Back to school - Assets - Cambridge

Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Back to school
Back to school
Lesson 1
Back to school
AR
Alex, Phoebe and Patrick are back from their time-travelling adventures. It’s
lunchtime and they are in the school playground. They’re talking about all
the places they visited.
CD
02
Complete the words.
3
2
4
f i rs t
two
s
four
f
five
f
eight
5
2
7
6
st
one
Listen and say the words. Check with your partner.
nine
e
three
six
n
t
seven
s
ten
s
t
Look at the pictures and complete the sentences.
0
8
– first
2 2nd – second
3 3rd – third
Tim is
4 4th – fourth
third
in the
2
The birthday party is on the
race.
3
The painting has got
of October.
prize.
5 5th – fifth
6 6th – sixth
7 7th – seventh
8 8th – eighth
th
– ninth
4
2
2
3
CD
03
5
English is always the
3
Read, listen and say the correct sentences.
The Time Travellers are in the past.
3
They met the professor in the past.
The third place they went to was Istanbul.
4
They have a Maths lesson next.
Fourth!
Revision of ordinal numbers – 0
Lesson
Objetivos
• presentar el vocabulario principal (números ordinales) •
• practicar el vocabulario principal mediante la
4
June is the
month of the year.
day.
Look at Activity 2. Read and write the correct answers.
Is Jack first in the race?
Say a word for your partner to guess the correct place.
6
class of the
week.
Istanbul
4
Thursday is the
day of the
0 0th – tenth
No, he is second.
2
Is the party on 7th October?
3
Does the castle win second prize?
4
Is Sunday the fifth day of the week?
5
Is Maths the third class of the day?
6
Is September the eighth month of the year.
Revision of ordinal numbers – 0
Lesson
practicar cómo escribir el vocabulario principal
expresión oral
Lenguaje
Lenguaje nuevo: los números ordinales 1–10
Competencias clave
Competencia en comunicación lingüística:
Los alumnos identifican y nombran los números
ordinales.
Lenguaje reciclado: lenguaje de la historia, los
meses, race, party, castle, win, week, Maths, day,
month
Competencias sociales y cívicas: Los alumnos
trabajan en equipo para preguntar y responder
sobre un dibujo.
Lenguaje receptivo: I can’t remember much.
You’ve got a good memory.
Competencia en matemáticas: Los alumnos
usan los números ordinales para hablar de
acontecimientos.
Materiales
CD, Teacher’s Resource Book (opcional)
Home-school link
Digital Minds
• Vocabulary interactive activities
14
•
Augmented Reality: vocabulary interactive
activities, spelling challenge
•
Online interactive activities: spelling challenge
Back to school
© in this web service Cambridge University Press
www.cambridge.org
Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 1
Pupil’s Book, page 4
Warm-up
• Repasa los nombres de los personajes dictándoselos a la
•
clase con las letras desordenadas.
En parejas, los alumnos deletrean correctamente los
nombres.
Presentación
• Lee el título de la unidad y el texto de la parte superior
•
•
de la página.
Anima a la clase a dar información de los dibujos de
cada bocadillo de pensamiento sobre lo que pasó
cuando los personajes viajaron en el tiempo en el
nivel 5. Pregunta Where did they go? Who did they
meet? What did they do?
Comprobad los nombres de los personajes y pregunta
a los alumnos si recuerdan cómo viajan en el tiempo
(pasan a través de una puerta).
1
CD1
02
Listen and say the words. Check with your
partner.
Phoebe: Well, me too, but
now we have to go to the
Science lab again. We’ve got
Science with Mr Davis in five
minutes. Come on. Let’s go.
Alex and Patrick: Oh OK.
Respuestas: 1 The Time Travellers aren’t in the past.
2 The third place they went to was Shakespeare’s Globe
Theatre in England. 3 They met the professor from the
future. 4 They have a Science lesson next.
3
Say a word for your partner to guess the
correct place.
• Haced una demostración con las indicaciones.
• Los alumnos practican en parejas, preguntando por
•
distintos lugares.
Corregid juntos preguntando a algunas parejas.
Activity Book, page 4
1
Complete the words.
• Los alumnos escriben los números ordinales correctos.
Respuestas: second, third, fourth, fifth, sixth, seventh,
eighth, ninth, tenth
2
Look at the pictures and complete the sentences.
3
Look at Activity 2. Read and write the correct
answers.
• Los alumnos miran los números ordinales y las palabras.
• Pon la grabación.
• La clase escucha cada palabra y la repite a coro.
• Vuelve a poner la grabación. Los alumnos repiten en
• Los alumnos completan las frases con los ordinales.
Respuestas: 2 fifth, 3 second, 4 fourth, 5 first, 6 sixth
•
•
grupos.
Practican las palabras nuevas en parejas.
2
CD1
03
Read, listen and say the correct sentences.
• Leed juntos las frases en voz alta.
• Pon la grabación.
• Los alumnos escuchan y dicen las frases correctas.
• Vuelve a poner la grabación. Comprueba con la clase.
Respuestas: 2 No, it’s on 5th October. 3 No, it wins first
prize. 4 No, it’s the seventh (day of the week).
5 No, it’s the second (class of the day). 6 No, it’s the
ninth (month of the year).
ACTIVIDADES OPCIONALES
CD1, pista 03
Phoebe: We’re back at school!
Alex: It’s so strange ... Did we
really go time-travelling
and visit all those places?
I can’t remember much.
Patrick: Let’s think about
it together. First we were
in our Science lesson and
there was an explosion – we
walked into the time tunnel
and arrived in the USA! We
met Elvis there.
Alex: That’s right. And then
we went to Istanbul and
Phoebe got lost.
Phoebe: No, the third place
we visited was England. We
met Shakespeare there
and went to the Globe
Theatre. Istanbul was the
fourth place, I think.
La clase vuelve a mirar los dibujos y escribe frases usando
los números ordinales.
Patrick: Yeah. Then the fifth
place was the ship the
Marie Celeste and we hid
in a lifeboat. The sixth
was the professor from
the future. We saw all his
crazy inventions. Do you
remember? That was my
favourite one. Then in the
seventh place we met
Alexander Fleming, the
eighth was ancient Egypt
and we saw a mummy, and
the ninth was the pirates
on the island.
Phoebe: Wow, you’ve got a
good memory, Patrick!
Alex: Really good! Oh, I don’t
want to be back in school.
I want to do more timetravelling.
Refuerzo
• Anima a los alumnos a decir acontecimientos y
•
•
cosas que pasan en su vida que se puedan describir
usando números ordinales, p. ej. birthdays, English
class, mum’s birthday, winning a prize.
Di un ejemplo sobre ti, p. ej. My birthday is in the
third month of the year.
Los alumnos escriben frases sobre sus vidas.
☛
Mira también la Teacher’s Resource Book
Worksheet 1, p7
Ampliación
• Pide a diez alumnos que se pongan de pie en fila.
• Cuéntalos desde el principio al final de la fila,
•
•
diciendo su nombre y el número que ocupan (p. ej.
Ana – 1st, Tomás – 2nd).
Di el nombre de uno de ellos y que la clase diga el
ordinal que le corresponde.
Los alumnos juegan en grupos.
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978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 2
Read, point to the people and say the names.
Look and complete the tables.
Simple present
realia of a photoblog like Pinterest
I / You / We / They
MIA AND THE MYSTERY CATS
HOME
PHOTOS
MUSIC
BLOG
a comic
every day.
a comic
now.
CONTACT US
SEND
3
2
read
He / She
Present continuous
✓
I
4
am
reading
He / She
We / You / They
2
CD
05
Listen and number the pictures. Then listen again and write the names.
Susan Jessica Mandy Jane Olivia Julie
5
“Hi my name’s Mia and I sing in a band. This is a photo of the band in the recording
studio. I’m not singing in this photo because we’re taking a break. I’m drinking some
water. Jack plays the guitar but now he’s reading a book. Danny is the drummer. He’s
sitting next to Jack and playing on his phone. And that’s Liam and Lucy. They are our
biggest fans. They really like our music. They’re watching us record our new single.
Lucy is taking photos for our fan website.”
Mia
2
CD
04
b
c
d
e
f
1
Listen and say.
Grammar focus
3
a
Simple present / present continuous
I sing in a band.
I’m drinking some water.
Jack plays the guitar.
He’s reading a book.
They really like our music.
They’re watching us record our new song.
Susan
3
Read and circle the correct verb.
Susan always drinks / is drinking orange juice.
Roll the dice and say.
2
Mandy wears / is wearing trousers today.
3
Jessica always watches / is watching films on Saturdays.
what your classmates are doing
4
where you live
4
Olivia always reads / is reading a book after school.
2
what your parents do
5
what your best friend likes
5
Julie sometimes sings / is singing on stage.
3
what you are doing
6
what the teacher is doing
6
Jane plays / is playing her guitar now.
Lesson 2
Simple present / present continuous
5
Lesson 2
Simple present / present continuous
5
Objetivos
•
•
presentar el primer punto de gramática principal
•
practicar la gramática principal mediante la
expresión oral
practicar la gramática principal a través de la
lectura para obtener información específica
Lenguaje
•
practicar la gramática principal a través de una
actividad de comprensión oral, identificando
información específica
Competencias clave
Lenguaje nuevo: simple present / present
Competencia en comunicación lingüística: Los
Lenguaje reciclado: play the guitar, read a book,
Competencias sociales y cívicas: Los alumnos
continuous, recording studio, take a break,
drummer, play on your phone, record (v)
take photos
alumnos hablan de lo que está pasando en este
momento y de lo que pasa en general.
trabajan en equipo y hablan sobre un dibujo.
Sentido de iniciativa y emprendimiento: Los
alumnos hablan de detalles personales.
Materiales
CD, dados, Teacher’s Resource Book (opcional)
Home-school link
Digital Minds
• Grammar 1 interactive activities
• Grammar animation 1
16
•
Augmented Reality: grammar 1 interactive
activity, aqua quest game, grammar animation 1
•
Online interactive activities: aqua quest game
Back to school
© in this web service Cambridge University Press
www.cambridge.org
Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 2
Pupil’s Book, page 5
Warm-up
•
CD1, pista 05
• Haz una demostración del juego representando con
•
•
•
•
•
pizarra y anima a la clase a responder (I’m teaching).
Escribe now encima de I’m teaching.
Señala I teach y pregunta Is this now or every day?
(every day).
Escribe every day encima de I teach.
1
Read, point to the people and say the names.
• Da a la clase un minuto para leer el texto en silencio.
• Comprueba los nombres de los personajes que aparecen
•
•
en el texto (Mia, Jack, Danny, Liam y Lucy).
Haz una demostración de la actividad señalando un
personaje del dibujo y pidiendo la respuesta.
En parejas, los alumnos señalan y dicen los nombres.
Respuestas: 1 Danny, 2 Jack, 3 Mia, 4 Liam, 5 Lucy
2
•
•
•
CD1
04
(1 Susan), f 4 Jessica
•
3
Read and circle the correct verb.
Los alumnos leen las frases y eligen las palabras
correctas.
ACTIVIDADES OPCIONALES
Refuerzo
• En parejas, los alumnos juegan a adivinar con la
•
•
actividad 2 del Activity Book.
Uno cierra el libro y el otro hace una frase, p. ej. She
plays the piano. El que tiene el libro cerrado trata
de recordar de quién se trata.
Los alumnos se intercambian los papeles y cierra el
libro el otro.
☛
Mira también la Teacher’s Resource Book
Worksheet 2, p8
Ampliación
3
• El cómic debe incluir actividades que la persona
Roll the dice and say.
lee la frase correspondiente al número que te salga. Di
una respuesta de ejemplo.
Los alumnos juegan en grupos pequeños.
(Si no tenéis dados, los alumnos pueden escribir los
números en trozos de papel y los giran al azar.)
1
Look and complete the tables.
Los alumnos completan las tablas individualmente.
Comprueban en parejas antes de que pidas que digan
las respuestas.
Respuestas: reads, is, are
2
•
Respuestas: a 2 Olivia, b 5 Mandy, c 6 Julie, d 3 Jane, e
Listen and say.
Activity Book, page 5
•
•
4 Jessica always watches
films, but today she’s
watching a cartoon.
5 Mandy sometimes wears
dresses, but today she’s
wearing trousers.
6 Julie sometimes sings in her
bedroom, but today she’s
singing on stage.
Pon la grabación. Los alumnos escuchan y repiten a coro.
Repetidlo.
Practican las frases en parejas, turnándose para decir la
frase en simple present y luego en present continuous.
• Haz una demostración de la actividad. Lanza el dado y
•
•
1 Susan always drinks milk,
but today she’s drinking
orange juice.
2 Olivia always reads books,
but today she’s reading a
comic.
3 Jane often plays the piano,
but today she’s playing her
guitar.
mímica una actividad (p. ej. play the guitar).
Los alumnos adivinan lo que estás haciendo. Anímalos
a decir una frase en presente continuo (You are playing
the guitar).
Dales tiempo para pensar sus acciones. En parejas, los
alumnos hacen mímica y adivinan.
Presentación
• Escribe en la pizarra I teach y I’m teaching.
• Pregunta What am I doing now? Señala las frases de la
Vuelve a poner la grabación para que puedan escribir los
nombres.
CD1
05
Listen and number the pictures. Then listen
again and write the names.
• Los alumnos dibujan su propio cómic basado en
alguien que conocen o en alguien que se inventen.
•
hace generalmente y otras que esté haciendo en ese
momento. Diles que usen de apoyo la actividad 2
del Activity Book.
Los alumnos escriben frases debajo de cada dibujo
para describir lo que hace / está haciendo la
persona.
Respuestas: 2 is wearing, 3 watches, 4 reads, 5 sings,
6 is playing
Grammar focus [PB p83]
1
Say the correct answers.
• Los alumnos leen las frases y eligen la opción correcta.
Respuestas: 1 walk, I’m going, 2 start, 3 it’s raining,
4 is waiting, 5 live
Los alumnos escuchan y escriben los números
correspondientes en los cuadros.
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978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 3
CD
06
Listen to the song. Say the correct order of the pictures.
Remember the song. Match the pictures with the words.
William Shakespeare
a
Phoebe’s stepping through the gate
Where is she going to?
Ancient Egypt or Istanbul?
Or is it somewhere new?
Patrick’s stepping through the gate
Who is he going to meet?
William Shakespeare? Elvis Presley?
Or someone new to greet?
c
Alex’s stepping through the gate
Where is he going to be?
On a pirate ship? The Marie Celeste?
Or somewhere new to see?
The Time Travellers,
They’re lost in time.
They can never come back,
When they cross that line.
d
3
07
e
3
Elvis Presley
c
d
4
The Marie Celeste
5
Ancient Egypt
e
f
6
Istanbul
Read and write the missing words.
(4)
’s stepping through the gate
Who is he going to meet?
(5)
? (6)
?
Or someone new to greet?
3
Play the descriptions game. Think of a famous place for your partner to guess.
Is it Egypt?
Singing for pleasure
(7)
’s stepping through the gate
Where is he going to be?
(8)
On a
ship?
The ( )
?
Or somewhere new to see?
The Time ( 0)
Travelling so fast.
The past is the present
And the future is the past.
Where do you want the Time Travellers to go next? Write three ideas. Then talk
to a friend.
2
3
6
Lesson 3
Objetivos
• consolidar la gramática principal (present
continuous) a través de una canción
Lenguaje
•
•
Song practice
Lesson 3
cantar una canción por placer
comprobar la comprensión de la canción
Competencias clave
Lenguaje nuevo: simple present / present
Competencia en comunicación lingüística: Los
Recycled language: Ancient Egypt, step through
Conciencia y expresión cultural: Los alumnos
continuous
the gate, the future is the past, The Time Travellers
Materiales
CD
Digital Minds
• Song interactive activities
• Karaoke song
18
A pirate ship
Phoebe ’s stepping through the gate
Where is she going to?
(2)
or (3)
Or is it somewhere new?
Yes, it is!
6
b
()
f
Listen and sing.
It’s very hot there. There’s a
desert and lots of pyramids.
a
Travellers Alex Ancient Egypt Istanbul William Shakespeare
pirate Patrick Phoebe Marie Celeste Elvis Presley
Come along and let’s find out
The places where they go.
CD
2
2
The Time Travellers,
Travelling so fast.
The past is the present,
And the future is the past.
2
b
b
alumnos cantan una canción.
cantan todos juntos.
Home-school link
•
•
Augmented Reality: karaoke song
Online interactive activities: karaoke song
Back to school
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Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 3
Pupil’s Book, page 6
Warm-up
• Los alumnos trabajan en parejas.
• Dicta a la clase cuatro frases. Pueden ser frases de la
•
•
•
página 5 del Pupil’s Book o del Activity Book. Tres deben
ser incorrectas, p. ej. Mandy wears trousers today.
Un alumno de cada pareja escribe las frases en un
papel.
Luego deciden entre los dos si la frase es correcta, y, si
no lo es, qué es lo que está mal.
Anima a los alumnos a responder y saca a voluntarios a
escribir las frases correctas en la pizarra.
1
•
•
•
•
•
•
CD1
06
CD1
07
1
•
Remember the song. Match the pictures with
the words.
Los alumnos miran los dibujos y los unen con los
nombres y los lugares.
Respuestas: 2 c, 3 d, 4 f, 5 a, 6 e
•
2
Read and write the missing words.
Los alumnos usan las palabras de la caja para
completar la canción.
Respuestas: 2 Ancient Egypt, 3 Istanbul, 4 Patrick,
5 William Shakespeare, 6 Elvis Presley, 7 Alex, 8 pirate,
9 Marie Celeste, 10 Travellers
Listen to the song. Say the correct order of
the pictures.
Anima a la clase a decir quién, dónde o qué aparece
en los dibujos del Pupil’s Book (the Marie Celeste, Elvis
Presley, a pirate ship, William Shakespeare, Egypt,
Istanbul).
Pon la grabación. Los alumnos escuchan y, en parejas,
dicen el orden correcto de los dibujos.
Pueden usar el texto para comprobar sus respuestas.
Corregid las respuestas todos juntos.
Vuelve a poner la grabación, parando después de cada
estrofa para que la clase la repita.
Cuando los alumnos se hayan aprendido la canción,
practicadla todos juntos.
2
Activity Book, page 6
3
•
Where do you want the Time Travellers to go
next? Write three ideas. Then talk to a friend.
Los alumnos escriben frases. Las leen y las comparan
con las de un compañero.
Listen and sing.
• Pon la versión karaoke para que la clase cante en
grupos o en parejas.
3
Play the descriptions game. Think of a
famous place for your partner to guess.
• Haz una demostración del juego pidiendo a dos
•
•
•
alumnos que lean el ejemplo.
Anima a la clase a decir con qué dibujo se corresponde
el ejemplo.
Los alumnos juegan en parejas.
Comprueba y ayuda cuando sea necesario.
ACTIVIDADES OPCIONALES
Refuerzo
• Divide la clase en dos grupos.
• Vuelve a poner la versión karaoke.
• Los grupos se turnan para cantar cada estrofa.
Ampliación
• Pide a los alumnos que lean en alto sus frases de la
actividad 3 del AB. Debatid todos juntos sus ideas.
Pregunta cuál es la mejor idea y por qué.
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978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 4
Read the email and say the answers to the questions.
Please tell me what to do. As you know my birthday is on the 23rd of April.
It’s a Monday this year. I don’t want to have a birthday party on a Monday!
And I can’t have the party on the 21st or the 22nd of April because I’m going
away with my parents for the weekend. We’re going to visit Grandma in
Bristol. What do you think? Should I have the party on Saturday the 28th
of April or should I have it on the 5th of May? Please write soon!
14 Saturday
15 Sunday
Sarah
Who has a problem?
2
When is Sarah’s birthday?
3
Where is she going to go on the 2
4
What dates does she give for her party?
CD
08
st
23 Monday
24 Tuesday
18 Wednesday
25 Wednesday
20 Friday
The
The
Miguel Ganador loves his job. He eats in new
restaurants and writes about them in newspapers.
He never has to cook at home!
26 Thursday
SEPTEMBER
27 Friday
1 Saturday
The 14th of October is a Saturday.
–3
8
9
(twenty-fourth) of May is going to be a Thursday.
4
21
1 join the
volleyball team
8 start classes
again
15 doctor’s
appointment
22
28
29
7
14
4
2
3
4
5
6
9
10 guitar
lesson
17
11
12 visit
Grandma
19
13
16
23 concert with
Lisa
30
24
18
5
I’m going to join the
volleyball team.
SEPTEMBER
25 Peter’s
26
Birthday Party
Read and work it out.
Think!
Tom and Amy are Oscar’s brother and
sister. Tom’s birthday is on Wednesday
the 15th of June. His sister’s birthday
is on the 1st of July, a Friday. Oscar’s
birthday is exactly between his brother’s
and his sister’s birthday. What date is
Oscar’s birthday and what day is it on?
27
Write plans for this month in your notebook and talk to your partner.
16
18
19
20
21
22
new Mexican restaurant
2
2
20
new Brazilian restaurant
new Italian restaurant
Miguel Ganador is going to eat in
a new French restaurant on the
the 2nd of September. It’s a Sunday.
Ask and answer questions about Molly’s plans.
What are you going
to do on the first?
15
17
new Egyptian restaurant
11
The 25th (twenty-fifth) of May is going to be a Friday.
3
new Turkish restaurant
10
3
12
13
14
7
2
(twenty-second) of May is going to be a Tuesday.
new French restaurant
4
5
6
(twenty-first) of May is going to be a Monday.
The 23rd (twenty-third) of May is going to be a Wednesday.
24th
3
3
3
2
Going to; ordinal numbers
st
22 Sunday
3
Grammar focus
This year the 2
21 Saturday
17 Tuesday
19 Thursday
of April?
3
3
16 Monday
Listen and say.
22nd
Read about Miguel. Look at his
diary and write sentences.
OCTOBER
Dear Megan,
2
3
Write the days for the dates
marked with a tick (✓).
3
4
5
6
On the 5th I’m going to go to my swimming lesson.
Lesson 4
Going to revision; ordinal numbers
–3
7
Objetivos
• presentar el segundo punto de gramática principal
• practicar la gramática principal a través de la
lectura para obtener información específica
Lenguaje
Lenguaje nuevo: los números ordinales 11 – 31,
going to
Lenguaje receptivo: Please tell me what to do.
Please write soon.
Materiales
CD, Teacher’s Resource Book (opcional)
Digital Minds
• Grammar 2 interactive activities
• Grammar animation 2
20
Lesson 4
Going to revision; ordinal numbers
–3
•
practicar la gramática principal mediante una
actividad de expresión oral
•
practicar la gramática principal a través de una
actividad de expresión escrita
7
Competencias clave
Competencia en comunicación lingüística: Los
alumnos usan los números ordinales y going to
para hablar de planes futuros.
Competencias sociales y cívicas: Los alumnos
trabajan en equipo para preguntar y responder
sobre los planes de alguien.
Sentido de iniciativa y emprendimiento: Los
alumnos escriben sobre sus planes.
Home-school link
•
Augmented Reality: grammar 2 interactive
activity, word race game, grammar animation 2
•
Online interactive activities: word race game,
grammar animation 2
Back to school
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978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 4
Pupil’s Book, page 7
Respuestas: 2 The 15th of October is a Sunday. 3 The 19th
of October is a Thursday. 4 The twenty-fourth of October
is a Tuesday. 5 The 25th of October is a Wednesday.
Warm-up
• Escribe en la pizarra los días de la semana con las letras
•
•
•
desordenadas. No digas a la clase lo que son.
En parejas, los alumnos descifran las palabras.
Algunas parejas salen a la pizarra y escriben los días.
Pregunta a algunos alumnos cuándo es su cumpleaños,
p. ej. In June.
Presentación
• Escribe el cumpleaños de Phoebe en la pizarra: 22 March.
•
•
•
Anima a la clase a decir cómo se lee (the twenty-second
of March).
Explica que también se puede escribir 22nd March.
Escríbelo debajo de la fecha entre paréntesis.
Aclara cuál se suele escribir y cuál se suele decir.
Pide a algunos que digan sus cumpleaños. La clase los
repite.
1
Read the email and say the answers to the
questions.
2
Thinking skill: pensamiento lógico-matemático
• Los alumnos leen el acertijo y averiguan el día y la fecha.
Respuestas: Thursday the 23rd of June
3
•
ACTIVIDADES OPCIONALES
Refuerzo
• Escribe en la pizarra What are you going to do this
Respuestas: 1 Sarah. 2 The 23rd of April. 3 She is going to
•
(visit her grandma in) Bristol. 4 Saturday the 28th of April
or the 5th of May.
2
•
•
•
•
•
•
08
☛
Listen and say.
Mira también la Teacher’s Resource Book Worksheet 3, p9
Ampliación
• Individualmente, los alumnos escriben un email
3
•
Ask and answer questions about Molly’s plans.
Muestra cómo hacer la actividad leyendo el ejemplo.
Lee las fechas, animando a algunos alumnos a repetirlas,
para comprobar si son capaces de decirlas.
En parejas, los alumnos se preguntan y responden.
Haz un seguimiento preguntando a algunas parejas.
Write plans for this month in your notebook
and talk to your partner.
• Lee en alto el ejemplo y di otro ejemplo nuevo, p. ej. On
the 16th I’m going to go to the cinema.
Ayuda con el vocabulario mientras los alumnos escriben
sus planes.
Activity Book, page 7
1
•
month?
La clase se pregunta y responde en parejas con la
información escrita en la actividad 4 del Pupil’s Book.
Pon la grabación. Los alumnos escuchan y repiten.
Se turnan para practicar todas las frases en parejas.
4
•
Los alumnos leen el pie de viñeta y el diario y escriben
frases usando going to.
on the 5th of September. It’s a Wednesday. 3 He’s going to eat
in a new Egyptian restaurant on the 8th of September. It’s a
Saturday. 4 He’s going to eat in a new Brazilian restaurant on
the 13th of September. It’s a Thursday. 5 He’s going to eat in a
new Italian restaurant on the 14th of September. It’s a Friday.
6 He’s going to eat in a new Mexican restaurant on the 22nd
of September. It’s a Saturday.
Pregunta quién lo escribió (Sarah) y a quién se lo enviaba
(Megan).
Los alumnos hacen la actividad en parejas.
CD1
Read about Miguel. Look at his diary and write
sentences.
Respuestas: 2 He’s going to eat in a new Turkish restaurant
• Anímalos a decir qué ven en la actividad 1 (an email).
•
Read and work it out.
Write the days for the dates marked with a tick
(✓).
Los alumnos miran el calendario y escriben las fechas, los
meses y los días en los bocadillos de texto de abajo.
respondiendo a Sarah como si fuesen Megan en la
actividad 1.
Ejemplo de respuesta: Dear Megan, I’m going to a
concert on the 5th of May. I think you should have
your birthday party on Saturday the 28th. Bye.
Grammar focus [PB p83]
2
Put the words in order. Then answer the
questions.
• Haced juntos un ejemplo pidiendo la respuesta para el
primer ejercicio. Escribe la respuesta en la pizarra.
• Los alumnos escriben las preguntas individualmente.
• Corrige la actividad escribiendo las preguntas en la
•
•
pizarra.
Responde la primera con tus datos como ejemplo.
La clase se pregunta y responde en parejas.
Respuestas: 1 Where are you going to be tomorrow?
2 What are you going to do after school? 3 When are
they going to make the cake for the party? 4 What are
you going to name your dog? 5 What are you going to do
in the summer holidays?
Back to school
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Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 5
The Time Travellers
Remember the story.
Choose five adjectives
from the box to complete
the summary.
Look at the pictures. What do you think is going to happen to the Time
Travellers in the story?
CD
2
0
careful ill sorry
worried excited happy
bored hungry
Read and listen to the story to check your answer.
Back in time again
The children go into the science lab.
Patrick isn’t ( ) happy
because
he doesn’t like Science. Alex and
Phoebe think that something strange is
happening. Then they see the date and it’s
the same date as when they started their
adventures. Alex is (2)
that it is all going to happen again.
Phoebe says that they should be
(3)
not to have an
accident. They decide that Patrick can’t
help this time. Alex and Phoebe do all the
same experiments again while Patrick just
watches. He is (4)
and
he’s playing with his goggles.
T
he children went into the class and they
sat down. ‘Oh, why are we back in our
Science lesson? I don’t like Science!’ said
Patrick. Mr Davis walked in and started
to explain, ‘Today, we’re going to do some
experiments with liquids and powders and
I want you to follow my instructions very
carefully.’ Alex and Phoebe looked at each
other. ‘This is strange,’ said Alex. ‘Look at
the date. It’s 1st April. We started our timetravelling the same day!’
Mr Davis told the children to put on their
aprons and safety goggles. ‘I’m worried
that it’s all going to happen again. We’re
going to have an accident and the yellow
light is going to appear,’ said Alex. ‘Last
time we got the experiment wrong because
Patrick knocked the water over,’ answered
Phoebe, ‘Patrick, today you’re not going to
do any of the experiments!’ ‘That’s not fair!’
Patrick said.
Mr Davis, the teacher, comes to talk to
the children and he tells Patrick to put
his goggles on. The goggles fly out of his
hand and knock over a jar of powder
on the shelf above the desk. The powder
starts falling into the mixture below it.
There is a big explosion and Patrick is
(5)
, but then the yellow
light appears. The children know what
they have to do and they walk through
the gate.
The children went back to their desks. ‘Sit there,’
Phoebe said to Patrick, ‘and don’t touch anything!’
Patrick sat down and took off his goggles. Alex and
Phoebe started the experiments. ‘OK. Let’s read the
instructions very carefully,’ said Alex. They mixed
the blue powder, the yellow powder and the right
amount of green powder. Then they measured the
green liquid and they put the mixture down on
the desk.
3
2
Think!
Choose the best answer
for each question.
Why does Alex say ‘This is strange’?
2
A
Because of the date.
B
Because the Science lesson seems
the same.
A
B
3
4
5
6
3
Why does Phoebe say ‘You’re not
going to do any of the experiments!’
to Patrick?
Because she doesn’t want the accident
to happen again.
Because he’s not very good at Science.
Why does Patrick say ‘That’s not fair!’?
A
Because he really wants to do
some experiments.
B
Because he thinks the other two
are being mean to him.
Why does Phoebe say ‘Sit there’ to Patrick?
A
Because she wants him far away
from the experiment.
B
Because she needs him to help her.
Why does Mr Davis say ‘Excellent’ to
the children?
A
Because they finished the experiment.
B
Because they are working well.
Why does Patrick say ‘I’m sorry’?
A
Because he made the powder fall down.
B
Because he doesn’t want to go through
the gate.
What can we learn from the story? Tick (3).
Values
Don’t put things on high shelves because they can cause accidents.
Don’t play with things because you can cause accidents.
Don’t work with your friends because you may have an accident.
8
Reading for pleasure; value: thinking about what you’re doing
8
Lesson 5
Objetivos
• leer una historia por placer
• repasar el lenguaje de la unidad
Lenguaje
•
•
Story practice; value: thinking about what you’re doing
Lesson 5
comprobar la comprensión
identificar el valor de pensar lo que se está
haciendo
Competencias clave
Lenguaje reciclado: personajes y lenguaje de la
Competencia en comunicación lingüística: Los
Lenguaje receptivo: That’s not fair!, fly into the
Competencias sociales y cívicas: Los alumnos
historia
air, thinking about what you are doing
alumnos escuchan una historia.
aprenden el mensaje de pensar lo que se está
haciendo mediante una historia.
Materiales
CD
Digital Minds
• Story
22
Home-school link
•
•
Augmented Reality: story
Online interactive activities: story
Back to school
© in this web service Cambridge University Press
www.cambridge.org
Cambridge University Press
978-8-490-36461-1 - Guía Didáctica: Quick Minds 6
Emma Szlachta and Melanie Williams
Excerpt
More information
Lesson 5
Pupil’s Book, page 8
Activity Book, page 8
Warm-up
• Escribe Phoebe, Alex y Patrick en la pizarra.
• Anima a los alumnos a decir lo que recuerdan sobre
•
•
Respuestas: 2 worried, 3 careful, 4 bored, 5 sorry
ellos de esta unidad.
Si es necesario, dales pistas, p. ej. Time Travellers, gate,
past, future.
1
Look at the pictures. What do you think is
going to happen to the Time Travellers in the
story?
• Mirad juntos los dibujos. Anima a los alumnos a decir a
•
quién ven (Alex, Phoebe, Patrick and a teacher), dónde
están (in a classroom) y otros detalles de lo que ven.
Anima a la clase a dar ideas sobre lo que pasará
basándose en los dibujos.
2
CD1
09
Read and listen to the story to check your
answer.
• Pon la grabación para que los alumnos escuchen y lean.
• Comprueba sus respuestas a la actividad 1 y la
1
Remember the story. Choose five adjectives
from the box to complete the summary. LE
Los alumnos leen el resumen y lo completan con las
palabras de la caja.
2
Choose the best answer for each question.
Thinking skill: causa y efecto
• Los alumnos piensan el significado de la historia y eligen
la respuesta correcta.
Respuestas: 2 A, 3 B, 4 A, 5 B, 6 A
•
3
What can we learn from the story? Tick (✓).
Los alumnos piensan el valor y eligen la frase correcta
de resumen.
Respuestas: Don’t play with things because you can
cause accidents.
comprensión general, preguntando Where are they? (in
class). What is strange? (It’s the 1st of April – before they
time travelled before.) Why doesn’t Phoebe want Patrick
to help? (So he doesn’t make a mistake.) What does
Patrick do? (He accidentally knocks a blue powder into
the mixture.) What happens? (The yellow light appears.)
ACTIVIDADES OPCIONALES
Refuerzo
• Organiza a los alumnos en grupos de cuatro.
• Deciden qué personaje quieren ser.
• Luego leen la historia entera en silencio y buscan las
•
•
•
intervenciones de su personaje.
Los alumnos representan sus papeles usando el
estilo directo de la historia.
Si hay tiempo, se intercambian los papeles.
Grupos de voluntarios representan sus papeles para
la clase.
Ampliación
• Pide a los alumnos que piensen en la historia y en lo
•
•
que ha pasado cuando Patrick no estaba pensando
(his goggles flew off).
Pregunta los alumnos si alguna vez han tenido un
accidente porque no pensaron antes lo que estaban
haciendo.
La clase debate sus ideas en grupos.
Back to school
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