cas01

Índice

Introducción

Contenidos 3

Las competencias básicas 7

Recursos para el aula 11

Activity Sheets 12

teaching Resourcesfor the offi cial Curriculum

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Introducción

La nueva reforma del sistema educativo hace especial mención de la necesidad de formar a los alumnos de primaria para que puedan utilizar el inglés como medio para comprender, hablar, conversar, leer, escribir y aprender contenidos de modo que puedan integrarse en una sociedad cada vez más internacional, pluricultural y plurilingüe. 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 corrección, a medida que se progrese en el aprendizaje del inglés, en contextos sociales significativos que abarquen el margen más amplio posible de usos y registros de la lengua.

Tal y como define el Marco de Referencia Común Europeo para el aprendizaje de lenguas extranjeras, Sunshine 3 trata de ofrecer contextos específicos que consigan que el alumnado pueda poner en práctica las tareas de comunicación necesarias para llevar a cabo una tarea comunicativa concreta. Para ello, siempre se tiene en cuenta los ámbitos de comunicación propios de cada edad: familia, centro escolar, actividades relacionadas con su entorno, y los contenidos relacionados con el área de aprendizaje de lenguas extranjeras y del resto de áreas del currículo.

Los contenidos del currículo de primaria para el área de lengua extranjera se han organizado alrededor de cuatro bloques que cubren los aspectos formales culturales del aprendizaje de la lengua:

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

de la lengua mediante la aportación, a través de su uso en el ámbito escolar, del modelo lingüístico más amplio que sea posible. Para ello, se favorece el uso de medios audiovisuales convencionales y de las nuevas tecnologías.

l Bloque 2: Leer y escribir. Este bloque pretende la competencia discursiva en el uso escrito mediante una utilización progresiva que amplíe el conocimiento del código. 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.

l Bloque 3: Conocimiento de la lengua a través de su uso. En este bloque se incluyen tanto los conocimientos lingüísticos como los contenidos de reflexión sobre el aprendizaje, que servirán como base a los alumnos para poder inferir las reglas de funcionamiento de la nueva lengua para su posterior comparación con la lengua o lenguas maternas.

l Bloque 4: Aspectos socioculturales y conciencia intercultural. Este bloque sirve como marco para el conocimiento de las costumbres y las particularidades de aquellos países donde se hable el inglés, y así promover la tolerancia y la curiosidad de los alumnos hacia diferentes realidades sociales y culturales.

En las dos próximas páginas podrás ver cómo Sunshine 3 se adapta a los contenidos currículo oficial.

Contenidos

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4

1. escuchar, hablar y conversar

l Escucha y comprensión de mensajes orales de progresiva complejidad, como instrucciones o explicaciones, interacciones orales dirigidas o grabaciones multimedia, para extraer información global y también específi ca.

l Interacción oral en situaciones reales o simuladas dando respuestas verbales y no verbales que exijan elección entre un repertorio limitado de posibilidades, en contextos progresivamente menos dirigidos.

l Producción de textos orales conocidos previamente mediante la participación activa en representaciones compartidas, canciones, recitación, dramatizaciones, interacciones dirigidas... o bien preparados mediante un trabajo previo con ayudas y modelos.

l Desarrollo de estrategias básicas para apoyar la comprensión y expresión oral: uso del contexto visual y no verbal y de los conocimientos previos sobre el tema o la situación transferidos desde las lenguas que conoce a la lengua extranjera.

l Interés por expresarse oralmente en actividades individuales o de grupo (canciones, dramatizaciones, trabajos en equipo...)

l Pupil’s Book 3:- Audiciones- Ejercicios orales- Canciones y chants- Cuentos en audio- Escenifi caciones- Sounds Fun

l Drama & Games Book 3:- Juegos- Dramatizaciones

l Resource Book 3:- Crafts- Pósters

l Video Activity Book 2:- Vídeo/DVD- Ejercicios orales

2. Leer y escribir

l Lectura y comprensión de diferentes tipos de textos adaptados a la competencia lingüística del alumnado, para utilizar información global y específi ca, en el desarrollo de una tarea o para disfrutar de la lectura.

l Iniciación en el uso de estrategias de lectura: uso de los elementos del contexto visual y de los conocimientos previos sobre el tema o la situación transferidos desde las lenguas que conoce, identifi cando la información más importante y deduciendo el signifi cado de palabras y expresiones no conocidas.

l Escritura de diferentes tipos de textos sencillos, utilizando en su construcción expresiones y frases bien conocidas oralmente y a través de actividades que implican la familiarización con su lectura, para transmitir y compartir información, o con diversas intenciones comunicativas.

l Interés por el cuidado y la presentación de los textos escritos.

l Pupil’s Book 3:- Lecturas sencillas- Letra canciones y chants- Diálogos breves- Cuentos

l Activity Book 3:- Ejercicios de lectura- Ejercicios de escritura

l Resource Book 3:- Resource Sheets- Revision Sheets- Crafts

Introducción

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5

Introducción

3. Conocimiento de la lengua a través del uso

3.1 Conocimientos lingüísticos

l Conocimiento de aspectos fonéticos y del ritmo, acentuación y entonación de la lengua extranjera y su uso como aspectos fundamentales de la comprensión y producción de pequeños textos orales.

l Reconocimiento y uso de formas y estructuras básicas propias de la lengua extranjera, previamente utilizadas, y su relación con las que usa en las lenguas que conoce.

l Asociación de grafía, pronunciación y signifi cado a partir de modelos escritos, expresiones orales conocidas y establecimiento de relaciones analíticas seguras grafía-sonido.

l Iniciación al conocimiento y uso de las estrategias básicas en la producción de textos (selección del destinatario, propósito, planifi cación, redacción del borrador, revisión del texto y versión fi nal) a partir de un modelo.

l Interés por utilizar la lengua de forma correcta en situaciones variadas.

l Pupil’s Book 3:- Sounds Fun- Picture Dictionary- Language Traffi c Light

l Activity Book 3:- Ejercicios de lectoescritura- Ejercicios orales

l Resource Book 3:- Resource Sheets

3.2. Refl exión sobre el aprendizaje y el progreso

l Uso de habilidades y procedimientos tales como repetición, memorización, asociación de palabras y expresiones con elementos gestuales y visuales, observación de modelos, lectura de textos, utilización de soportes multimedia y otros, para la adquisición de nuevo léxico, formas y estructuras de la lengua.

l Refl exión sobre el propio aprendizaje y la organización del trabajo, y aceptación del error como parte del proceso de aprendizaje.

l Utilización progresiva de medios gráfi cos de consulta e información y de las posibilidades que ofrecen las nuevas tecnologías.

l Confi anza en la propia capacidad para aprender una lengua extranjera.

l Valoración de la lengua extranjera como instrumento para hacer, organizarse y aprender.

l Pupil’s Book 3:- Autoevaluación I can

l Activity Book 3:- Autoevaluación I can

l Resource Book 3:- Revision Sheets

l Test Book 3:- Tests de autoevaluación

l Student Portfolio 3&4:- Hojas de autoevaluación- Fichas- Diplomas

4. aspectos socioculturales y conciencia intercultural

l Interés por aprender lenguas y conocer información sobre las personas y la cultura de los países en donde se habla la lengua extranjera.

l Valoración de la cultura propia a partir del conocimiento y valoración de otras culturas. Conocimiento de algunas similitudes y diferencias en las costumbres cotidianas y uso de las formas básicas de relación social entre los países donde se habla en la lengua extranjera y el propio.

l Actitud receptiva hacia las personas que hablan otra lengua.

l Pupil’s Book 3:- Lecturas con contenido sociocultural

l Resource Book 3:- Resource Sheets

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El currículo estructura el aprendizaje a través de ocho competencias básicas que todo alumno tiene que superar para evolucionar en su aprendizaje del inglés. Estas competencias van a ser las que identifiquen los contenidos y los criterios de evaluación a lo largo de la vida escolar de cada alumno.

Estas competencias básicas no son independientes entre sí, sino que están entrelazadas, y tienen como finalidad la integración de los distintos aprendizajes, tanto formales, aquellos que se integran a las diferentes áreas, como informales y no formales. Como se establece en las tablas que verás a continuación, en cada unidad de Sunshine 3 se trabajarán aquellas competencias básicas que sean más adecuadas a los contenidos de la unidad.

De acuerdo con la propuesta realizada por la Unión Europea, se han identificado las siguientes competencias básicas:

1. Competencia en comunicación lingüística. Esta comunicación se refiere a la utilización del lenguaje como instrumento de comunicación oral y escrita, que permite el aprendizaje y la regulación de conductas y emociones, y que contribuye al desarrollo de la autoestima y la confianza en sí mismo.

2. Competencia matemática. Consiste en la habilidad para utilizar y relacionar los números, sus operaciones básicas, los símbolos y las formas de expresión y razonamiento matemático, que permitirán interpretar y expresar con claridad y precisión informaciones, datos y argumentaciones.

3. Competencia en el conocimiento y la interacción con el mundo físico. Esta incluye la habilidad para interactuar con el mundo físico, tanto en

aspectos naturales como en aquellos generados por la acción humana, que ayudan a desarrollar habilidades para desenvolverse adecuadamente, con autonomía e iniciativa personal, en ámbitos de la vida y del conocimiento muy diversos y para interpretar el mundo.

4. Tratamiento de la información y competencia digital. Consiste en disponer de habilidades para buscar, obtener, procesar y comunicar información, 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 ciudadanía democrática en una sociedad plural, así como comprometerse a contribuir a su mejora.

6. Competencia cultural y artística. Supone conocer, comprender, apreciar y valorar críticamente manifestaciones culturales y artísticas, 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 más eficaz y autónoma de acuerdo con los propios objetivos y necesidades.

8. Autonomía e iniciativa personal. Esta competencia se refiere a la adquisición 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 método como se ve a continuación.

Las CompetenCias básiCas

Introducción

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ComponentesCompetencia en comunicación lingüística

Competencia matemática

Competencia en el conocimiento y la interacción con el mundo físico

tratamiento de la información y competencia digital

pupil’s bookactivity book teacher’s book audio Cd

Presentarse y saludarFamiliarizarse con los nombres de animalesHablar de rutinas diariasDescribir prendas de vestirHablar de comidas y bebidasHablar de habilidadesDescribir las habitaciones de una casaHablar del tiempo atmosféricoNombrar las estaciones del año y los meses

Realizar cuentas sencillasTrabajar con las horasAprender los números 11-20Repasar los números 1-10

Conocer curiosidades sobre animalesLlevar una dieta saludableLeer sobre distintos tipos de simios

Trabajar con juegos de ordenador

Resource book Completar fichas de ampliación y repaso

ContarTrabajar con las horasDesarrollar la memoria numérica

Identificar personas y cosas del mundo real

drama & Games book

Jugar a juegos Contar del 1-20Conocer animalesReconocer las estaciones

tests book

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

Comprobar sus conocimientos sobre:Animales AlimentaciónTiempo atmosférico

teaching Resources

Fichas con contenidos interdisciplinares

Trabajar con las horasRealizar cuentas sencillasCalcular precios

Leer sobre cachorros de animalAprender hábitos saludablesRespetar el medioambienteAprender sobre el cuidado de los animales

Buscar más información en InternetObtener información a través de los medios de comunicación

student’s Cd-Rom

Juegos, canciones y cuentos animados Contar del 1-20

Realizar ejercicios y actividades de escucha, lectura y escrituraCantar cancionesComprender un cuento animado

dVd / Video Video activity book

Visionar un programa infantil Aprender y repasar los números 1-30

student portfolio

My Language BiographyMy Language Dossier

Realizar sumas My Language Passport

Introducción

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ComponentesCompetencia social y ciudadana

Competencia cultural y artística

Competencia para aprender a aprender

autonomía e iniciativa personal

pupil’s bookactivity book teacher’s book audio Cd

Respetar y cuidadar a los animalesConcienciarse de ser ordenadoCompartir comidas con amigosHacer encuestasCompartir creacionesConocer cuentos tradicionalesAprender sobre Halloween y Navidad

Dibujar animalesLeer sobre relojes famososAprender sobre carnavales famososCantar cancionesSeguir una rimaContar un cuento

Practicar la pronunciación de palabrasHacer dibujos para aprender la horaIdentificar prendas de vestirResolver un crucigrama para recordar palabrasHacer un diccionario con pegatinasFormar oracionesEvaluar lo que se aprende

Completar diccionario ilustrado para repasar vocabularioIdentificar lo que se ha aprendido en cada unidad a través de actividades y fichas de autoevaluación

Resource book Jugar a un juego de mesa Producir manualidades Completar material de repaso

Trabajar de forma autónoma individual y en equipo

drama & Games book

Comprar en una tienda Jugar en equipo

Realizar mímica y dramatizaciones

Practicar lo aprendido a través de actividades lúdicas

Trabajar en equipos de forma libre y semicontrolada

tests book Comprobar lo aprendido a través de tests

Realizar actividades de autoevaluación

teaching Resources

Conocer ropa para distintas ocasiones Comprar en una tiendaCelebrar un cumpleaños

Visitar LondresConocer vestimentas de distintas culturasVisitar diferentes países en vacaciones

Referirse al mundo real para utilizar y repasar la lengua aprendida.

Trabajar de forma autónoma individual y en equipo.

student’s Cd-Rom

Cantar y jugar con los compañeros de clase

Leer y escuchar un cuento animado

Utilizar juegos de ordenador para aprender y repasar vocabulario.

Repasar de forma autónoma

dVd / Video Video activity book

Hablar de la higiene personalPreparar una comida para los amigos

Formar un grupo musical

Ayudarse de la imagen para comprender a hablantes en un contexto real

Ver un programa infantil y completar ejercicios autónomamente

student portfolio

Compartir trabajos de clase con los demás Dibujar y colorear

Completar fichas para evaluar el progreso personal

Hacer un seguimiento personal de lo que se aprende

Introducción

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Dada la gran importancia que en el currículo oficial se da a los contenidos socioculturales al aprender una lengua extranjera, así como el interés que se tiene en relacionar el aprendizaje del inglés con los otros contenidos del currículo de Primaria, en Sunshine hemos querido ofrecer un material extra para la clase de inglés en el que los contenidos se vinculan directamente al aprendizaje de la lengua.

Los materiales que se presentan en esta sección pretenden tener un uso complementario al libro de texto y ser un recurso muy útil para el profesor o profesora que desee animar a sus alumnos y alumnas a explorar el mundo que les rodea, así como ayudarles a acercarse más a su propia persona y al desarrollo de sus valores individuales a la vez que aprenden inglés. El énfasis, por tanto, no está en el aprendizaje de la lengua como tal, sino más bien en su utilización para llegar a otros conocimientos a través de ella.

Con el uso de las ideas de clase y las fichas fotocopiables que se incluyen a continuación, los alumnos y alumnas van avanzando y consolidando su conocimiento del mundo a la vez que utilizan el inglés como una herramienta y un vehículo de exploración de su entorno. Los niños y niñas se acercan, por ejemplo, al conocimiento del mundo natural y las nuevas tecnologías, las celebraciones en el mundo, los cuentos populares, la importancia de la higiene y una dieta sana, el respeto a otros niños o niñas y a sus mayores, la valoración de otras culturas, así como a la apreciación

de sí mismos como personas. En muchos casos se les anima a hacerlo a través de juegos y dramatizaciones, lo que en sí mismo les ayuda a expresarse con libertad, a apreciar el trabajo en equipo, a valorar la aportación de sus compañeros y compañeras, a cuidar sus materiales y a respetar a la clase, así como a su profesor o profesora.

Las actividades y fichas desarrollan temas relacionados con el libro de texto y repasan y refuerzan los contenidos lingüísticos de las unidades de Sunshine 3. Se incluyen dos lecciones por cada unidad del libro, lo que hace un total de 14 unidades didácticas.

l Las notas para el profesor hacen referencia a la lengua que se aprende o practica y también a los valores que se promueven en la lección. La sección ‘Do it’ invita a los niños a participar activamente en el aprendizaje y a involucrarse de lleno en la actividad.

l Las fichas fotocopiables apoyan la lección y permiten a los niños y niñas dejar plasmado un ejemplo de su trabajo.

Los diferentes tipos de interacción que se sugieren en las actividades de clase permiten a los niños y niñas trabajar individualmente, en parejas y en grupo; lo que no sólo beneficia su tipo de aprendizaje y su relación y desarrollo consigo mismos y con los demás, sino que les ayuda a ser más independientes del docente e implicarse personalmente, ya sea solos o con sus compañeros, en lo que están haciendo.

ReCuRsos paRa eL auLa

Introducción

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Teacher’s NotesTeacher’s Notes

12 Sunshine 3

Unit 1 – Activity Sheet 1.1

KITTENS

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

MATERIALS:One copy of the Activity Sheet per pupil.

TEACHER’S NOTES:l Make one copy of the Activity Sheet for each pupil.

l 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’? Let’s read about kittens and fi nd out.

l 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

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.

l When the pupils have fi nished, ask them if they were

surprised by anything they read and ask: Did you learn

any new things about kittens?

l Next, ask the pupils to look at the heading Circle, and

read the questions with you. Say: Now, let’s read the

questions. Ask the pupils to circle the correct answer.

Say: Can you circle the correct answer?

l Check the answers with the class.

KEY: two - fi ve; milk; Sss.

l It’s 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 Photocopiable © Pearson Educación, S.A., 2007 13

Name:

Class:


It’s 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.

Circle

Cats have one two – fi ve ten kittens.

Kittens like apples bananas milk

Kittens go meow moo sss

Read.

Kittens

Baby cats are kittens. Cats normally have between two and fi 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-fi ve days. Kittens drink their mother’s milk for eight weeks.

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14 Sunshine 3

WHAT BIG EYES!


OBJECTIVES:l Learn about animals with special eyes and ears.l Thinking skills – classifying.l Use the Internet in English for a specifi c purpose.l Collaborate – pool information and listen to

others.

MATERIALS:One copy of the Activity Sheet per pupil.

Coloured crayons.

TEACHER’S NOTES:l 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.

l 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? It’s 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.)

l Repeat the procedure for bat (they have big ears to

hear/listen well) and elephant (they have big ears to

stay cool when it’s 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?

l Have a pupil come out to the front of the class and

mime one of the animals. The others guess: Bea, can

you come here and act out one of the animals, please? Class, can you guess the animal? When the pupils have fi nished, they can colour the animals.

Direct the pupils’ attention to the heading It’s 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.

l When the pupils have fi 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.

l 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.)

l 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.

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Name:

Class:What big eyes!

Learn, match and colour.

Big eyes Big ears

___________________

___________________

___________________

___________________

___________________

___________________

elephant bat owl

It’s your turn! Investigate big eyes and big ears.

rabbit elephant mouse cat lizard owl


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16 Sunshine 3

LONDON


OBJECTIVES:l Learn about an important city in England.l Develop thinking skills – brainstorming and

imagining a scene with our eyes closed.l Develop organisation skills – make a spidergram.

MATERIALS:One copy of the Activity Sheet per pupil.Sheets of paper.

TEACHER’S NOTES:l 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? Where’s 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. Paul’s 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.

l 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

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.

l 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.

LO

ND

ON

Things to do SightseeingShopping Speak English

Places to visit Big BenSt. Paul’sBuckingham Palace

Parks Kew GardensHyde ParkSt. James’ Park

Transport Black taxiUndergroundRed bus

l It’s 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 fi nished their

spidergrams ask them to write a few sentences about

the town or city. They can show each other their

spidergrams and texts.

SUN3TR.indd 16 3/1/07 16:54:04


Name:

Class:London

Learn about London.

It’s your turn! My spidergram.

What can you do in London?

London

Things to do

Kew Gardens

Parks

Transport

Black taxi

Places to visit

Big Ben

Make a spidergram.


Sightseeing

SUN3TR.indd 17 3/1/07 16:54:05


18 Sunshine 3


WHAT’S ON TV?

OBJECTIVES:l Ask for specifi c information.l Real life skill – reading the television page.l Express personal preference.

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

TEACHER’S NOTES:l Make one copy of the Activity Sheet for each pair.

l 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?

l 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 B

Saturday Saturday

Special Friends 09:00 Special Friends

11:00 Film ‘Galactic Wars’ 11:00

l Point to the blank square in table A and say: Oh! What time is Special friends on TV? I don’t know. Pedro, do you know? Pedro, what time is Special Friends on TV? Encourage the pupil to respond, (9 o’clock). Continue, pointing to the blank square in table B and ask: What’s on TV at 11 o’clock, Maria? Encourage the pupil to respond (a fi lm, ‘Galactic Wars’).

l 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.

l When the pupils have fi nished tell them to check their

answers by comparing the TV listing with their partner.

l Now ask the pupils to complete the answers to the

questions under Look and answer with their partner.

When they have fi nished check their answers on the

board.

KEY:

Saturday

9 o’clock Special Friends

11 o’clock Film ‘Galactic Wars’

1 o’clock Film ‘Where’s my fi sh?’

3 o’clock Sports Afternoon

4 o’clock Football

6 o’clock The Simpsons

7 o’clock Film ‘Lions’

9 o’clock Mega Games

10 o’clock Basketball fi nal

12 o’clock Film ‘My robot’

l Tell pupils: My favourite TV programme is (The Simpsons).

It’s on channel (4) at (5) o’clock. Ask a few pupils: What’s

your favourite TV programme? What channel is it on?

What time is it on? Now direct the pupils’ attention

to It’s 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.

SUN3TR.indd 18 3/1/07 16:54:05


Name:

Class:

SaturdaySpecial Friends

11.00 Film ‘Galactic Wars’

1.003.00 Sports

Football6.00 The Simpsons7.009.00 Mega Games10.0012.00 Film ‘My robot’

What’s on TV?

Pupil A


Pupil BSaturday

9.00 Special Friends

11.00

1.00 Film ‘Where’s my fi sh?’Sports

4.00 Football6.007.00 Film ‘Lions’9.0010.00 Basketball

Film ‘My robot’

It’s your turn! My favourite TV programme.

My favourite programme is __________________.It’s on channel ______________ at _____________ o’clock.

Look and answer.

What time is Mega Games on? What’s on at 3 o’clock? What time is basketball on? What’s on at 7 o’clock?

It’s your turn! My favourite TV programme.

My favourite programme is __________________.It’s on channel ______________ at _____________ o’clock.

Look and answer.

What time is Mega Games on? What’s on at 3 o’clock? What time is basketball on? What’s on at 7 o’clock?

SUN3TR.indd 19 3/1/07 16:54:06


20 Sunshine 3

JUMBLED CLOTHES


OBJECTIVES:l Clothes suitable for different holidays.l Thinking skills – discussion and deduction.

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

TEACHER’S NOTES:l 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: I’m going on holiday to Scotland. Look, it’s here! Ask the pupils if they think it is hot or cold in Scotland. Tell them: It’s colder than Spain, even in summer you often need a coat or jumper!

l Draw a a suitcase on the board. Show the pupils the fl 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 fl ashcards. If the class decide you should take an item, stick the fl ashcard in the suitcase on the blackboard.

l 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

for Lucy or Beth? (Beth.) So, match the coat with Beth’s ’s suitcase. Point to the bikini and say: Look, a bikini! Is this for Lucy’s holiday in Tenerife or for Beth’s ’s holiday in the North Pole? (Lucy’s’s holiday in Tenerife.) Tell the pupils to get in pairs and to decide which clothes are for Lucy and which clothes are for Beth.

l When the pupils have fi 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.

l Next ask the pupils to read and complete the questions at the bottom. Check the answers as a class.

KEY: 1. Lucy’s clothes: skirt, dress, sunglasses, T-shirt, bikini; 2. Beth’s clothes: trousers, boots, jumper, coat, socks; 3. Lucy is going to Tenerife. 4. Beth is going to

the North Pole.

l Draw the pupils’ attention to It’s 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. Don’t show anyone yet!

l When the pupils have fi 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 fi nished they can colour the contents of their suitcases.

SUN3TR.indd 20 3/1/07 16:54:07


Name:

Class:Jumbled clothes


Look and match.

1. Lucy’s clothes: __________ , __________, __________, __________, __________.

2. Beth’s clothes: __________, ___________, __________, __________, __________.

3. Where’s Lucy going? __________________________________________________ .

4. Where’s Beth going? __________________________________________________ .

Answer the questions.

It’s your turn! Holiday suitcase.

Name: ______________

Destination: ______________

SUN3TR.indd 21 3/1/07 16:54:08


22 Sunshine 3


TRADITIONAL CLOTHES

OBJECTIVES:l Raise awareness that different cultures have

traditional clothes.l Thinking skills – information transfer (text to table)

and analysing.l Express an opinion.

MATERIALS:One copy of the Activity Sheet per pupil.Coloured crayons.A map of the world.

TEACHER’S NOTES:l 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.

l 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.

l 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: I’m going to read the texts. Can you read and follow with your fi nger? Ask: Which picture goes with text A? (Picture 2, Lapland) Repeat the procedure for texts B and C.

KEY: 1. Text B; 2. Text A; 3. Text C.

l 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.

l 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.

l 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.

l Now draw the pupils’ attention to It’s your turn! Spanish clothes and say: In Spain we don’t 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.

SUN3TR.indd 22 3/1/07 16:54:08


Name:

Class:


Traditional clothes

Read and match.

AThis boy is from Lapland. It is very cold there. He’s wearing a hat, a jacket, gloves, trousers and boots. His clothes are colourful.

BThis girl is from Japan. She’s wearing traditional clothes. The beautiful kimono is different colours. She’s wearing white socks and sandals.

CThis girl is from India. She’s wearing a beautiful sari. It is very long and colourful.

Read and tick (¸).

hat sari jacket gloves kimono trousers sandals boots socksLaplandJapanIndia

Why do you think traditional clothes are different in Lapland, India and Japan? ______________________________________________________________________

Which traditional clothes do you like best?______________________________________________________________________

It’s your turn! Spanish clothes.

Draw some traditional clothes from Spain.

Read and match.

SUN3TR.indd 23 3/1/07 16:54:09


24 Sunshine 3


BE HEALTHY!

OBJECTIVES:l Reinforce good eating habits.l 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.

TEACHER’S NOTES:l Make one copy of the Activity Sheet for each group of

4 pupils.

l 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 fi ve minutes: Write a list of healthy food and drinks. You only have fi ve minutes. Go!

l Listen to each group’s suggestions and congratulate them for their effort. Tell the pupils that they are going to play a game.

l Hand out the Activity Sheet and a die for each group.

l 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 fi 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

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 fi nish! Now, play the game.

l When the pupils have fi 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, that’s 5 points, one fi sh, that’s 4 points, 1 apple, that’s 5 points, so what’s 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.

l Ask: Which are the healthy totals? (13 and 13.) Tell the pupils to tick the healthy totals: Let’s tick the healthy ones.

l Direct the pupils’ attention to It’s 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 fi nished, ask them to compare their lunches with their classmates.

SUN3TR.indd 24 3/1/07 16:54:10


Name:

Class:


Be healthy!

It’s your turn! Your favourite lunch.

Write the points and the total.______________________________________________________________________

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 fi sh +1 apple = _____________ =

1. water + melon + sandwich = _____________ =

2. spaghetti + banana + milk = _____________ =

3. ice-cream+ sweets + hamburger = _____________ =

5 + 4 + 5 14

SUN3TR.indd 25 3/1/07 16:54:11


26 Sunshine 3


MMM, PIZZA!

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

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

Blank paper.

TEACHER’S NOTES:l Make one copy of the Activity Sheet for each group of

four pupils. Cut out the four role cards.

l 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.

l 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 don’t like (frown and shake your fi 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.)

l 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

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: We’re 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.

l 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.

l It’s 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.) That’s 7E (write 7E). Now you.

SUN3TR.indd 26 3/1/07 16:54:11


Name:

Class:Class:


Mmm, pizza!

Pupil A

You have 10E.

J tomatoes cheese ice-cream

L onions ham watermelon

Pupil B

You have 10E.

J cheese sausages doughnuts cola

L tomatoes orange juice

Pupil C

You have 10E.

J tomatoes ham milk melon

L cheese onions doughnuts

Pupil D

You have 10E.

J cheese onion watermelon water

L sausages orange juice

Peter’s Pizza PlacePizzas

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€

Ice cream – 2€Doughnut – 1€Melon – 1€Watermelon –1€

Water - 1€Milk – 1€Orange juice - 1€Cola – 1€

It’s your turn! My choice

#

SUN3TR.indd 27 3/1/07 16:54:14


28 Sunshine 3


NO FIRES, PLEASE!

OBJECTIVES:l Care for our environment – forest fi re prevention.l Prepare and record a radio advert.

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

TEACHER’S NOTES:l Ask the children if there are fi res in forests in Spain.

Ask: When are there a lot of fi 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 fi 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.

l Hand out the Activity Sheet. Ask: What’s this? (a poster about preventing forest fi 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.

l Ask the pupils now to read the texts below the poster and to identify the correct illustrations. Say: Let’s read. No matches! Which picture is it? etc. When they have fi nished ask them to cut out the signs and stick them

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.

l When they have fi 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 fi 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

fi res. Draw the pupils attention to Circle the danger.

Say: There could be a fi re in this park. Can you fi 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.

l Draw the pupils’ attention to It’s 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 fi 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.

SUN3TR.indd 28 3/1/07 16:54:15


Name:

Class:


No fi res, please!

Circle the danger.

It’s your turn! Make a radio programme.

No matches!

No barbecues!

No bottles!

No cigarettes!

#

#

#

#

Forest fi res.

SUN3TR.indd 29 3/1/07 16:54:16


30 Sunshine 3


A VISIT TO THE ZOO

OBJECTIVES:l 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.

TEACHER’S NOTES:l Hold up an animal fl ashcard and ask: What’s this? Where

does it live? Repeat with a number of fl ashcards. Ask the pupils if they have ever visited a zoo. Say: Who’s 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.

l Draw a big cage and a small cage on the blackboard. Take the elephant fl 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).

l 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 here’s a zoo for you and a different zoo for you. One zoo is good and one zoo is bad. Don’t show your picture to your partner! Tell the pupils that they are going to describe their zoos and ask

questions, and then circle the differences between the

two zoos.

l When they have fi 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 isn’t; No, they

haven’t.

Zoo B: There are two zebras; Yes, it is; Yes, they have.

l It’s 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 fi nished, ask them to show their cage to their

classmates. Ask the pupils which cages were the best.

l As a closing activity you may wish to ask the pupils to

fi 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?

SUN3TR.indd 30 3/1/07 16:54:17


Name:

Class:


A visit to the zoo

How many zebras are there? Is the monkeys’ cage big? Have the crocodiles got water?

Zoo A

It’s your turn! Create a cage.

How many zebras are there? Is the monkeys’ cage big? Have the crocodiles got water?

Zoo B

It’s your turn! Create a cage.

SUN3TR.indd 31 3/1/07 16:54:18


32 Sunshine 3


AMAZING TREES!

OBJECTIVES:l Respect our environment – special trees

around the world.

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

TEACHER’S NOTES:l If you have a world map, show the pupils where

California is. Explain: In California, North America, there’s 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.

l Look at the photographs as a class, then ask for a volunteer or volunteers to read the facts about

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.

l 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.

l Read the heading It’s 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 fi nished.

SUN3TR.indd 32 3/1/07 16:54:18


Name:

Class:


Amazing trees

FACTSName: Giant RedwoodWhere: California, USAHow tall: 100 metresHow old: 3000 years

FACTSName: Drago de Icod

de los VinosWhere: TenerifeHow tall: 15 metresHow old: 1000 years

FACTSName: Major OakWhere: Sherwood Forest,

Nottingham, England

How tall: 16 metresHow old: 1000 years

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. ___________

True or false?

Look and read.

# It’s your turn! Make a tree bookmark.

SUN3TR.indd 33 3/1/07 16:54:21


34 Sunshine 3


IDENTIFYING TREES

l Learn to identify some common trees by their leaves and shape.

l 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.

TEACHER’S NOTES:l 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.

l 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!

l Read the heading Read and colour, then read the

information about the different trees. Ask the pupils

to read the information again silently and to colour the trees and leaves according to the texts. When they have fi 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.

l 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.

l It’s your turn! Tree rubbings. Point to the fi rst picture and explain that the child is making a copy of the tree’s 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.

SUN3TR.indd 34 3/1/07 16:54:22


Name:

Class:


Identifying trees

Read and colour.

It’s your turn! Tree rubbings.

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.

Spruce

It is the typical Christmas tree. It hasn’t got leaves; it has got small, thin needles. It has a thin, brown trunk.

Oak

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

Plane

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.

SUN3TR.indd 35 3/1/07 16:54:22


36 Sunshine 3


BIRTHDAY TRAIN

OBJECTIVES:l Craft – create and organising a wall display.l Thinking skills – order months and numbers.

MATERIALS:Coloured card.

Scissors.

Coloured crayons.

Twelve copies of the Activity Sheet.

Blank paper.

TEACHER’S NOTES:l 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.

l Tell the pupils: We are going to make a train, a birthday

train. How many carriages do you think a birthday train has

got? It’s 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.

l Tell the pupils to get into groups of children who

have their birthday in the same month. Say: Ask your

classmates: When’s your birthday? Demonstrate by

saying: My birthday is in January. Ask a few pupils:

When’s your birthday? When a pupil answers January,

take him/her by the hand and both of you ask another

pupil: When’s your birthday?, etc. Say: When you have a

group of all the children with a birthday in January, sit down in your group. OK? Now begin.

l 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.

l 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 fi nish with the pupil whose birthday is nearest the end of the month.

l When the pupils have fi 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.

l It’s 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: When’s your birthday? and complete the diary.

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Name:

Class:


It’s your turn! Make a birthday diary.

Birthday train

Make a birthday train.

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38 Sunshine 3


HOLIDAY POSTCARDS

OBJECTIVES:l Real life task – writing a postcard.l 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.

TEACHER’S NOTES:l 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?

l Ask if pupils know what the weather’s 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.

l 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;

sunglasses – Morocco; a jumper – Canada; trousers

– Canada, Scotland or Switzerland.

l Hand out the Activity Sheet and draw the pupils

attention to the fi rst child’s 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

fi nished, ask a pupil to come to the front to show his/

her answers.

KEY: 2. a, f; 3. b, g; 4. d, e.

l It’s 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

fi nished their postcards they can give or send them to

the addressees.

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Name:

Class:

1. I’m in Scotland. It’s raining. Look, it’s green. It isn’t hot and it isn’t cold. I’m wearing a T-shirt and

trousers.

2. I’m in Morocco. Look at the desert.

It’s very hot. I need my hat and

sunglasses!

3. I’m in Canada. It’s cold and cloudy. Look at the trees!

I’m wearing a jumper and trousers.

4. I’m in Switzerland. What big mountains!

You can ski. It’s snowing. I’m wearing boots and

gloves.


Holiday postcards

It’s your turn! Design a postcard.

A E

B F

C G

D H

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Equipo editorial

• María Rodríguez Rodríguez• Eve Hampton• Beatriz Román López

Equipo de diseño

• Marta Illescas Núñez• Elena Jaramillo Gallardo• Cristina García del Amo• Susana Martín Benito

Producción

• José Antonio Clares Romero• Tini Cardoso Caballero

© PEARSON EDUCACIÓN, S.A., 2007 Ribera del Loira, 28, 28042 Madrid

Impreso en España

Queda prohibida, salvo excepción prevista en la Ley, cualquier forma de reproducción, distri-bución, comunicación pública y transformación de esta obra sin contar con autorización de los titulares de propiedad intelectual. La infracción de los derechos mencionados puede ser consti-

tutiva de delito contra la propie-dad intelectual (arts. 270 y sgts. Código penal).

Texto• Helen Sanderson

Colaboración editorial

• Miranda Friel• Emma Worrall

Diseño

CUBIERTA

• LanchuelaINTERIOR

• Cristina García del Amo

Maquetación

• Lanchuela

Ilustración

• Negro Graphics

> Pearson Educación contribuye con Aldeas Infantiles SOS.

SUN3TR.indd 40 3/1/07 16:54:27

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