? (Lucy Tenerife, Beth The North Pole.) Point to the open suitcases and say: Oh, dear! No clothes! Where are the clothes? Point to the clothes. Point to the coat and say: Is this

When the pupils have nished, draw two empty suitcases on the blackboard and write Lucy and Beth above them. Ask different pairs to come out to the front and draw the clothes in the correct suitcases. Next ask the pupils to read and complete the questions at the bottom. Check the answers as a class. KEY: 1. Lucys clothes: skirt, dress, sunglasses, T-shirt, bikini; 2. Beths clothes: trousers, boots, jumper, coat, socks; 3. Lucy is going to Tenerife. 4. Beth is going to the North Pole.

Draw the pupils attention to Its your turn! Holiday suitcase. Say: You are going on holiday. Look, this is your suitcase. Write your name here on the label. Where are you going? You decide and write it here after Destination. Now, decide what you are taking and draw the things in your suitcase. Dont show anyone yet! When the pupils have nished ask them to circulate. Each time they meet another pupil they say where they are going and the other pupil tries to guess what is in their suitcase. When they have nished they can colour the contents of their suitcases.

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Unit 3 Activity Sheet 3.1

Name: Class:

Jumbled clothes
Look and match.

Answer the questions.

1. Lucys clothes: __________ , __________, __________, __________, __________. 2. Beths clothes: __________, ___________, __________, __________, __________. 3. Wheres Lucy going? __________________________________________________ . 4. Wheres Beth going? __________________________________________________ .

Its your turn! Holiday suitcase.

__ ____________ ame: N _________ ination: _____ Dest

Sunshine 3

Photocopiable Pearson Educacin, S.A., 2007

21

Unit 3 Activity Sheet 3.2 TRADITIONAL CLOTHES

OBJECTIVES:
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Teachers Notes

Raise awareness that different cultures have traditional clothes. Thinking skills information transfer (text to table) and analysing. Express an opinion.
KEY: 1. Text B; 2. Text A; 3. Text C.
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MATERIALS:
One copy of the Activity Sheet per pupil. Coloured crayons. A map of the world.

Ask the pupils to look at the table and to complete it with ticks by looking at the pictures and using the information in the texts. Copy the table on the blackboard and invite pupils out to complete it. KEY: Lapland: hat, jacket, gloves, trousers, boots, socks; Japan: kimono, sandals, socks; India: sari, sandals.

TEACHERS NOTES:
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Show the pupils where Lapland, Japan and India are on the world map. Ask where they think it is hot (India and Japan.) Ask them to close their eyes and imagine what traditional clothes people wear in these countries. Ask the pupils to tell a partner about the clothes that they imagined. Tell the pupils that most countries have traditional clothes but people do not usually wear them everyday, they wear them for special occasions. Tell them that in these three countries many young people wear jeans and T-shirts like we do. Hand out the Activity Sheet and draw the pupils attention to the three pictures in Read and match. Ask if the clothes that they see are similar to the ones they imagined. Next, read the text whilst pupils listen and follow: Im going to read the texts. Can you read and follow with your nger? Ask: Which picture goes with text A? (Picture 2, Lapland) Repeat the procedure for texts B and C.

Next, ask: Why do you think traditional clothes are different in Lapland, India and Japan? Help the pupils to express their ideas in English then compose an answer on the blackboard for them to copy. Suggested answer: Because it is cold in Lapland and it is hot in India and Japan. Ask the pupils: Which traditional clothes do you like best, clothes from Lapland, India or Japan? Ask them to write their answers on the Activity Sheet. Now draw the pupils attention to Its your turn! Spanish clothes and say: In Spain we dont wear kimonos. Have we got traditional clothes? (Yes, there are regional costumes.) Have you got traditional clothes in your region? Draw some traditional clothes from Spain and write the name of the clothes and the region they are from. You may prefer to ask pupils to bring in photos and investigate traditional Spanish costumes prior to doing the activity.

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Unit 3 Activity Sheet 3.2

Name: Class:

Traditional clothes
Read and match.

A This boy is from Lapland. It is very cold there. Hes wearing a hat, a jacket, gloves, trousers and boots. His clothes are colourful.

B This girl is from Japan. Shes wearing traditional clothes. The beautiful kimono is different colours. Shes wearing white socks and sandals.

C This girl is from India. Shes wearing a beautiful sari. It is very long and colourful.

Read and tick ().

hat Lapland Japan India Why do you think traditional clothes are different in Lapland, India and Japan? ______________________________________________________________________ Which traditional clothes do you like best? ______________________________________________________________________ sari jacket gloves kimono trousers sandals boots socks

Its your turn! Spanish clothes.

Draw some traditional clothes from Spain.
Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 23

Unit 4 Activity Sheet 4.1 BE HEALTHY!

OBJECTIVES:
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Teachers Notes

Reinforce good eating habits. Mathematical competence simple addition.

MATERIALS:
One copy of the Activity Sheet per four pupils. Blank paper. A die for each group of four. Counters. A watch or clock.

TEACHERS NOTES:
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around the board they collect points when they land on the food and drinks. They can keep a record of their points on the scrap paper. The winner is the person with the most points because he/she ate the healthiest food. Say: Add up the points when you land on a square. The person with the most points is the winner. Look at the scoreboard when you nish! Now, play the game.
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Make one copy of the Activity Sheet for each group of 4 pupils. Ask the pupils to get into groups of four. Give them a piece of blank paper. Ask them to make a list of healthy food and drinks in ve minutes: Write a list of healthy food and drinks. You only have ve minutes. Go! Listen to each groups suggestions and congratulate them for their effort. Tell the pupils that they are going to play a game. Hand out the Activity Sheet and a die for each group. Ask the pupils to look at the different fruits and tell you what numbers appear. Say: Look at the fruit. What number is under each fruit? (Five.) Now repeat the procedure for sweets, chocolate and doughnuts (number one). Tell them that food with ve points is very healthy and we should eat it every day, but food with one point is not very healthy and we should not eat it every day. Tell the pupils that as they move

When the pupils have nished, tell them to add up their points and look at the scoreboard. Now direct the pupils attention to Find the total. Go through the example with them: Look, one orange, thats 5 points, one sh, thats 4 points, 1 apple, thats 5 points, so whats the total? Check the pupils answers by writing the sums on the blackboard. KEY: 1. 5 + 5 + 3 = 13; 2. 4 + 5 + 4 = 13; 3. 1 + 1 + 2 = 4.

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Ask: Which are the healthy totals? (13 and 13.) Tell the pupils to tick the healthy totals: Lets tick the healthy ones. Direct the pupils attention to Its your turn! Your favourite lunch. Tell the pupils to write the points and the total for their favourite lunch. The pupils could copy the points and the total and draw their favourite lunch to display in the classroom. When the pupils have nished, ask them to compare their lunches with their classmates.

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Unit 4 Activity Sheet 4.1

Name: Class:

Be healthy!

72 points: You love food! 30-71 Congratulations! You eat very healthy food. 15-29 Try eating more fruit! 1-14 You have a terrible diet!

Find the total.

Example: 1 orange + 1 sh +1 apple = 1. water + melon + sandwich = 2. spaghetti + banana + milk = 5+4+5 _____________ = 14

_____________ = _____________ = =

3. ice-cream+ sweets + hamburger = _____________

Its your turn! Your favourite lunch.

Write the points and the total. ______________________________________________________________________
Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 25

Unit 4 Activity Sheet 4.2 MMM, PIZZA!

OBJECTIVES:
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Teachers Notes

Use transactional English in a real life situation. Mathematical competence using money. Thinking skills decision making.

MATERIALS:
One copy of the Activity Sheet for each group of four. Blank paper.

of them to tell the class what they are going to have: Pedro, what are you going to have? Hand out a small piece of paper to each group. Tell the pupils to look at the menu again. Say: Were going to do a quiz. Is your group good at Maths? Listen, look at the menu and write the euros on your paper. Read the following menu combinations and give the pupils time to work out, in their groups, how much they cost: 1) Tomato and cheese pizza, and water. 2) Tomato, cheese and ham pizza, and cola. 3) Triple cheese pizza, and ice-cream. 4) Tomato, cheese and sausage pizza, and orange juice. 5) Big pizza and melon.
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TEACHERS NOTES:
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Make one copy of the Activity Sheet for each group of four pupils. Cut out the four role cards. Ask the pupils if they like pizza. Also ask what types of pizza they like. Pre-teach ham and onion if they are not familiar with the words. Say: Get into groups of four. When the pupils are in their groups, hand out the menu for them to look at. When they have had time to look draw a happy face on the blackboard and draw some cheese, an onion, and an ice-cream beneath. Draw a sad face and draw a sausage and some watermelon beneath it. Write 10E. Say: I like (rub your belly and smile) cheese, onion and ice-cream. I dont like (frown and shake your nger) sausage and watermelon. I have 10E. Look at the menu. What can I have? (The cheese and onion pizza and an ice-cream.) Ask: Is that OK? I have 10E. (Yes, it costs 7E.) Hand out the role cards. Say: Now you. Here are your cards. In your groups decide what you can have at the restaurant. When the pupils have decided, ask some

Ask the groups to swap their papers with another group and then tell them the answers. Congratulate the pupils for working out the answers. Say: You are very good with Euros! KEY: 1. 6E; 2. 6E; 3. 8E; 4. 7E; 5.11E. Its your turn! My choice. Hand out a piece of paper to each pupil and ask them to draw what they would really choose for themselves from the menu and to write how much it costs. Do an example, say: Now, really, I like cheese, tomato and sausage pizza and I like watermelon. (Draw a cheese, tomato and sausage pizza and a piece of watermelon.) Thats 7E (write 7E). Now you.

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Unit 4 Activity Sheet 4.2

Name: Class:

Mmm, pizza!

Pizzas

Peters Pizza Place

Ice cream 2 Doughnut 1 Melon 1 Watermelon 1 Water - 1 Milk 1 Orange juice - 1 Cola 1

Tomato and cheese 5 Tomato, cheese and onion 5 Tomato, cheese and ham 5 Tomato, cheese and sausage 6 Triple cheese 6 Cheese and sausage 6 Big pizza 10 No cheese pizza 4

#
Pupil A
You have 10E.

Pupil B
You have 10E.

J tomatoes cheese ice-cream L onions ham watermelon

Pupil C
You have 10E.

J cheese sausages doughnuts cola L tomatoes orange juice

Pupil D
You have 10E.

J tomatoes ham milk melon L cheese onions doughnuts

Its your turn! My choice
Sunshine 3

J cheese onion watermelon water L sausages orange juice

Photocopiable Pearson Educacin, S.A., 2007

27

Unit 5 Activity Sheet 5.1 NO FIRES, PLEASE!

OBJECTIVES:
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Teachers Notes

Care for our environment forest re prevention. Prepare and record a radio advert.

MATERIALS:
One copy of the Activity Sheet per pupil. A cassette recorder and cassette. Coloured crayons. Glue. Scissors.

with the correct picture. Ask a pupil to come out to the front to show his/her answers: Angela, please can you show us your answers. Thank you.
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TEACHERS NOTES:
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Ask the children if there are res in forests in Spain. Ask: When are there a lot of res; spring, summer, autumn or winter? (Summer.) Ask why. You may wish to allow pupils to answer in L1 at the moment. (The plants are very dry and burn easily, people have lunch (barbeques) and do not put the res out, people drop cigarettes, people leave glass bottles in the sun, etc.) Remind the pupils that we can only have barbeques in special areas. Explain that we must protect our forests and we are going to learn how. Hand out the Activity Sheet. Ask: Whats this? (a poster about preventing forest res.) Ask the pupils to point to each illustration, name it, and then listen and repeat. Say: Please, no matches! Continue, saying: No cigarettes in the forest! No barbeques in the forest, etc. Ask the pupils now to read the texts below the poster and to identify the correct illustrations. Say: Lets read. No matches! Which picture is it? etc. When they have nished ask them to cut out the signs and stick them

When they have nished they can cut out their posters and colour them. The posters can be used to decorate the school thereby raising all pupils awareness of re prevention. You may prefer to ask pupils to make larger posters in groups and show them to other classes, and explain in English how to prevent forest res. Draw the pupils attention to Circle the danger. Say: There could be a re in this park. Can you nd the dangers? Circle them. Ask a pupil to come out to the front and show his/her answers. KEY: The barbeque on the grass, the woman dropping the cigarette end, the man dropping the match, the glass bottle.

Draw the pupils attention to Its your turn! Make a radio programme. Say: You are going to make a short radio programme. We are going to record it (show them the cassette recorder and the cassette). In your programme you will talk about the dangers of res. Use the poster to help you. Get into groups of four. Remember, everybody must speak English on the radio programme. Decide with the pupils when you will record them so that they have enough time to prepare. Once you have recorded the programmes you can play them in other classes.

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Unit 5 Activity Sheet 5.1

Name: Class:

No res, please!
Forest res.

#
No bottles!

#
No barbecues!

#
No matches!

#
No cigarettes!

Circle the danger.

Its your turn! Make a radio programme.

Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 29

Unit 5 Activity Sheet 5.2 A VISIT TO THE ZOO

OBJECTIVES:
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Teachers Notes

Respect the needs of wildlife in captivity.

MATERIALS
One copy of the Activity Sheet per two pupils. Flashcards of wild animals. Flashcard or picture of an elephant. Blank paper.
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questions, and then circle the differences between the two zoos. When they have nished, ask the pupils to read and answer the questions for Zoo A and B. Ask the pupils with Zoo A to get into groups of four and check their answers. Ask the pupils with Zoo B to do the same. KEY: Zoo A: There are two zebras; No, it isnt; No, they havent. Zoo B: There are two zebras; Yes, it is; Yes, they have.
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TEACHERS NOTES:
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Hold up an animal ashcard and ask: Whats this? Where does it live? Repeat with a number of ashcards. Ask the pupils if they have ever visited a zoo. Say: Whos visited a zoo? Is a zoo the same as or different from the jungle? Tell the pupils that in a good zoo the animals have a lot of space, they eat the correct food, they are clean and they are happy. You may wish to introduce the word cage. Draw a big cage and a small cage on the blackboard. Take the elephant ashcard or picture and stick it in the big cage. Ask: Is this cage OK for the elephant? (yes). Repeat for the small cage (no). Ask the pupils to get into pairs. Tell them that they are going to do an activity about good and bad zoos. Hand out zoo A to one pupil and zoo B to his/her partner. Say: Get into pairs please. Now heres a zoo for you and a different zoo for you. One zoo is good and one zoo is bad. Dont show your picture to your partner! Tell the pupils that they are going to describe their zoos and ask

Its your turn! Create a cage. Ask: Which is the good zoo; A or B? (Zoo B.) Why is it good? (The animals have nice cages, they have water and space.) You may wish to allow the pupils to answer in L1. Hand out the blank paper and say: Now you are going to create a very good cage for a zoo animal. First decide what animal, and then draw the cage and the animal. When the pupils have nished, ask them to show their cage to their classmates. Ask the pupils which cages were the best. As a closing activity you may wish to ask the pupils to nd out what animals they can see at their nearest zoo. If the pupils have visited the zoo ask them if they think it is a good or bad zoo. What is good about it? What is bad about it? Are the animals in big cages? Have the animals got clean water? Are the animals happy?

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Unit 5 Activity Sheet 5.2

Name: Class:

A visit to the zoo

Zoo A

How many zebras are there?

Is the monkeys cage big?

Have the crocodiles got water?

Its your turn! Create a cage.

Zoo B

How many zebras are there?

Is the monkeys cage big?

Have the crocodiles got water?

Its your turn! Create a cage.

Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 31

Unit 6 Activity Sheet 6.1 AMAZING TREES!

OBJECTIVES:
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Teachers Notes

Respect our environment special trees around the world.

MATERIALS:
One copy of the Activity Sheet per pupil. Strips of card. Coloured crayons. Glue. Scissors.

Redwoods. Draw the pupils attention to the Drago tree and ask if they know where it is (in Tenerife). Has anyone visited this tree? Read the facts about the Drago tree. Point to the Major Oak and tell the pupils that this tree is in England. If the pupils know the name Robin Hood, tell them that this is his tree. Read the facts about the Major Oak.
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TEACHERS NOTES:
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If you have a world map, show the pupils where California is. Explain: In California, North America, theres a big, big park. In the park there are some big trees. These trees have got a red trunk and they are called Redwoods. (If you wish, you can translate into L1: Redwood = Sequoia.) They are very, very tall. Some of these trees are 100 metres tall! They are very, very old. Some of these trees are 3,000 years old! The Redwoods are protected. You cannot cut them down. Many people visit the fantastic Redwoods. Hand out the Activity Sheet. Look at the photographs as a class, then ask for a volunteer or volunteers to read the facts about

After reading the facts, direct the pupils attention to the heading True or False? and ask them to refer to the Facts boxes to answer. Check the pupils answers by inviting individual pupils to read out the sentences and say true or false. KEY: False, false, true, true, true. Read the heading Its your turn! Make a tree bookmark. Say: We are going to make a tree bookmark. Hand out the strips of card. Say: First, colour the tree, then cut out the tree. When the pupils have cut out their trees tell them to glue the tree on the card and cut it out again. Their bookmark is nished.

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Unit 6 Activity Sheet 6.1

Name: Class:

Amazing trees
Look and read.

FACTS Name: Where: How tall: How old: Giant Redwood California, USA 100 metres 3000 years Name:

FACTS Drago de Icod de los Vinos Where: Tenerife How tall: 15 metres How old: 1000 years Name: Where:

FACTS Major Oak Sherwood Forest, Nottingham, England How tall: 16 metres How old: 1000 years

True or false?
Giant Redwoods are 15 metres tall. The Drago tree is in California. The Major Oak is 1000 years old. The Drago tree is 15 metres tall. Giant Redwoods are in California. ___________ ___________ ___________ ___________ ___________

Its your turn! Make a tree bookmark.

Sunshine 3

Photocopiable Pearson Educacin, S.A., 2007

33

Unit 6 Activity Sheet 6.2 IDENTIFYING TREES

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Teachers Notes

Learn to identify some common trees by their leaves and shape. Craft learn how to do bark and leaf rubbings.

MATERIALS:
One photocopy of the Activity Sheet per pupil. Coloured crayons. Tree reference books for identifying leaves. A variety of leaves.
l

to read the information again silently and to colour the trees and leaves according to the texts. When they have nished, ask the pupils to compare their trees with a partner, and invite individual pupils to come to the board and show their work to the class. Ask the pupils if they have seen any of these trees in their area. If they have not, or are not sure say: Now you know these trees, look carefully when you go out and then you can recognise them. Its your turn! Tree rubbings. Point to the rst picture and explain that the child is making a copy of the trees bark by rubbing a crayon on a piece of paper. Tell them that they can try this at home because they cannot bring the tree to class! Ask the pupils to try to do this in their free time and bring the rubbings to class for a display. Ask them to look at the second picture and say: Now, for your homework today you must collect some leaves. Two or three leaves are OK. Bring the leaves to class and we can do the rubbings in the next class. In the next class hand out the pieces of paper and ask the pupils to do the leaf rubbings. If you have reference books or access to the Internet in class, ask them to try to identify the leaves in English and Spanish. Make a wall display entitled Tree rubbings with the bark and leaf rubbings.

TEACHERS NOTES:
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Ask the pupils to close their eyes and think about the area near the school, the area where they live and any parks they know. Are there any trees? Do they know the names of any of the trees? Tell them that in Spain there are hundreds of different types of trees. Say: There are lots of different types of trees in Spain. We are going to learn about four different trees. At this point it is useful to pre-teach the words trunk, branches, dark and light. Hand out the Activity Sheet and draw the pupils attention to the pictures of the leaves and the outlines Say: These are leaves and these are the outlines of the trees. The outline is the shape of the tree. Some trees are big, some are small, some are tall, some are short, some are fat and some are thin! Read the heading Read and colour, then read the information about the different trees. Ask the pupils

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Unit 6 Activity Sheet 6.2

Name: Class:

Identifying trees
Read and colour.

Olive It is common in the Mediterranean. It produces olives and olive oil. The leaves are dark green and thin. It has a fat, grey trunk. It can be very old.

Oak It is common in the North of Spain. It is big and strong. Its got green leaves and a dark brown trunk.

Plane Spruce It is the typical Christmas tree. It hasnt got leaves; it has got small, thin needles. It has a thin, brown trunk. It is common in towns and cities. People cut the branches every year. It has a very fat, ugly trunk. The trunk is grey. It has big, light green leaves.

Its your turn! Tree rubbings.

Sunshine 3

Photocopiable Pearson Educacin, S.A., 2007

35

Unit 7 Activity Sheet 7.1 BIRTHDAY TRAIN

OBJECTIVES:
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Teachers Notes

Craft create and organising a wall display. Thinking skills order months and numbers.

MATERIALS:
Coloured card. Scissors. Coloured crayons. Twelve copies of the Activity Sheet. Blank paper.
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group of all the children with a birthday in January, sit down in your group. OK? Now begin. When the pupils are sitting in their groups ask each group: What month are your birthdays? Then give each group one card with the train carriage. Draw a train and carriage on the blackboard and say: This is the January train. Write January under the train. Point to the carriage and say: Now, all the children who have a birthday in January are travelling on the January train. So here you are going to stick your photos and write your names. But you must go on the train in order! Explain that the list should start with the pupil whose birthday is earliest in the month and nish with the pupil whose birthday is nearest the end of the month. When the pupils have nished, ask them to colour and decorate their carriage. Then ask them to make a long line, beginning with the January train and its passengers in birthday order. You may wish to go to other classes as a train. The train can then be put up as a long wall display. Its your turn! Make a birthday diary. Give each pupil a piece of blank paper. Ask them to cut the paper into seven parts to write a calendar. Tell them to write their name on the cover as indicated and to write the months at the top of each page. On the back, they should write February behind January, April behind March etc. Now the pupils ask their classmates: Whens your birthday? and complete the diary.

TEACHERS NOTES:
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Before the class, ask the pupils to bring in a small photo of themselves, preferably passport photo size. Make twelve copies of the Activity Sheet. Use the enlarge function at 150% or more and make the copies on twelve different colours as this will make a more striking train for a wall display. Tell the pupils: We are going to make a train, a birthday train. How many carriages do you think a birthday train has got? Its got twelve carriages. Why twelve? (Because there are twelve months in the year.) Can you say the months of the year with me? Say the months of the year out loud as a class. Tell the pupils to get into groups of children who have their birthday in the same month. Say: Ask your classmates: Whens your birthday? Demonstrate by saying: My birthday is in January. Ask a few pupils: Whens your birthday? When a pupil answers January, take him/her by the hand and both of you ask another pupil: Whens your birthday?, etc. Say: When you have a

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Unit 7 Activity Sheet 7.1

Name: Class:

Birthday train
Make a birthday train.

Its your turn! Make a birthday diary.

Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 37

Unit 7 Activity Sheet 7.2 HOLIDAY POSTCARDS

OBJECTIVES:
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Teachers Notes

Real life task writing a postcard. Raise awareness about our world; the countryside, the weather and appropriate clothing.

MATERIALS:
One photocopy of the Activity Sheet for each pupil. Reference books (physical geography) about Canada, Scotland, Morocco and Switzerland. Blank cards. Coloured crayons.
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sunglasses Morocco; a jumper Canada; trousers Canada, Scotland or Switzerland. Hand out the Activity Sheet and draw the pupils attention to the rst childs speech bubble. Read the speech bubble and say: Can you match this with one of these countries? (Indicate pictures a d. The children should point to picture c.) Continue: And what about the clothes? (Indicate pictures e-h. The pupils should choose picture h.) Ask for volunteers to read the rest of the texts, then give the pupils time to match the rest of the texts with the pictures. When they have nished, ask a pupil to come to the front to show his/ her answers. KEY: 2. a, f; 3. b, g; 4. d, e.
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TEACHERS NOTES:
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Ask the pupils if they are going to go on holiday this summer: Are you going to go on holiday? Where are you going to go? Ask them about the weather in their holiday destination: Is it hot or cold there? Does it rain? Is it sunny? Ask if pupils know what the weathers like in Switzerland in winter. Ensure that they are clear that it is very cold and it snows. Do the same for Morocco in summer (very hot, sunny), Scotland in spring (not hot, not cold, it rains a lot, it can be cloudy) and Canada in Autumn (quite cold, often rains, cloudy). Show pictures of these places if you have reference books. Now write on the board Switzerland, Morocco, Scotland and Canada and draw boots, a T-shirt, gloves, a sunhat, sunglasses, a jumper, and trousers. Ask: Where do I need boots? Switzerland, Morocco, Scotland or Canada? (Switzerland or possibly Canada.) Repeat for the other items. KEY: (Suggested answers) T-shirt Scotland or Morocco; gloves Switzerland; a sunhat Morocco;

Its your turn! Design a postcard. Say: You are going to make a postcard for a holiday. Decide where you are going to go on holiday. Hand out the blank cards and explain to the pupils that they are going to draw a picture on one side and write on the other. When they have drawn their pictures, say: Now, decide who the postcard is for. Draw a postcard on the board with the prompt Dear and space for a stamp. Say: Write their name here (indicate Dear) and their address here (indicate the space below the stamp). Now write your message here. The pupils can use the texts on the Activity Sheet to help them. When the pupils have nished their postcards they can give or send them to the addressees.

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Unit 7 Activity Sheet 7.2

Name: Class:

Holiday postcards
1.

Im in Scotland. Its raining. Look, its green. It isnt hot and it isnt cold. Im wearing a T-shirt and trousers.

2.

Im in Morocco. Look at the desert. Its very hot. I need my hat and sunglasses!

3.

Im in Canada. Its cold and cloudy. Look at the trees! Im wearing a jumper and trousers.

4.

Im in Switzerland. What big mountains! You can ski. Its snowing. Im wearing boots and gloves.

Its your turn! Design a postcard.

Sunshine 3 Photocopiable Pearson Educacin, S.A., 2007 39

Equipo editorial Mara Rodrguez Rodrguez Eve Hampton Beatriz Romn Lpez Equipo de diseo Marta Illescas Nez Elena Jaramillo Gallardo Cristina Garca del Amo Susana Martn Benito Produccin Jos Antonio Clares Romero Tini Cardoso Caballero
PEARSON EDUCACIN, S.A., 2007 Ribera del Loira, 28, 28042 Madrid

Texto Helen Sanderson Colaboracin editorial Miranda Friel Emma Worrall Diseo
CUBIERTA

Lanchuela
INTERIOR

Cristina Garca del Amo Maquetacin Lanchuela Ilustracin Negro Graphics

Impreso en Espaa

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