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Teacher's Book LION WOOL TREES TEACHER’S BOOK SMARTY ENGLISH FOR PRIMARY SCHOOL Michele Guerrini Izabella Hearn Lois May 3 Contents map FUNCTIONS INTRODUCTION AND METHODOLOGY (4-9) Talking about school HELLO! (10 - 13) material. Expressing O possession. Describing clothing. ScaRECROWS (14 -20) Expressing likes and dislikes. 1 Giving instructions. VEGETABLE WORLD (21 - 28) Talking about vegetables 2 and gardening. GAME AND INTEGRATION (29) MY TOWN (30-36) Describing places. Prohibida su fotocopia. Ley 11.723 su fotocopia. Ley Prohibida 3 S.A. Talking about different WHERE DO PEOPLE LIVE? (37-44) habitats. ediciones sm 4 © GAME AND INTEGRATION (45) Talking about daily routines. TELLING THE TIME (46-53) Telling the time. 5 Describing people. Describing animals ANimals IN THE WORLD (54-59) 6 and places. GAME AND INTEGRATION (60) EXTRA ACTIVITIES (61-62) PICTIONARY (62) 2 FUNCTIONS GRammaR VOcaBUlaR CLIL INTRODUCTION AND METHODOLOGY (4-9) Talking about school Present Continuous. How many. School objects. Colours. material. Expressing Can. Have/has got. Possessive HELLO! (10 - 13) Parts of the house. possession. adjectives (my, his, her). Describing clothing. Present Continuous. Clothes. Natural science. ScaRECROWS (14 -20) Expressing likes and dislikes. Giving instructions. Fruit and vegetables. Talking about vegetables Simple Present. Natural and social science. VEGETABLE WORLD (21 - 28) Parts of a plant. and gardening. GAME AND INTEGRATION (29) MY TOWN (30-36) Describing places. There is/There are. Town. Means of transport. Social science. Prohibida su fotocopia. Ley 11.723 su fotocopia. Ley Prohibida S.A. Talking about different Simple Present. Landscapes, habitats. Natural and social science. WHERE DO PEOPLE LIVE? (37-44) habitats. ediciones sm © GAME AND INTEGRATION (45) Talking about daily routines. Food. Daily routines. Telling the time. Simple Present. Adjectives. Social science. TELLING THE TIME (46-53) The time. Describing people. Describing animals Simple Present. There is/There Animals. Landscapes. Natural science. ANimals IN THE WORLD (54-59) and places. are. Have/has got. Prepositions. Parts of the body. Adjectives. GAME AND INTEGRATION (60) EXTRA ACTIVITIES (61-62) PICTIONARY (62) 3 Introduction Smarty is an innovative seven- level series for children at primary level. It is designed to cater for all types of learners and it respects each individual within the learning process. The Teacher’s Book allows you to tailor the SMARTY material to the number of class hours you have available. Key Features • Smarty makes learning English fun, engaging and enjoyable. Prohibida su fotocopia. Ley 11.723 su fotocopia. Ley Prohibida • Social values underpin the learning opportunities, for example, accepting that all families are different. S.A. • Smarty encourages meaningful language learning through purposeful interaction. • Craft activities give learners ownership of their learning. ediciones sm • Texts reflect natural language use and encourage active participation from the learners. © • Smarty offers a comprehensive approach to literacy by alternating the unit focus between fiction-based and content-based introductory texts. • Learners experience a variety of fiction types, for example traditional stories and poems. • Smarty integrates the learning of English with the learning of content related to curricular subjects like Science, Art and Music. Methodology Smarty draws on three main approaches to Smarty’s approach ensures that: learning that have been carefully integrated within a • Learners can understand and use language for clearly structured, easy-to-follow, systematic framework: everyday functions such as requesting, describing, • experiential learning; expressing likes and dislikes. • the Communicative approach; • The syllabus reflects learners’ needs and • Content-and-Language Integrated Learning (CLIL). communicative goals. • Children use language to learn and develop thinking skills. 4 Experiential learning It provides opportunities for learners to develop their Experiential learning (‘learning by doing’) is at the heart of communicative competence through motivating Smarty. Learners are actively involved in the learning process, activities, topics and themes and involves them in which allows them to discover and make sense of the world authentic use of language. Smarty’s communicative around them through their personal experience of English. activities: In Smarty, the experiential learning cycle begins with a • have clear social, linguistic and academic objectives; concrete experience which exposes learners to a text • encourage the exchange of ideas and information in written and/or spoken form. The opening of each unit between learners; lays the foundation for the theme of the unit. It constitutes • include activities such as information-gap exercises; a reflective observation stage built around tasks and • develop opportunities for creativity through acting out, exercises which encourage students to reflect on the new drawing and content-based tasks. language. At the next stage, abstract conceptualization, learners continue to reflect on and draw conclusions Content-and-Language Integrated Learning (CLIL) about the new language. In the active experimentation The 4 C’s of CLIL - Content, Communication, Cognition stage, students use the new language in a variety of ways, and Culture - are an integral part of Smarty. gradually moving from controlled to freer activities. The fiction-based units introduce learners to literature, develop cultural awareness and encourage imagination. The Communicative approach The content-based units introduce content from The Communicative approach in the language classroom subject areas such as Science and Music. They enhance sees the goal of language as communicative competence. learners’ awareness of the world around them. These units This approach is at the heart of Smarty. Smarty integrates develop communication skills and language typical of other the communicative approach with experiential learning. curricular subjects. Prohibida su fotocopia. Ley 11.723 su fotocopia. Ley Prohibida S.A. Eight competences for life-long learning • Key competences are a Competence in linguistic ediciones sm combination of knowledge, © communication skills and attitudes. Learning to learn • Developing the capacity • They have been naturally • Working individually or in groups to for oral and written interwoven into the series Smarty. increase learning efficiency. communication. • Discovering methods to plan courses of • Learning to express action, set goals and increase learning and interpret concepts, opportunities, such as using dictionaries. thoughts, feelings, facts and opinions. Autonomy and personal Social competence and citizenship initiative Mathematical competence • Developing understanding of • Learning how to plan, • Using numbers to perform basic codes of conduct and appropriate develop and evaluate one’s operations. behaviour. work with confidence and a • Understanding the symbols and • Focusing on the social well-being critical sense. forms of mathematical reasoning. of oneself and others. Processing information and Knowledge and interaction with digital competece Cultural and artistic competence the physical world • Finding, obtaining, • Appreciating cultural and • Applying the scientific method processing and transmitting artistic manifestations from to explain its phenomena. data using traditional and different periods of time and modern technologies. different cultures. 5 TEACHER’S BOOK Key Features and organisation • The Teacher’s Book provides teachers with complete lesson plans, including comprehensive teacher’s notes, and highlights the objectives, key language and materials in each section. • It includes suggestions for Extra practice and Extension activities. • It provides the answers for all the activities in the Learner’s Book, including Games and Integrations. • Photocopiable activities are included at the end of each unit, which can be used for homework, revision or testing. They provide an opportunity for revision and reinforcement of content, for ongoing and continuous learning. The answers are provided on the preceding page. Step-by-step approach • The lesson plan for each unit provides a carefully designed framework that is repeated in each section of the unit: Initial chart Presentation Objectives • Each section is presented in a meaningful • Primary communicative goals and context. Students are encouraged to functional language. make inferences and predictions. Prohibida su fotocopia. Ley 11.723 su fotocopia. Ley Prohibida Key language • Each activity in the Learner’s Book is S.A. • Predominant vocabulary that will be used developed step-by-step and the answers throughout each section. are provided. ediciones sm Materials © • Materials the teacher needs to display for the class, for craft work or hands-on Wrap-up experience. • Wrap-ups provide closure and follow-up for each section. • They usually encourage error analysis and Warm-up reflection on the work done. • Warm-ups activate students’ prior knowledge through fun games and activities. Extension Extra practice • The topic and main language • The optional Extension • The optional Extra of the unit is introduced. activities provide ideas for practice provides ideas consolidation. for enlarging the lesson • Teachers can use them as through fun activities resources for mixed-ability and group project works classes. that encourage creativity. 6 LEARNER’S BOOK Smarty Key Features and organisation Smarty, the running character,
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