Supermind Teachers Book 1

June 13, 2018 | Author: Eva Morgan | Category: Curriculum, Reading (Process), Mind, Cognition, Psychology & Cognitive Science


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Cambridge University Press978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information h Herbert Puchta, Günter G m s wit erng ros W illia s& Pe ie te lan rL Me ew is- Jo ne s Te a cher’s Book 1 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi, Tokyo, Mexico City Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521220613 © Cambridge University Press 2012 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Printed in China by Golden Cup Printing Co. Ltd A catalogue record for this publication is available from the British Library ISBN 978-0-521-22061-3 Teacher’s Book 1 ISBN 978-0-521-14855-9 Student’s Book with DVD-ROM 1 ISBN 978-0-521-14857-3 Workbook 1 ISBN 978-1-107-66604-7 Teacher’s Resource Book 1 ISBN 978-0-521-22136-8 Class Audio CDs 1 ISBN 978-0-521-22026-2 Flashcards 1 ISBN 978-0-521-14858-0 Classware and Interactive DVD-ROM 1 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Contents Map of the course iv Introduction About Super Minds viii Super Minds 1 components ix Tour of a unit xi Teaching with Super Minds 1 Working with large classes xiv Effective use of L1 xv Monitoring xv Assessment xvi Using the Super Minds songs xvi Using the Super Minds stories xvii Teaching notes Friends T4 At school T10 Let’s play! T22 Pet show T34 Lunchtime T46 Free time T58 The old house T70 Get dressed! T82 The robot T94 At the beach T106 © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Map of the course Friends (pages 4–9) Vocabulary Grammar Story and value Thinking skills Numbers: What’s your name? Meet the Super ● Matching one, two, I’m (Thunder). Friends three, How old are you? Making friends four, five, I’m (seven). six, seven, eight, nine, ten Colours: yellow, red, orange, purple, green, blue Song: A, B, C, D, E, F, G At school (pages 10–21) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Classroom What’s this? Watch out, ● Listening ● Matching Art: Colours objects: It’s a (pencil). Flash! for specific ● Hypothesising Project: Make pen, rubber, Is it a (pen)? Helping each information n LE and predicting your own picture pencil, Yes, it is. / No, it other ● Reading forr specific book, isn’t. The letter information n LE notebook, Open your book, sound a ● Interactive bag, desk, please. speaking ruler, pencil Pass me a (ruler), ● Writing a case please. description from Sit at your desk, a model please. Song: What’s this? Creativity Revision Let’s play! (pages 22–33) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Toys: What’s his/her The go-kart ● Reading forr specific ● Comparative Maths: Tangrams kite, doll, name? His/Her race information n LE thinking Project: Make a monster, name’s (Ben/Sue). Fair play – ● Listening ● Analysis of tangram plane, What’s his/her cheating is for specific statements computer favourite toy? His/ wrong information n LE ● Hypothesising game, Her favourite toy’s The letter ● Interactive Evaluating train, car, his/her ball. sound e speaking strategies ball, bike, How old is he/she? ● Writing a go-kart He’s/She’s (seven). description from It’s a (new kite). a model It’s an (ugly monster). Song: Hey, Emma! What’s your favourite toy? Creativity Revision iv Map of the course © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Pet show (pages 34–45) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Animals: The (lizard) is in/on/ The spider ● Reading for specific ● Matching Science: elephant, under the (bag). Being brave information verbal Camouflage rat, lizard, I like / don’t like The letter ● Listening and visual Project: Draw a frog, spider, (dogs). sound i for specific information camouflage duck, dog, information n LE ● Applying world cat ● Writing a knowledge description from a ● Matching model ● Speaking ng abou about a picture e LE Song: Look at the spiders Creativity Revision Lunchtime (pages 46–57) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Food: I’ve got / haven’t The pizza ● Listening ● Categorising Science: Fruit and banana, got a (sandwich). Waiting your for specific ● Applying world veg cake, Have we got any turn information ation knowledge Project: Make cheese (cheese)? The letter ● Spelling g LE ● Matching a fruit and sandwich, Yes, we have. / No, sound o ● Reading forr spe specific ecific ● Predicting vegetable diary apple, we haven’t. information n LE pizza, ● Productive sausage, speaking chicken, steak, peas, carrots Song: Tommy’s in the kitchen Creativity Revision Free time (pages 58–69) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Days of I (play football) on We’re lost! ● Listening ● Interpreting Social science: the week: (Saturdays). Asking for help for specific and I’m healthy! Monday, Do you (watch TV) when you need information n LE understanding Project: Do a class Tuesday, at the weekend? it ● Reading survey Wednesday, Yes, I do. / No, I The letter for specific Thursday, don’t. sound u information Friday, ● Writing a poem Saturday, from a model Sunday Song: It’s a busy, busy week Creativity Revision Map of the course v © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Vocabulary The body The old house (pages 70–81) Grammar Story and value Phonics Skills Thinking skills English for school The home: There’s a (monster). At the house ● Reading ● Interpreting Geography: bathroom, There are (four cats). Looking after for specific pictures Habitats bedroom, Is there a (plane)? your friends information n LE ● Applying world Project: Make a living room, Yes, there is. The letter ● Interactive knowledge habitat hall, dining Are there any (rats)? sound h speaking ● Matching room, No, there aren’t. ● Listening kitchen, How many (cars) are for specific stairs, cellar there? information n LE There are (four cars). ● Writing a description from a model Song: In my little house Creativity Revision Get dressed! (pages 82–93) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Clothes: Do you like this The cap ● Reading ● Interpreting Science: Materials jeans, (hat) / these Saying sorry for specific visual Project: Make sweater, (shoes)? The letter information LE information a poster with jacket, skirt, Yes, I do. / No, I sounds sp ● Interactive ● Matching different shorts, don’t. and st speaking ● Selecting materials cap, shoes, (Olivia)’s wearing (a ● Listening relevant socks, red sweater). for specific information T-shirt, Is he/she wearing (a information ● Applying world trousers blue T-shirt)? ● Writing a knowledge Yes, he/she is. / No, description from a he/she isn’t. model Song: I’m a cool, cool cat Creativity Revision The robot (pages 94–105) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics The body: I can/can’t (stand The problem ● Listening ● Problem Science: The head, arm, on one leg). Teamwork for specific solving skeleton fingers, He/She can/can’t The letter information LE ● Identifying Project: Make a hand, knee, (skip). sound g ● Interactive skeleton leg, toes, Can you (swim)? speaking about a foot Yes, I can. / No, I survey can’t. ● Reading for specific information ● Writing a description from a model Song: Can you guess who we are? Creativity Revision vi Map of the course © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information At the beach (pages 106–117) Vocabulary Grammar Story and value Skills Thinking skills English for school Phonics Holidays: Let’s (play the The top of the ● Reading ● Inferring Geography: catch a guitar). hill for specific meaning Holiday weather fish, paint Good idea. Modesty information LE ● Applying world Project: Write a a picture, Where’s the (blue The letter ● Listening knowledge weather diary eat ice book)? It’s in the sounds ee and for specific ● Interpreting cream, take (green bag). ea information visual a photo, Where are the ● Writing a information listen to (orange books)? description from a music, They’re in the (black model look for bag). ● Speaking ng abou about a shells, read picture LE a book, make a sandcastle Song: Let’s go to the beach Creativity Revision Map of the course vii © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Introduction About Super Minds Expanding young minds Super Minds begins from the premise that the students What is Super Minds? are not just language learners but explorers in every Super Minds is a seven-level course for primary age aspect of their educational development. The course students, with a Starter level underpinning Super Minds 1. enables students to become smart in three ways: By building solid foundations, expanding young minds, kindling the imagination and fostering positive values, • Think! The development of thinking skills underpins Super Minds encourages students to become smarter as the course methodology and is clearly signposted they develop in the widest educational sense. in purposeful activities. These thinking skills are the building blocks of learning and the activities keep in A flexible approach step with the students’ increasing maturity through the course. Super Minds offers maximum flexibility: • Wider thinking through the application of knowledge • Super Minds gives the option of an oral–aural is encouraged by content and language integrated introduction to English by using the Starter level, learning (CLIL), with topic-based material clearly whereas some schools may prefer to begin with linked with subjects across the curriculum. this level, Super Minds 1. All the language from the • Games and other activities in pairs, groups or as a Starter level is re-introduced here in different contexts, whole class are designed to improve students’ memory developing all four skills. and concentration skills. • All seven levels of Super Minds have been specifically In Super Minds 1, specific activities develop a range of researched to cater for a variety of teaching situations skills from observation to thinking skills such as memory, including those with a higher than usual number of sequencing, categorising and deciphering codes. hours of English per week. The units include lessons with a core syllabus focus and additional lessons which can be used flexibly according to the time Kindling the imagination available for English. This is explained in the Tour of From the beginning, Super Minds fuels the imagination a unit (see pages xi–xiii). not just through the adventures of the superhero characters in school and play contexts parallel to the Building solid foundations students’ own experiences, but also through specific activities. Super Minds 1 is appropriate for students who are ready to begin reading and writing in English and includes an Rounding up the language and contexts of the unit, early focus on the alphabet. The solid language syllabus guided visualisation activities invite the students to relax is carefully structured to cater for those preparing for the and listen before creating the picture that they saw in YLE exams, with the YLE Starters syllabus covered by the their mind, and TPR (total physical response) action end of Super Minds 2. sequences enable them to act out a story using simple language. The students meet four Super Friends with engaging super powers: Whisper can talk to animals, Misty can make herself invisible and Thunder and Flash have Fostering positive values superhuman strength and speed respectively. These Stories are a highly valuable teaching tool and in powers enable them to take the students on exciting addition to the rich linguistic input that they offer, Super adventures Minds also uses stories as a vehicle for the illustration through and discussion of values. The students are encouraged which all four through discussion and specific Workbook activities to language think about the deeper meaning of the stories, such as skills are the importance of fair play, waiting your turn, helping practised and and looking after your friends. developed. viii Introduction © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Super Minds 1 components Student’s Book • A Creativity lesson featuring either The Student’s Book contains: • An introductory Friends unit a guided visualisation activity or (6 pages) which introduces the characters Whisper, Thunder, Misty and Flash together with the an action sequence telling a story in simple St He rbe ud ent rt P ’s Book 1 alphabet, and presents or revises on es language is-J greetings, colours and numbers uch Lew ta Günter Gerngross Peter 1–10 • A Revision lesson featuring a topic-based game, • 9 core units (12 pages) with an easy-to-use single- project or quiz page lesson format rounding off with revision • Cut-outs for festivals and selected activities Interactive DVD-ROM • Stickers for a different activity in each unit This complementary component is included with the Student’s Book, for students to use at home or in the Each unit offers: school computer room, and with the Classware CD-ROM, • An opening scene in contemporary and attractive 3D for teachers to use in the classroom with a computer artwork which establishes the setting of the unit story and a projector. Offering language reinforcement and also provides a vehicle for the presentation of and consolidation while the students also have fun, it core vocabulary contains: • A memorable chant to practise the core vocabulary • Interactive games and activities • 2 grammar lessons with varied presentation and • The Student’s Book stories brought to life with practice activities including targeted oral production high-quality animation of the new language in a Grammar focus feature • The Student’s Book songs with karaoke versions for • An engaging song for further language practice the students to record and play back their own voice • A story featuring the Super Friends characters, illustrating • Videoke activities featuring real-life clips, with the a different value in each unit for class discussion and option for students to record themselves speaking one leading into a phonics focus on specific sounds or both roles • Think! Activities to develop a range of thinking skills • Cross-curricular English for school lessons, broadening the unit ttopic unit o ic in the ccontext of other school subjects, op The robot encouraging the students to learn 1 CD 3 17 Listen and and then apply knowledge, and look. Then listen and say the words. offering an accessible follow-up 1 head project What are you doing? 8 Well done, 7 Thank you, Misty. Misty. Robot, can you speak now? CD 3 1 26 2 arm Here’s the 2 And now the head, please. 3 fingers 1 Give me the right leg and the left arm. right leg. Here’s the head. 4 hand 5 knee 6 leg Yes, I can. 2 Think! What W does the robot say? Here’s the left arm. 7 toes smra CD 3 8 foot 4 Here you are. koob 2 18 Listen and 3 Batteries! We haven’t chant. got batteries. Thank you. toof Let’s m ke ro bot! No problem. ekib He re’s th e he He re’s leg d. . miws He re’s n He re’s kn ee rm . . He re’s h He re’s fo ot nd . . He re re th He re re th e fin ge rs. e to es . Give me the right leg. 94 Th nk yo u! 3 Find who says … The body Of f it go es . Listen and say. CD 3 6 We’ve got a problem. 4 28 5 Robot, can you speak? It can’t speak. green go-kar t. Let me try something. Greg’s got a big bag and a 99 Phonics focus ix Nac I sey. 98 Value: teamwork Introduction © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-22061-3 – Super Minds Level 1 Melanie Williams With Herbert Puchta Günter Gerngross and Peter Lewis-Jones Frontmatter More information Workbook Teacher’s Book This reinforces the core vocabulary This Teacher’s Book is interleaved and grammar and consolidates with the Student’s Book pages. Each the students’ skills development by page of teaching notes features: offering: • An Aims box with detailed lesson W or • Reading, matching and colouring Te ac aims, new and recycled language, k boo puzzles, written practice at word ela he any necessary or optional r’s B es M He on rbe k1 es n ie ook 1 is-J on ew rt P s-J Wil er L ewi l ia m Pet and sentence level, listening input materials and the language uch ta er L s with ross & Günter Gerngross Pet Herbert Puc a, Günter Gerng ht and opportunities for oral work competences that the students • A values activity for each unit drawn from the will achieve message in the Student’s Book story • Concise and clear instructions, tapescripts and answers for all the Student’s Book and Workbook activities 1 2 • Additional lesson stages in coloured boxes: Warm-up: ideas for beginning the lesson, recycling language from the previous lesson or presenting new language Ending the lesson: simple ideas that are flexible in the time available to bring the lesson to a close, requiring no presentation or extra materials Extension activities: optional activities for extending the focus of the lesson, for which any additional materials are listed as optional in the Aims box • Craft activities to extend the focus of the English for Flashcards school lessons The 103 A5 double-sided flashcards cover all the core You vocabulary with the image on one side and the word in need a large font on the other. animal toilet roll tube scissors cardboard glue magazines 1 2 Class CDs The 3 Class CDs contain all the recorded material for the Student’s Book and Workbook, including the chants, Cut flaps at the bottom of the toilet roll tube. Fold the flaps out. songs, karaoke versions and stories. 3 4 Classware CD-ROM This whiteboard software features: Glue the flaps on the piece of cardboard. Cut out pictures of animals from magazines. • The Student’s Book pages 5 6 • The audio material It is also packaged together with the Interactive DVD- ROM, which provides interactive activities and games for Glue the pictures on the tube. Now you have a pencil holder. classroom use. • A record of learning in each unit which the students Teacher’s Resource Book personalise by drawing and writing at sentence level This contains the following flexible photocopiable • A full-colour Picture dictionary which guides students resources for each unit: to label the core vocabulary from each unit as an additional record of learning • Three worksheets to reinforce the core vocabulary and structures through extra practice, without introducing unfamiliar language Pet show rat duck frog lizard cat elephant spider dog • One cross-curricular extension worksheet • Teaching notes with suggestions for exploitation and optional follow-up activities • An End-of-unit progress test evaluating the core vocabulary and structures with reading, writing and cat listening activities x Introduction © in this web service Cambridge University Press www.cambridge.org
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