Professional Documents
Culture Documents
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Contents
K
c
Introduction
Key competences........................................................3
Student's Book contents..............................................4
Science topics..............................................................6
The Student's Book......................................................7
The Teacher's Book......................................................8
Teacher's resources.................................................. 10
The Teacher's i-book..................................................11
Second term
Term 2 syllabus......................................................... 40
Unit 6......................................................................... 44
Unit 7.......................................................................... 48
Unit 8......................................................................... 52
Unit 9......................................................................... 56
Unit 10........................................................................ 60
Crafts.......................................................................... 64
Third term
Term 3 syllabus......................................................... 68
Unit 11..........................................................................72
Unit 12.........................................................................76
Unit 13........................................................................ 80
Unit 14........................................................................ 84
Unit 15........................................................................ 88
Crafts.......................................................................... 92
Audio transcripts.............................. 95
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Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
contexts and situations. These competences have the following characteristics:
They encourage the development of skills rather than the assimilation of theoretical content:
individuals become competent when they learn how to solve problems effectively.
Competences develop progressively and can be acquired in different learning situations and
institutions.
They are interdisciplinary because they integrate knowledge that originates in different academic
disciplines.
Mathematical competence
This competence is the ability to use numbers, perform
basic operations, understand symbols and solve problems
in order to interpret the physical world. A range of activities
help students understand and apply perspective and
geometric arrangement in their compositions.
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1 Drawing
a still life
2 A food poster
3 Drawing
people
4
A different
kind
of family
Drawing on
coloured
backgrounds
6 Cave
paintings
lines to
7 Using
draw animals
8 Geometric
shapes I
Geometric
shapes II
9 Colourful
friezes
10 A mosaic
11
13
15
17
19
Interpreting a poster
by Greg Brown.
Use of different materials
to make a poster.
Interpreting Family
by Fernando Botero.
Proportion and disproportion
in figures.
Drawing on coloured
backgrounds.
Creation of new colours
by mixing.
Interpreting
a cave painting.
Cave art and diffusing
techniques.
Drawing animals using lines.
Use of curved and straight
lines to create different
effects.
21
Compositions
using geometric
shapes.
23
27
country
11 Alandscape
puzzle of a
12 Abuilding
I
Drawing an adult
and a child.
Proportion within
a composition.
Interpreting
an abstract painting
by Wassily Kandinsky.
25
TERM 2
A puzzle of a
building II
13 Colours
on the beach
14
A landscape
with
temperas
15 Reflections
in water
16
Reflections:
studying a
masterpiece
black
17 Awindmill
pop art
18 Acomposition
19 A fast car
20 Awithsculpture
textures
29
Drawing a country
landscape.
Use of different techniques
to create perspective.
31
Making a puzzle
from a photograph.
33
35
Choosing materials
to colour a black
and white photograph.
Use of different colouring
techniques.
37
Interpreting Promenade
among the olives trees
by Henri Matisse.
Techniques using tempera
paints to create different effects.
39
41
43
45
47
49
Drawing a landscape
with reflections.
Use of diffusing techniques
to create reflections.
Interpreting Narcissus
by Caravaggio.
Tenebrism: contrast
between light and shade.
Experimenting with
coloured backgrounds.
Contrast between the elements
and the background of
a drawing.
Interpreting Campbells soups
by Andy Warhol.
Pop art and the use
of stencil patterns.
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THREE-DIMENSIONAL WORKSHEETS
TERM 1
TERM 3
21
A still life
in black
and white
beach
22 Ascene
23
24
A prehistoric
man
Different
views
Egyptian
25 An
comic strip
26
Drawing
a vignette
27 Afairmedieval
I
A medieval
fair II
28
Drawing a
masterpiece
51
53
Interpreting Fisherwoman
with her child by Sorolla.
Application of light
and shadows
in a composition.
55
57
59
61
29
30
A famous
portrait
Day:
31 Columbus
a totem pole
73
32
Making a
television set
with two story
strips.
World Television
Day
75
33
Assembling a
Christmas theatre
with moving
characters.
A Christmas
play
77
TERM 2
34 Carnival: a float
Constructing
a Carnival float.
79
Day: a
35 Mothers
calendar
81
Assembling
a calendar
with
moving
parts.
63
Techniques for creating
depth in a composition.
36
67
69
71
Making a
greetings card
with moving parts.
Childrens Day:
a dragon card
65
g.
An ice cream
stall
83
Interpreting Las Meninas
by Diego Velzquez.
Representation of space
and depth in a painting.
Drawing a picture combining
the primary colours.
Creation of new tones
by superimposing colours.
Interpreting A young ladys
adventure by Paul Klee.
Use of coloured tissue paper
to interpret a painting.
TERM 3
37
Constructing
a ball from a
geometric net.
World Sports
Day: a ball
85
Decorating
and assembling
a photo frame.
Day:
38 Friendship
a photo frame
87
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Arts and Crafts has been organised to include themes related to the Primary Natural Science,
Geography and History syllabus.
SCIENCE TOPICS
1. Food and nutrition
2. The family
3. Vertebrate animals
4. Invertebrate animals
5. Nature
6. Where we live
7. The environment
8. Water
9. Objects and machines
10. Energy
11. Ecosystems
12. Prehistory
13. Ancient history
14. Changes in time
15. People, culture and society
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Model to follow
A still life is the representation of inanimate
objects, for example, foods, musical instruments,
Drawing space
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The activities in this block relate to colour, shape and organisation of the drawing space. The second
worksheet of each unit analyses techniques used by famous artists.
Three-dimensional techniques
Number and title of the
worksheet
31
Finished model
L ook at the model, then colour the pictures. Cut out the pieces, then fold along
the dotted lines. Glue the pieces together to make your totem pole.
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These pages, at the back of the Students Book, have thicker paper which is suitable for three-dimensional crafts.
The students explore new techniques working in three dimensions.
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Reproductions of
Students Book
pages
Objectives
UNIT 1
Materials
needed to
complete the
activity
A food poster
UNIT
Objectives
Objectives
Todrawastilllife
Tostudyaposterclosely
Touseasketchasafirststep
indrawing
Tofreelychoosematerials
tointerpretaworkofart
Tolearnaboutorganising
theelementsinacomposition
Todrawaposterapplyingdifferent
techniques
Materials
Materials
Graphitepencil
Graphitepencil
Colouredpencils
Rubber
Teaching suggestions
Colouredpencils
Felt-tippens
Waxcrayons
Temperapaints
Sslistentotrack1.1andanswer.
Explainthatastilllifeisa
representationofinanimateobjects.
RemindSsoftheimportanceof
makingaquickpencilsketchbefore
theystartdrawingwithmoredetail.
Drawtheirattentiontothesketchin
theStudent'sBookandsay:Asketch
helpsustoorganisetheelementsof
ourcompositionbetter.
Paintbrushes
Rubber
Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these
Draw and colour a still life.
objects. Choose your own materials. Finally, add any more details you like and write a title.
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Anticipating difficulties
RemindSstouselightpencilstrokes
whensketching,sothelinesarenot
visibleinthefinisheddrawing.
LEARNING TO LEARN
Imitating Mondrian
Thisfirstactivityisarevisionofthebasicapplicationsseeninthepreviouscourse,
suchascreatingshapesandcolouringthemin.
MondriandevelopedadistinctivestyleinfluencedbytheCubistmovementin
artearlyinthe1900s.Inhispaintingsheusedagridofblacklinesonawhite
background.Hefilleditinwithgeometricshapes,suchassquaresandrectangles,
paintedwithprimarycolours(red,blueandyellow).
Teaching suggestions
Sslistentotrack 1.2andanswer.
14:23
Explain:GregBrownsstilllifeis
originalbecauseitgiveslifeto
inanimateobjects.Thismakesthe
posterfuntoobserve.
ART MASTERPIECES
AskSstodrawtheirownversion
ofBrownsposter,choosingsomeof
Brownsobjects,aswellasadding
theirowndetails.
Aftercompletingtheactivity,Sstake
turnstoshowtheirposterstothe
class,describingtheircompositions
intheirownwords.
Anticipating difficulties
AlfonsMaraMuchaandHenrideToulouseLautrecwereartistsfamousfortheirposter
artwork.Mucha(1860-1939)wasaCzechpainter
anddecorativeartist,well-knownforhisunique
ArtNouveaustyle,asseenintheposteronthe
right.Lautrec(1864-1901)wasaFrench
Post-ImpressionistpainterandArtNouveau
illustrator.Heisalsofamousforhisbohemian
posterspaintedfortheMoulinRouge.
GregBrownisa20thcenturyartist.ClubVeg
isoneofaseriesofpostershepaintedoffunny
vegetablecharactersindifferentsituations.
Inthisone,theyareonholiday!
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Postersaresheetsofpaper,cardboardorany
otherprintablematerialwhichcombinetext
andimages.Postersareusuallydisplayedin
publicplacestodrawconsumers'attention.They
areusedtoadvertisefilms,politicalorsales
campaignsandculturalevents,suchasconcerts
andartexhibitions.Postersareinformativeas
wellasdecorative.Verybigpostersarecalled
billboards.
Afterwards,volunteersshowtheir
worktotheclass.
Sslearntouseasketchto
organisetheelementsoftheir
compositions.
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14:23
Digital resources
Then,Sscompletethesketchand
drawing,usingcoloursoftheirchoice
andaddingafewmoredetails.
Suggestions
to overcome
difficulties
inherent to
the activities
GregBrownisa20thcenturyartist.ClubVegisoneofa
seriesofpostershepaintedoffunnyvegetablecharacters
indifferentsituations.Inthisone,theyareonholiday!
AUTONOMY AND
PERSONAL INITIATIVE
Thisactivitypromotescreativity
byallowingSstodrawtheirown
versionofafamousworkofart.
TheLadyoftheCamellias
byAlfonsMaraMucha
17
16
Class Audio
track numbers
Toboosttheirconfidenceand
creativity,suggestSspractise
sketchingfunvegetablesandfruits
onscrappaperfirst.
Bydoingthisactivity,SswillbeabletointerpretMondriansartworkandthencreate
theirownversion.
Teaching
suggestions for
presentation
Basic
competences
acquired by
doing activities
14/09/12 13:06
Resources in the
i-book to practise
a full range of
computer drawing
techniques using
different tools
Resources in
the i-book
related to the
study of art
masterpieces
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Dra
dic
act
the
dra
aur
ins
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Dra
mu
Cla
and
i-bo
s for
n
Creativity
Drawing dictation
on the Class Audio
and in the i-book
UNIT 1
Objectives
Photograph of
completed craft
UNIT
CREATIVITY
Todevelopcreativity
Tolistencloselytoadictation
Todrawfreely
Drawing
dictation:
activities where
the students
draw following
aural
instructions
Materials
A clay puppet
Tomakeapuppetfromclay
Toorganisethestepsneededtomakeacraft
Rubber
Teaching suggestions
AskSs:Doyoulikeghoststories?
Doyouknowany?Etc.
Playtrack 1.3.Playtherecording
again,pausingtoaskquestionsto
checkcomprehension:Wheredoes
Garylive?Etc.Then,Ssdrawthe
scene.
Afterwards,ask:Whatfoodisthere
inyourkitchen?Doyoulaythetable?
Doyouhelpcleanupaftermeals?
He is always hungry!
Objectives
Tofreelyillustrateapieceofmusic
Drinkingstraws
Thinstring
Temperapaints
Paintbrushes
Woodensticksorskewers
Tofosterimaginationandcreativity
Materials
Graphitepencil
Colouredpencils
Waxcrayons
Rubber
Teaching suggestions
BeforeSslistentothemusic,explain
thatthemusicmaysoundfamiliar.
IthasbeenusedinTVseriesand
playedbyseveralartists.
Teaching suggestions
Sscovertheirtableswithplasticorpaperandprepare
thematerialstheyneed.
Theydrawaroughsketchoftheirpuppet,sothey
knowhowmanypiecestheywillneedtomake.
Next,Ssmouldsmallpiecesofclaytoformthearms,
legs,headandbodyofthepuppet.
Beforetheclaydries,Ssusethewoodenskewers
tomakeholesineachmouldedpiece,bigenough
topushpiecesofdrinkingstrawthrough.These
drinkingstrawpieceswillholdthestringthatenables
thepuppettomove.
Sspainttheirpuppetusingtemperapaintsandleave
ittodry.
Afterwards,ask:Haveyouheard
thismusicbefore?Doyouknowany
populardancesfromyourcountry
ortown?
Then,theyputthepuppetpiecestogetherby
threadingthestringthroughtheholes.
Finally,Sscrosstwowoodensticksandtiethem
inthemiddlewithsomestring.Toeachendofthe
sticks,theytiethepuppetshead,handsandfeet.
AskSstoformsmallgroupsandmakeupastoryusing
theirpuppets.Volunteerscanactouttheirstoryinfront
oftheclass.
Instructions
to complete
the craft
Anticipating difficulties
SomeSsmayneedhelpthreadingandcorrectly
assemblingthepuppetpieces.Also,remindthemto
smoothoutanycracksintheclaybeforeallowingtheir
puppetpiecestodry.
Afterwards,ask:Whattraditionaltoysandgamesdo
youhaveathome?Whatothertoysdoyouplaywith?
Doyousharethem?
19
18
ies
Suggestions
for materials
Modellingtools
Evaluatecreativityand
appropriatenesstothetheme.
Tofosterinterestindrawingas
ameansofexpression
es
Todevelopcreativity
Drawing the
music on the
Class Audio
and in the
i-book
CRAFTs
Colouredpencils
Objectives
ers
Whitemodellingclay
DRAWING DICTATION
Graphitepencil
Waxcrayons
Materials
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Teacher's resources
The Class Audio is available on CD and also in the i-book. There are full transcripts
at the back of this Teacher's Book. These are the different types of recordings:
Songs
Drawing dictation
Task listening
There are two simple task listening activities per unit which
help students focus on the materials presented in the
Students Book. They help develop good listening skills, at
the same time as practising essential vocabulary.
Art Masterpieces
Art masterpieces are used to enhance basic skills
(concentration, memory, reasoning, etc.) which are
fundamental to effective learning, critical thinking and
interpersonal communication.
The use of famous works of art familiarises learners with
well-known artists and their techniques, helping them to
improve observational skills and to gain artistic knowledge.
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T
u
a
o
d
u
n
c
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A
th
D
T
o
c
e
T
w
fa
e
C
r
s
R
c
th
s
y
o
s
w
st
al
s
e
d
h
o
.
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Term 1
Language objectives
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Coloured backgrounds
FORM
Use of sketches
for drawing
Use of grids
Arrangement of elements
in a drawing
3D
Columbus Day:
a totem pole
A Christmas play:
a model theatre
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Unit Contents
Assessment criteria
Use a sketch to organise elements in a drawing
Draw and colour a still life
Choose materials to interpret a poster by Greg
Brown
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Mathematical competence
Transforming a flat surface into a 3D craft (SB p. 73: Columbus Day: a totem pole )
Mathematical competence
Observing symmetry in nature (SB p. 19: Using lines to draw animals. Audio recording, track 4.1)
Learning to use geometric shapes in abstract compositions (SB p. 21: Geometric shapes. Audio recording,
track 4.2; TB p. 29: Teaching suggestions)
Mathematical competence
Repeating patterns and using grids (SB p. 25: Colourful friezes; TB p. 32: Teaching suggestions)
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UNIT 1
Objectives
To draw a still life
To use a sketch as a first step
in drawing
To learn about organising
the elements in a composition
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
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Digital resources
COMPUTER DRAWING PROGRAM
P
o
a
p
a
c
a
w
b
Anticipating difficulties
Remind Ss to use light pencil strokes
when sketching, so the lines are not
visible in the finished drawing.
A
L
a
a
A
r
P
il
p
L EARNING TO LEARN
Ss learn to use a sketch to
organise the elements of their
compositions.
Imitating Mondrian
This first activity is a revision of the basic applications seen in the previous course,
such as creating shapes and colouring them in.
Mondrian developed a distinctive style influenced by the Cubist movement in
art early in the 1900s. In his paintings he used a grid of black lines on a white
background. He filled it in with geometric shapes, such as squares and rectangles,
painted with primary colours (red, blue and yellow).
By doing this activity, Ss will be able to interpret Mondrians artwork and then create
their own version.
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G
is
v
In
12
A food poster
UNIT
Objectives
To study a poster closely
To freely choose materials
to interpret a work of art
To draw a poster applying different
techniques
Materials
Graphite pencil
Coloured pencils
Felt-tip pens
Wax crayons
Tempera paints
Paintbrushes
Rubber
Look at the poster by Greg Brown, then look at the illustration. Draw a poster using some of these
objects. Choose your own materials. Finally, add any more details you like and write a title.
nine
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Teaching suggestions
Ss listen to track 1.2 and answer.
14:23
ART MASTERPIECES
Anticipating difficulties
Alfons Mara Mucha and Henri de ToulouseLautrec were artists famous for their poster
artwork. Mucha (1860-1939) was a Czech painter
and decorative artist, well-known for his unique
Art Nouveau style, as seen in the poster on the
right. Lautrec (1864-1901) was a French
Post-Impressionist painter and Art Nouveau
illustrator. He is also famous for his bohemian
posters painted for the Moulin Rouge.
Greg Brown is a 20th century artist. Club Veg
is one of a series of posters he painted of funny
vegetable characters in different situations.
In this one, they are on holiday!
A
UTONOMY AND
PERSONAL INITIATIVE
This activity promotes creativity
by allowing Ss to draw their own
version of a famous work of art.
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G
s
in
UNIT 1
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Graphite pencil
Track 1.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ask Ss: Do you like ghost stories?
Do you know any? Etc.
Play track 1.3. Play the recording
again, pausing to ask questions to
check comprehension: Where does
Gary live? Etc. Then, Ss draw the
scene.
Afterwards, ask: What food is there
in your kitchen? Do you lay the table?
Do you help clean up after meals?
He is always hungry!
One day a family comes to live in the house.
There is a grandmother, a mother and two children.
Now, there is always food to eat. There is cheese, milk,
bread and fruit.
Gary isnt hungry anymore!
Now, draw Gary the ghost with his new family.
Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Before Ss listen to the music, explain
that the music may sound familiar.
It has been used in TV series and
played by several artists.
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UNIT
Materials
White modelling clay
CRAFTS
A clay puppet
Objectives
To make a puppet from clay
Modelling tools
Drinking straws
Thin string
Tempera paints
Paintbrushes
Wooden sticks or skewers
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
They draw a rough sketch of their puppet, so they
know how many pieces they will need to make.
Next, Ss mould small pieces of clay to form the arms,
legs, head and body of the puppet.
Before the clay dries, Ss use the wooden skewers
to make holes in each moulded piece, big enough
to push pieces of drinking straw through. These
drinking straw pieces will hold the string that enables
the puppet to move.
Ss paint their puppet using tempera paints and leave
it to dry.
Then, they put the puppet pieces together by
threading the string through the holes.
Anticipating difficulties
Some Ss may need help threading and correctly
assembling the puppet pieces. Also, remind them to
smooth out any cracks in the clay before allowing their
puppet pieces to dry.
Afterwards, ask: What traditional toys and games do
you have at home? What other toys do you play with?
Do you share them?
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UNIT 2
Drawing people
Objectives
To draw an adult and a child
To understand the concept
of proportion and apply it to
a drawing
To complete a drawing using
outlines
Materials
Graphite pencil
Coloured pencils
Teaching suggestions
Ss listen to track 2.1 and answer.
Explain that proportion is the
relationship of the size of the elements
within a composition. Ss observe
the drawings. Ask questions: Whose
head is bigger, the adults head or
the childs head? Whose hands are
bigger? Whose arms are longer? Etc.
Then, Ss draw an adult and a child
using the outlines as a guide.
Afterwards, volunteers show their
work to the class. Ask: Do the outlines
make the activity easier? Do you
use outlines and sketches when you
draw?
Anticipating difficulties
Proportion may be a difficult concept
for some Ss to grasp. Bring some
drawings of different human figures to
class and draw some more examples
on the board.
K
NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss compare the proportions of
an adults body and a childs
body and observe the
differences. They learn how to
represent them in a drawing.
Look at the example and draw an adult and a child using the outlines.
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Digital resources
COMPUTER DRAWING
PROGRAM
F
1
fo
tr
w
S C I E N C E
Rubber
B
r
s
s
B
li
m
a
la
B
a
s
tw
M
B
n
o
o
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12
UNIT
Objectives
To compare a drawing to the
masterpiece which inspired it
To interpret a work of art
To create a composition with
disproportionate human figures
Family. Fernando
Botero, 1983.
Materials
Graphite pencil
Coloured pencils
Wax crayons
Felt-tip pens
Tempera paints
Paintbrushes
Rubber
Look at the painting and the illustration. Compare the differences.
Now, draw your own version of Boteros painting.
thirteen
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ART MASTERPIECES
Fernando Botero was born in Colombia in
1932. He started off working as an illustrator
for the newspaper El Colombiano. Then, he
travelled to Spain, France, Italy and Mexico,
where he studied art.
Botero paints human and animal figures with
rotund and disproportionate shapes, a unique
style which makes his work unmistakable. This
style of art is called Boterismo.
Botero is inspired by historic figures, bourgeois
life, Colombian culture and the great European
masters. Many of his paintings include settings
and backgrounds typical of the Colombian
landscape.
Botero isnt famous only for his paintings but
also for his sculptures. The sculpted figures are
similar to the ones depicted in his paintings. They are on display in over
twenty-five countries including Spain, where they can be seen in Barcelona,
Madrid, A Corua, Mallorca and Oviedo.
Boteros work largely revolves around the theme of family and his love for his
native country, Colombia. The painting Family is similar to the family portraits
of the 19th century, in which families would pose for posterity. It is an oil painting
on canvas.
Teaching suggestions
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14:23
Anticipating difficulties
Some Ss may find it difficult to draw
a disproportionate human figure.
Show them pictures and encourage
them to use their imagination. Remind
Ss to draw a pencil outline of their
composition before adding details.
C
ULTURAL AND ARTISTIC
Ss discover how a work of art
can inspire their own creativity.
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UNIT 2
CREATIVITY
Objectives
To develop creativity
To listen closely to a dictation
To draw freely
Materials
DRAWING DICTATION
The zoo
Graphite pencil
Track 2.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Objectives
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to
the music: Do you listen to classical
music? What is your favourite kind
of music? Etc.
After Ss have completed the activity,
ask: Does the music make you
feel happy or sad? Can you name
some other famous classical music
composers? Etc.
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UNIT
Materials
Graphite pencil
CRAFTS
Coloured card
Tissue paper
Photographs
Rubber
Ruler
Scissors
Glue
Teaching suggestions
Ss prepare all the materials they need before they
start making the craft.
First, they draw a large square on a piece of coloured
card and cut it out. Then, they fold it in half.
Next, Ss use a ruler to draw a rectangle on one half
of the card. Ask them to make sure the rectangle is
exactly centred.
Ss cut the rectangle out very carefully.
Anticipating difficulties
Some Ss may need help centering and cutting out the
rectangle.
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UNIT 3
Objectives
To copy a drawing of animals on
a coloured background
To compare and explain the
difference between the effect of
different background colours
on a drawing
To make new colours by mixing
colours
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Ss listen to track 3.1 and answer.
Explain that the colour of the
background affects the final drawing.
Ask: Is the blue background a warm
colour or a cold colour?
Ss look at the drawing. Ask: What
animals can you see? What plants
can you see?
When you mix two colours together you get a new colour. For
example, when you mix red and yellow you make orange. Coloured
backgrounds also change the colours you are using.
Copy the drawing onto the blue background. Use the same coloured pencils
as in the example. Compare the drawings.
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Digital resources
COMPUTER DRAWING PROGRAM
Creating a landscape
C
o
p
c
Anticipating difficulties
Ss should practise sketching animal
figures and mixing colours on scrap
paper before they do the activity.
A
UTONOMY AND
PERSONAL INITIATIVE
Ss express their preferences for
drawings with different coloured
backgrounds.
This activity focuses on the use of lines in an artistic composition. Ss first insert
a photo into the drawing program, then draw lines on top of the photo in order
to create a new version of the same scene. Explain to Ss that they can vary
the type, width and colour of the lines in order to outline, fill in or represent the
elements in the picture. They can also use different shades of the same colour
to provide contrast. Finally, they delete the image under the lines to see the final
effect.
T
c
is
a
2
a
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12
Cave paintings
UNIT
Objectives
Materials
Felt-tip pens
Wax crayons
Cotton wool
Teaching suggestions
Ss listen to track 3.2 and answer.
Create your own cave painting on the background. Draw a horse using wax crayons.
Next, diffuse the colours using cotton wool. Finally, trace around the outlines using felt-tip pens.
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ART MASTERPIECES
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Anticipating difficulties
Tell Ss to be careful not to mix the
different colours when they are wiping
them with cotton wool to soften them.
C
ULTURAL AND ARTISTIC
Cave paintings were painted by early humans. They can be found on the walls
of caves all over the world. Paintings included animals and hunting scenes. The
painting of the bears in the photograph are from the cave paintings in the Ekain
cave in the Basque country.
The Ekain cave in Guipuzcoa, in the Basque country, contains a very important
collection of cave paintings dating from the Palaeolithic age. Among the paintings
is a panel of horses which includes a dozen horses along with four bison, a deer,
an ibex and a fish. The cave was declared a UNESCO World Heritage site in July,
2008. The Ekain cave is one of the most important sites of prehistoric cave paintings
along with the caves at Lascaux, Niaux and Altamira.
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UNIT 3
Objectives
CREATIVITY
Materials
DRAWING DICTATION
A Halloween witch
Graphite pencil
Track 3.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ask: Do you celebrate Halloween?
Whats your favourite costume?
Ss listen to track 3.3. Play the
recording again, pausing to ask
comprehension questions: Is the witch
beautiful? Has she got a big or small
nose? Etc. Then, Ss draw the scene.
When they have finished the activity,
ask: Have you ever dressed up as
a witch? Etc.
Shes got a very big nose. Shes got spots on her face.
Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to
the music: Can you name any wind
instruments? Can you play a wind
instrument? Etc.
After Ss have completed the activity,
ask: Is it a fast piece or a slow piece?
Have you heard this music before?
Do you like it? Etc.
Bugler's Holiday
by Leroy Anderson
Track 3.4
Before listening to the music, talk about the composer.
Leroy Anderson (1908-1975) was an American composer. He composed
many famous light orchestral pieces of music. These pieces are still
popular today. He has a star on the Hollywood Walk of Fame for his
contribution to music.
Buglers Holiday was composed in 1954 for trumpet trio and orchestra.
It has been interpreted by school bands and professional orchestras all
over the world. Explain that a bugle (in the title) is a simple brass wind
instrument. The sounds are made by changing the shape of the mouth.
This instrument is used in the army to communicate orders. Ask Ss to
imitate playing a bugle by blowing into their fist and changing the shape
of their mouth.
Ss listen closely to the music and draw the scene it inspires.
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UNIT
Materials
Recyclable materials from home
CRAFTS
Tempera paints
Paintbrushes
Scissors
Glue
Teaching suggestions
Ss prepare the materials they have brought from
home (bottle tops, drink cartons, shoe boxes, cereal
boxes, plastic cups and plates, coloured paper, wool,
cotton wool, buttons, etc.). They make sure the items
are clean.
Show Ss the finished owl. They say what materials
have been used to make the owl.
Ss choose materials and experiment with different
combinations before they glue the pieces together.
When they are satisfied with their owl, they glue the
various pieces together and paint and decorate them.
When Ss have finished, display the owls around the
room. Ask volunteers: Can you tell the class what
materials you used to make your owl?
Anticipating difficulties
It may help Ss to do a sketch of their owl on scrap
paper first. They should try different combinations of the
materials before they glue them together.
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UNIT 4
Objectives
To draw animals using outlines
as a guide
To add details to drawings and
create effects using curved
and straight lines
Materials
Felt-tip pens
Teaching suggestions
Explain that we can use different
kinds of lines (straight, curved, thick,
thin, different-coloured lines) to add
details to drawings and create effects.
Explain the meaning of symmetrical:
Symmetrical means that both sides
of a figure, an object or a pattern are
identical. Draw some examples on
the board.
Ss listen to track 4.1 and answer.
Suggest that Ss start their drawings
with the outlines and then fill them in
with different types of lines. Encourage
them to be creative and use their
imagination.
After completing the activity,
volunteers show their work to the
class. Ask: Have you used more
curved lines or straight lines in your
drawings?
Anticipating difficulties
Remind Ss that felt-tip pens cannot
be rubbed out so they should think
carefully before they draw lines.
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Digital resources
COMPUTER DRAWING
PROGRAM
W
in
to
p
a
a
h
Drawing a city
with skyscrapers
In this activity Ss learn to make and
manipulate three-dimensional shapes.
Remind Ss that lines that converge
on the horizon give the impression of
depth. Tell Ss that they should draw the
elements in the background first and
work towards the foreground.
K
a
M
a
c
c
in
L EARNING TO LEARN
K
p
g
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12
Geometric shapes I
UNIT
Objectives
To appreciate an abstract work
of art
To carefully cut out geometric
shapes
To create an abstract composition
using geometric shapes
Materials
Scissors
Glue
Teaching suggestions
Cut out the shapes. Next, try out different combinations on page 23.
When you decide on a composition you like, stick the pieces.
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ART MASTERPIECES
Wassily Kandinsky (1866-1944) was born
in Moscow. When he was thirty, he moved
to Munich and began painting. At first, his
paintings were quite realistic. However, after
a trip to Paris in 1909, the influence of Fauvism
and Post-Impressionism began to appear in
his work.
Kandinsky was very influential in 20th century
art. He taught at the Fine Arts Academy of
Moscow and later at the Bauhaus school of art
and design, Germany. When the Bauhaus was
closed in 1932, he emigrated to France and
continued to paint prolifically until his death
in the outskirts of Paris in 1944.
Kandinskys work combines his knowledge of music with abstract art. In this
painting (1926) we can see his use of bright colours and complex designs, different
geometric shapes and straight and curved lines.
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Anticipating difficulties
Advise Ss to practise various
compositions before finally gluing the
pieces into place.
L INGUISTIC
COMMUNICATION
Ss learn to express their opinions
about a work of art.
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UNIT 4
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Graphite pencil
Track 4.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ask: Where do bees live? Have you
seen a beehive? Etc.
Ss listen to track 4.3. Play the
recording again, pausing to ask
comprehension questions: Where are
the bees? What colour are they? Etc.
When Ss have finished the activity,
ask them to work in pairs and
describe their drawings.
Evaluate creativity and
appropriateness to the theme.
Objectives
Materials
Les Biches
by Francis Jean Marcel Poulenc
Track 4.4
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to
the music: Have you seen a ballet?
Which one?
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UNIT
Materials
Coloured plasticine
CRAFTS
A plasticine basket
Modelling tools
Cardboard
Glue
Objectives
To make a basket of flowers with
plasticine
To organise the steps needed
to make a craft
To foster imagination and creativity
Teaching suggestions
Ss create textures and details on a three-dimensional
craft using plasticine.
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the finished craft. Point out the basket, the
flowers and the leaves.
Ss roll out lengths of plasticine.
Next, they weave the horizontal lengths of plasticine
over and under rows of vertical lengths.
Anticipating difficulties
Ss may need help weaving the lengths of plasticine.
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UNIT 5
Colourful friezes
Objectives
To make decorative designs
following a model
To complete friezes using grids
To make patterns using geometric
shapes
Materials
Felt-tip pens
Teaching suggestions
Ask Ss to look at the model friezes.
Explain that grids are used as a guide
in drawing to organise space in a
composition when we copy an image.
Ss listen to track 5.1 and answer.
Explain that to do this activity, Ss need
to pay close attention to the shapes
and colours that go in each grid.
Ask: What shapes can you see in the
snake? (Small triangles.) What colours
are they? (Green and orange.) And
in the flowers of the second frieze?
(More triangles.)
Use the grids to complete the friezes. Then, design your own frieze.
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Digital resources
COMPUTER DRAWING PROGRAM
M
a
P
c
T
m
ti
m
r
B
g
Anticipating difficulties
Ss should use a ruler to complete their
friezes neatly.
M
ATHEMATICAL
COMPETENCE
T
w
fi
li
ti
M
th
A
T
a
c
Ss can choose their own colour schemes and if they wish, add a text to the card,
such as a simple greeting. Finally, they can print it out and give it to a friend or
a family member.
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12
10
A mosaic
UNIT
Objectives
To learn about mosaics
To make a mosaic using collage
Materials
Roman mosaic.
Teaching suggestions
Ss look at the photo of the mosaic,
listen to track 5.2 and answer.
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ART MASTERPIECES
Mosaics came from the
ancient Mesopotamian,
Persian and Greek
cultures.
The Romans made
mosaics with small cubic
tiles called tesserae,
made of calcareous
rocks, glass or ceramics.
Byzantine artists added
gold to their mosaics.
The artist made an image
with the tiles and then
filled in the gaps with
liquid mortar to stick the
tiles together.
Mosaics were used to decorate the floors, walls and ceilings of buildings. One of
the most famous examples of mosaics in Spain is found in Parc Gell, Barcelona.
Another example is the Arabic mosaics in the Alhambra, Granada.
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Anticipating difficulties
Ss should work in small sections and
stick the squares carefully to avoid
getting glue on them.
When they have finished, ask: What
other materials can we use to create
mosaics? (Pulses, plasticine, cut up
paper from a magazine, etc.)
C
ULTURAL AND ARTISTIC
Ss apply new techniques as
a way to express themselves
and enjoy creating art.
The Roman mosaic depicting a male goat is one of the many mosaics on display
at the Bardo Museum in Tunisia. The museum houses a large collection of mosaics
collected from the floors of the Roman sites in Tunisia.
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UNIT 5
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Graphite pencil
Track 5.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Objectives
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Set the scene before listening to the
music: What is your favourite type
of music? What is your favourite
instrument?
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UNIT
Materials
Modelling clay
CRAFTS
A clay mosaic
Tempera paints
Paintbrushes
Ruler
Objectives
To make a clay mosaic with geometric
shapes
To organise the steps needed
to make a craft
To foster imagination and creativity
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Suggest that Ss use a bottle top or coin to make
a template for the circles. For all other shapes, they
should use a ruler.
Next, Ss roll out a rectangular piece of clay 1 cm thick.
They use a ruler to cut triangular pieces off the corners
to make the six-sided shape of the base.
Anticipating difficulties
Ss may need help cutting out the clay circles.
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Objectives
To follow instructions to create
a three-dimensional craft
To colour a template appropriately
before folding it into a 3D model
To cut and fold carefully and
accurately
To make a model of a totem pole
THREE-DIMENSIONAL CRAFTS
COLUMBUS DAY: A TOTEM POLE
Materials
Coloured pencils
Scissors
Glue
Teaching suggestions
Ask Ss: Who discovered America?
(Christopher Columbus.) Then, ask:
What people already lived in America
when Colombus arrived? (Native
Americans.)
Tell Ss that Colombus Day is
celebrated in the USA every 12th
October, the date that Columbus
discovered the New Continent.
To commemorate this day, Ss are
going to make a totem pole. Explain:
Totem poles are carved from tree
trunks. They represent different
aspects of life in Native American
tribes, for example, important people,
events or legends.
Make up an Indian legend using
the totems in the completed model
and tell it to Ss. Alternatively, take
suggestions from Ss and make up
a legend as a class.
After completing the craft, ask Ss:
What animals would you use to
make a totem pole about the people
in your family?
Look at the model, then colour the pictures. Cut out the pieces, then fold along
the dotted lines. Glue the pieces together to make your totem pole.
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Then, Ss carefully cut out the pieces and fold them along the dotted lines.
They assemble the figures and glue the flaps.
Ss glue the wings on the owl, using the red symbols as a guide. Pieces with the
same symbol go together.
Finally, Ss place the figures on top of each other following the pattern of arrows.
When the pieces are correctly in place, Ss secure them with glue.
Anticipating difficulties
Make sure Ss make the right folds
and glue the right flaps together.
C
ULTURAL AND ARTISTIC
Ss learn about Native American
totem poles and their meaning.
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FIRST TERM
S
WORLD TELEVISION DAY
Materials
Scissors
Punch
Cork board
Glue
Teaching suggestions
Explain to Ss that Television Day is
celebrated on 21st November, and that
they are going to celebrate this day
by making their own televisions. Ask:
How many hours of television do you
watch each day? Do you like the same
programmes as your brother/sister/
parents?
L ook at the model. Cut out the pieces. Punch along the red dotted lines. Then, fold along the blue dotted
lines. Glue the television set. Pass the story strips through the box to watch television!
/12
Objectives
To make a three-dimensional craft
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Anticipating difficulties
A punch is easy to make mistake with,
and can also be a dangerous tool. Tell
Ss to use it correctly and carefully.
L INGUISTIC
COMMUNICATION
Ss narrate stories to each other
using a sequence of pictures.
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THREE-DIMENSIONAL CRAFTS
Objectives
To make a three-dimensional craft
from a flat surface
To cut and assemble the pieces of
a craft
A CHRISTMAS PLAY
33 A Christmas play
MATERIALS
Stiff card
Scissors
Glue
Teaching suggestions
Tell Ss that they are going to make
a stage for a Christmas play on
which the people and animals
can move. Use the pictures in
their Students Book to teach them
the relevant vocabulary: curtains,
stage, characters, backdrop (the
background scenery). Ss describe the
different parts of the craft.
Then, ask: Do you and your family
set up a nativity scene at home?
What material are the pieces made
of? What other animals are there?
Have you ever seen a life-size nativity
scene?
After completing the craft, Ss make
up a short Christmas play in groups
of three or four. They memorise the
dialogue and perform their play for
the class.
Anticipating difficulties
Make sure Ss know how to move the
characters with the guide strips.
Look at the model theatre. Cut out the pieces and fold along the dotted lines. Then, glue each character onto a separate strip.
Glue the strip with the sheep across the front of the theatre. Now, invent a dialogue for your Christmas play.
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S
OCIAL COMPETENCE
AND CITIZENSHIP
Ss work in small groups to
create and perform a small play.
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2
Unit
Term 2
Content objectives
Language objectives
10
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Colours in nature
Diffusing colours
Freely colouring
a photograph
FORM
Reflection of objects
Contrasting between
figures and background
Representation
of movement
Representing perspective
with lines
A puzzle of a building
Arrangement of elements
in a drawing
3D
Carnival: a float
Childrens Day:
a dragon card
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Unit
Contents
Assessment criteria
Showing perspective
A drawing of a country landscape
Varying the size of elements to give the
appearance of distance
Cutting out and assembling a puzzle
10
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Unit
Key competences
Competence in linguistic communication
Reading and talking about Romanesque architecture (SB p. 31: A puzzle of a building. Audio recording,
track 6.2; TB p. 45: Art masterpieces)
Mathematical competence
Locating the axis of symmetry between objects and their reflection (SB p. 39: Reflections in water;
p. 41: Reflections: studying a masterpiece; TB p. 53: Teaching suggestions)
10
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UNIT 6
11
A country landscape
Objectives
To observe how perspective helps to
organise the space in a composition
To learn how to show perspective
in a two-dimensional drawing
To draw a country landscape
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Ss look at the picture, then listen to
track 6.1 and answer.
Ask more questions: How many
sheep are there? What colour are
the leaves on the trees? Can you see
a church?
Explain that this picture shows depth
and perspective: The edges of the road
are closer to each other in the distance.
To give the appearance of distance, the
village in the background is very small
and the cat in the foreground
is very big.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Perspective is a difficult concept to
grasp. Ss look at real views from
the classroom window or from the
playground.
K
NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Students observe perspective in
real landscapes. Then, they show
perspective in a two-dimensional
drawing.
T
a
s
c
P
o
This unit is designed to further practise how to copy and rotate figures.
C
a
fo
To make up the wind rose, Ss start with three equal star shapes. Then, they make
changes to the stars colour, size and rotation.
The result is a wind rose with eight points. Tell Ss that this figure is used to show
wind direction on maps. It is often shown with sixteen or even thirty-two points.
T
a
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12
12
A puzzle of a building I
UNIT
Objectives
To observe and analyse a work
of architecture
To learn the steps necessary
to create a puzzle
To use a photograph as a reference
to put the pieces of a puzzle
together
Materials
Scissors
Glue
Teaching suggestions
Ss listen to track 6.2 and answer.
Cut out the pieces of the Romanesque church of San Martin de Fromista, in Palencia.
Make the puzzle and stick the pieces on page 33.
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ART MASTERPIECES
14:28
Anticipating difficulties
Remind Ss to cut the pieces out
carefully.
The Romanesque style of architecture was popular in the 11th and 12th centuries
and was probably the first truly European style of architecture. It appeared
simultaneously in Italy, Germany, France and Spain, although with different
characteristics in each country.
Pilgrims travelling the Pilgrims Way to Santiago de Compostela spread the influence
of this architectural style from France to the rest of Europe.
Characteristics of the Romanesque style are massive, thick walls, very few
and usually very small windows, semicircular arches, and the use of columns
for decoration. The photograph shows a typically Romanesque Corinthian capital.
C
ULTURAL AND ARTISTIC
This activity promotes interest
in learning about historic
buildings.
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UNIT 6
CREATIVITY
Objectives
To develop creativity
To listen closely to a dictation
To draw freely
Materials
DRAWING DICTATION
Graphite pencil
Track 6.3
Coloured pencils
Rubber
Teaching suggestions
Ss listen to track 6.3. Play the
recording again, pausing to ask
questions to check comprehension:
Is the lighthouse by the sea or in
the mountains? Is it on the cliffs or
on the beach? Then, Ss draw the
scene.
Afterwards, ask Ss: Where do you like
to go on holiday?
Evaluate creativity and
appropriateness to the theme.
Objectives
Materials
Graphite pencil
Explain that the words are in Portuguese, which is the language spoken
in Brazil.
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to the
music. Tell Ss that this is a traditional
song from Brazil. The song combines
indigenous melodies with elements
from European culture. Explain:
Indigenous music means music
created by the native people of Brazil.
Na Baha tem!
(repeat)
Play the piece several times. Ss listen closely to the music and draw
the scene it inspires.
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UNIT
Materials
Modelling clay of various colours
CRAFTS
Modelling tools
A clay house
Graphite pencil
A piece of stiff card or cardboard
Tissue paper
Objectives
Tempera paints
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model in the Teacher's Book.
First, they draw a rough sketch of their house on the
card. This will help Ss to know which materials to
choose.
Ss roll out the modelling clay and cut out a square
and a triangle for the faade and the roof. Next,
they add a door and a chimney.
To decorate their composition, Ss cut out strips
of coloured clay and glue them vertically and
horizontally to the house.
Paintbrushes
Glue
Scissors
Rubber
Anticipating difficulties
Remind Ss not to use very thick pieces of clay, otherwise
the cardboard might bend under the weight.
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UNIT 7
13
Objectives
To observe and distinguish colours
found in nature
To colour a photograph using
unrealistic colours
Materials
Coloured pencils
Tempera paints
Paintbrushes
Wax crayons
Felt-tip pens
Teaching suggestions
Ss look at the photograph, listen to
track 7.1 and answer.
Explain how important colour is in the
representation of reality: If we want
to draw a realistic scene, we have to
focus on shape, position and colour.
Show Ss a colour photograph of
a landscape and a black and white
photocopy of the same photograph.
Ask: Which photograph shows the
true colours of nature? Which one is
more realistic?
Colour this photograph with materials of your choice. Choose colours that are
not realistic.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Some Ss may find it difficult to use
colours freely. Encourage them
to use their imagination and choose
unrealistic colours.
C
ULTURAL AND ARTISTIC
Ss learn to appreciate the
importance of colour in the
representation of real objects.
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12
14
UNIT
Objectives
To study a work of art
To use outlines to complete
a picture
To interpret a masterpiece using
the technique of blowing paint
through a drinking straw
Materials
Drinking straws
Tempera paints
Paintbrushes
Teaching suggestions
Create your own version of Matisses painting. Decorate with splashes of paint made
by blowing temperas through drinking straws. Use the end of the straws to make
spots of colour. Finish with a paintbrush.
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ART MASTERPIECES
Anticipating difficulties
Beforehand, Ss should practise
blowing paint through a straw onto
scrap paper. They should cover their
tables with newspaper and be careful
when blowing the paint.
A
UTONOMY AND
PERSONAL INITIATIVE
Ss take pride in their individual
interpretation of a famous work
of art.
Henri Matisse (1869-1954) was a French painter. He is one of the most famous
artists of the 20th century. In his later years, Matisse was not able to paint, so he
changed his technique. He used cut-outs of bright, sometimes wild colours to make
paper collages. These collages were decorative and fun. Matisse wanted people
to enjoy them.
Matisse was often revolutionary in his use of colour. Promenade among the olive
trees is a good example. He painted this picture while living in a small French
fishing village near the Spanish border. It shows how he was experimenting with
colours and different brushstrokes.
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UNIT 7
Objectives
CREATIVITY
Materials
DRAWING DICTATION
A rainbow
Graphite pencil
Track 7.3
Coloured pencils
Rubber
Teaching suggestions
Ask Ss: Have you ever seen
a rainbow? Show pictures of
leprechauns. Explain that they are
mythical creatures from Ireland.
Ss listen to track 7.3. Play the recording
again, pausing to ask questions:
What colours are there in a rainbow?
What does a leprechaun do? Etc.
Then, Ss draw the scene.
Afterwards, ask: Do you think
leprechauns are good or bad?
Objectives
Materials
Wax crayons
Blue watercolour paint
Paintbrushes
Teaching suggestions
Set the scene before listening to
the music: Have you ever visited
an aquarium? What animals did you
see there? What colours were they?
Ss draw and colour marine animals
using wax crayons. Then, they 'wash'
the picture with blue watercolour
paint to represent the water.
The Carnival of the Animals is one of his most famous and popular works.
He wrote it while on holiday in Austria. It is a musical suite of fourteen
movements. The piece that Ss listen to is movement number 7. The melody
is interpreted by a flute, string instruments and a piano. It evokes the
peaceful atmosphere of an aquarium.
Ss listen closely to the music and draw the scene it inspires.
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UNIT
Materials
Photographs of coastal landscapes
CRAFTS
Plasticine
Objectives
To make a 3D model of a coastal
landscape
To organise the steps needed
to make a craft
To foster imagination and creativity
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
They roll out a piece of plasticine to form a rectangular
tile about 1 cm thick. They glue this onto the piece of
cardboard. This is the base of the landscape.
Then, Ss add pieces of plasticine to the base to form
the sea, the beach, the land and rivers. Next, they
form the elevated landscape features, for example,
the mountains and houses. They glue these to the
base of the model.
Anticipating difficulties
Show Ss the model in the photograph and other
photographs to help them create a realistic model.
Afterwards, ask: Do you prefer holidays by the coast
or in the mountains?
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UNIT 8
15
Reflections in water
Objectives
To learn how to portray reflected
objects in a drawing
To complete a drawing with
reflections, using outlines as a guide
To use different techniques to soften
colours in a drawing
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Ss look at the drawing and identify
the differences between the real
objects and the reflected objects.
Ss listen to track 8.1, look at the
drawing and answer.
Explain how to create the effect of a
reflection: The object and its reflection
have to be symmetrical, but the shape
and colours of the reflection are softer
and less defined. You can do this by
using lighter pencil strokes and
by using a rubber to soften the lines.
Copy and colour the drawing. Now, soften the colours where there are reflections.
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Digital resources
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Anticipating difficulties
Suggest Ss start with the background
and the real objects and then colour
the reflections. Make sure they use the
rubber very lightly to soften the colours
of the reflections.
C
In
H
Tell Ss that they will use this scroll in a later unit to make a treasure map. They
can invent a text such as the name of the island or a pirate message.
T
th
K
NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss observe the effect of reflection
on objects and apply their
knowledge to portray reflections.
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12
16
UNIT
Objectives
To study a work of art
Materials
Coloured pencils
Cotton wool
Teaching suggestions
Explain that by illuminating figures
and objects with a source of light,
artists can create the sense of volume
in paintings. This makes the paintings
very realistic.
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ART MASTERPIECES
Michelangelo Merisi da Caravaggio (1571- 1610)
was an Italian Baroque painter. His work is famous
for the dramatic use of sharp contrast between light
and dark. He created Tenebrism, an art movement
with illuminated figures and objects against a dark
background.
Caravaggio broke with the traditional idealised
interpretation of religious themes and painted
realistically. This natural interpretation of religious
scenes was seen as disrespectful to the Church
and brought him many enemies. He was very
temperamental and was often arrested and
imprisoned for getting into fights. He died of
a fever at the age of 38.
Caravaggios painting Narcissus shows Narcissus looking at his reflection.
In Greek mythology, Narcissus fell in love with his own reflection in a pool of water.
He died because he couldn't abandon his own reflection.
14:28
Anticipating difficulties
Remind Ss to use very dark colours
for the areas that are not illuminated.
C
ULTURAL AND ARTISTIC
Ss learn to understand
and appreciate the techniques
used in a famous work of art.
The painting on the right shows a self-portrait of Caravaggio. His face is reflected in
the mirror.
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UNIT 8
CREATIVITY
Objectives
To develop creativity
To listen closely to a dictation
To draw freely
Materials
DRAWING DICTATION
Graphite pencil
Track 8.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Objectives
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
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UNIT
Materials
Balloons
CRAFTS
Felt-tip pens
A papier-mch mask
Newspaper
Water
Glue
Objectives
Scissors
Tempera paints
Paintbrushes
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Ss inflate a balloon and tie a knot in the end. Then,
they draw a vertical line around the balloon with a
felt-tip pen to mark the front and back of the balloon.
They rest the balloon on a cup or bowl.
Next, they mix the glue with water and dip strips
of newspaper into the mixture. They stick the paper
strips to the front half of the balloon.
Ss continue until they have put at least five layers of
the paper and glue mixture on the front of the balloon.
Cotton wool
Anticipating difficulties
Some Ss may need help inflating and tying the balloon.
They may also need help separating the balloon from
the mask.
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UNIT 9
17
A black windmill
Objectives
Materials
Graphite pencil
Felt-tip pens
Rubber
Teaching suggestions
Revise geometric shapes. Ss look at
the black windmill and its background,
listen to track 9.1 and answer.
Explain: We can see the black windmill
clearly because it contrasts with the
colourful background.
Ss design, draw and colour their own
background for the windmill.
Ss should be creative and use
small objects as templates for the
background shapes, for example
coins, a rubber, a bottle top, etc.
Look, then draw your own background that contrasts with the black windmill.
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Digital resources
COMPUTER DRAWING PROGRAM
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Anticipating difficulties
Remind Ss that felt-tip pens can
smudge, so they should not lean
on their work.
L INGUISTIC
COMMUNICATION
Ss gain confidence in using
English to describe a personal
piece of art.
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18
UNIT
Objectives
To analyse Pop Art by examining
one of its most representative artists
To freely interpret a work of art
by Andy Warhol
To create a composition using
stencilling techniques
Materials
Graphite pencils
Coloured pencils
Felt-tip pens
Tempera paints
Paintbrushes
Scissors
Look at Warhols painting and the illustration. Choose one of the two shapes and trace it onto a separate
Rubber
piece of paper. Cut it out and use it as a stencil pattern to create your own version of Warhols painting.
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Teaching suggestions
Ss look at the painting by Andy Warhol
and at the illustration of the Russian
nesting dolls.
ART MASTERPIECES
Andy Warhol (1928-1987) was an American
painter, born in Pittsburgh, Pennsylvania.
He graduated from the Carnegie Institute of
Technology in 1949 and began work as
a graphic artist.
Andy Warhol is famous for his Pop Art creations,
characterised by the use of repeated images
and bold colours. He is also known for his
Pop Art portraits of famous people. He was
a photographer and a film producer, too. Warhol
called his studio in New York The Factory.
Andy Warhol showed his first collection of
paintings of Campbells soup cans in his
debut fine art exhibition in 1962. He portrayed
Campbells soup cans in later periods as well.
These canvases have become some of his
best-known and best-loved works of Pop Art.
Anticipating difficulties
Ss should practise the stencilling
technique first on a separate piece
of paper.
A
utonomy and
personal initiative
Ss take pride in mastering a new
technique and using it to interpret
a famous work of art.
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UNIT 9
CREATIVITY
Objectives
To develop creativity
To listen closely to a dictation
To draw freely
Materials
DRAWING DICTATION
Graphite pencil
Track 9.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ss listen to track 9.3. Play
the recording again and ask
comprehension questions: Who is
visiting the boys house? What special
day is this? Then, Ss draw the scene.
Afterwards, ask Ss: When is your
birthday? What presents did you
get for your birthday? What was your
favourite present?
Objectives
Materials
Before listening, talk about the music: We are going to listen to traditional
music from Ghana. This is a happy song that children sing when they
are playing together. What games do you think children play in Africa?
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Afterwards, ask: Do you think African children play the same games
as you do?
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UNIT
Materials
A tray
CRAFTS
Salt
Flour
Tempera paints
Paintbrushes
Objectives
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
First, Ss prepare the salt dough by mixing equal parts
of salt and flour to half the amount of water.
They knead the dough for 10 minutes. Leave it to stand
in a fridge for at least 24 hours.
Remove the salt dough from the fridge and tell Ss to
roll it out on a tray using a rolling pin or plastic bottle
full of water. Previously, they sprinkle flour on the tray
to prevent the dough from sticking.
Anticipating difficulties
It is important to mould the dough well before placing
it in the fridge to prevent cracks appearing in the craft.
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UNIT 10
19
A fast car
Objectives
Materials
Graphite pencil
Wax crayons
Cotton wool
Rubber
Teaching suggestions
Ss look at the two cars, listen to
track 10.1 and answer.
Draw their attention to the differences
between the two images. Ask: How do
we know the second car is moving?
Ss complete the drawings and colour
them using wax crayons. To suggest
movement, they apply the diffusing
technique by dragging cotton wool
over the wax crayons in the opposite
direction to the movement of the car.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Remind Ss not to lean on their work
or they will smudge it and dirty their
clothes.
L EARNING TO LEARN
Ss show interest in using new art
techniques to represent
movement in their work.
Drawing a ship
This activity is designed to further explore the many shape tools available
in the program. Ss continue to learn how these tools can be used to create
realistic pictures of familiar objects and scenes.
A
w
a
a
In this unit, Ss draw a pirate ship with masts, sails, flags and banners. Ss can
also choose to insert the pirate flag from the previous unit. They will need to adjust
the size and rotation of the flag to place it on the ship.
G
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W
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12
20
UNIT
10
Objectives
To study a sculpture of a walking
man
To interpret a sculpture using
plasticine
To transmit the feeling of movement
in a sculpture
Materials
Plasticine
Glue
Teaching suggestions
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ART MASTERPIECES
14:29
Anticipating difficulties
It may be difficult for some students
to leave the spaces between the
mans arms and his torso. Remind
them to use very small plasticine balls.
C
ULTURAL AND ARTISTIC
Ss experiment with new
techniques as a way to express
themselves and to enjoy art.
Alberto Giacometti (1901-1966), one of the most important artists of the 20th century,
was born in Switzerland near the Italian border. At an early age, he moved to Paris
and began experimenting with surrealistic sculpting. The portrait of Giacometti
above was painted by lvaro Delgado Ramos in 1922.
Giacomettis works are very famous and recognisable. He is best known for his
elongated figures, like Walking Man I. The body is very long and very thin and
seems stretched out. These sculptures almost look like stick figures.
Walking Man I was created for a plaza in New York City, but was never installed.
In 2010, it was sold at auction in London for a record 65 million.
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UNIT 10
CREATIVITY
Objectives
To develop creativity
To listen closely to a dictation
To draw freely
Materials
DRAWING DICTATION
Graphite pencil
Track 10.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ss listen to track 10.3. Play the
recording again, pausing to ask
questions to check comprehension:
What does the doctor look like? What
does he wear around his neck?
What does he ask the sick child
to do? Etc. Then, Ss draw the scene.
Objectives
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
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UNIT
10
Materials
White modelling clay
CRAFTS
Modelling tools
Pasta stars
Tempera paints
Paintbrushes
Objectives
Glue
Ruler
Teaching suggestions
Ss cover their tables with plastic or paper
and prepare the materials they need.
Next, they roll out a piece of clay to form
a rectangular tile 1 cm thick, which will form
the base for the craft.
Anticipating difficulties
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Objectives
To observe a model and use it
to complete a craft
To follow instructions to create
a three-dimensional craft from
a flat surface
To cut and fold carefully and
accurately
THREE-DIMENSIONAL CRAFTS
CARNIVAL: A FLOAT
34 Carnival: a float
Materials
Scissors
Glue
Teaching suggestions
Tell Ss that they are going to make
a Carnival float. Revise vocabulary
related to Carnival celebrations and
write it on the board.
Next, Ss look at the craft in their
Students Book and, in pairs, they
describe what they can see in the
template (a car, a girl who is driving
the float, etc.). Ask: Have you seen
a Carnival float? Where? Volunteers
describe the Carnival floats they
have seen.
After completing the craft, talk to Ss
about how Carnival is celebrated in
different parts of the world. Ask
them: Do you like carnivals? Is
Carnival celebrated in your country?
When? Do you dress up in fancy
dress costumes? What is your
favourite costume?
Anticipating difficulties
Remind Ss to take special care when
cutting out the pieces and flaps of
the Carnival float. Before they start
the craft, suggest that they glue the
page onto stiff card to strengthen
the construction.
Look at the model. Cut out the pieces and fold the flaps along the dotted lines.
Finally, glue and make your own Carnival float.
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Before starting the activity, Ss look closely at the completed model in their Students
Book to see exactly where each piece goes.
Then, they fold back the flaps along the dotted lines.
Ss assemble the van and apply glue to the flaps, holding them in place until they
are firmly stuck.
Finally, they glue the flower, figures and butterflies onto the main piece of the
Carnival float.
M
ATHEMATICAL
COMPETENCE
Ss see how a flat 2D plane
becomes a 3D object with
volume.
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SECOND TERM
S
MOTHER'S DAY: A CALENDAR
a special occasion
To cut and assemble a craft with
moving parts
To complete the missing dates of the
month on the wheel
Materials
Felt-tip pens
Punch
Split pins
Scissors
Glue
Teaching suggestions
Explain that in Spain Mothers Day is
celebrated on the first Sunday of May
and that this calendar is an ideal gift to
give their mothers. Tell Ss that Mothers
Day is celebrated on various dates
all around the world, for instance, in
the UK Mothers Day is celebrated
in March.
F irst, on the blue circle write the numbers of the dates of the month. Then, cut out all the pieces
and punch out along the red dotted lines. Next, fold the flaps along the dotted lines and glue
the framework of the calendar. Finally, attach the circles with split pins.
/12
Objectives
To make a decorative object for
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Before starting the craft, Ss complete the missing dates of the month on the blue
circle. Point out that the first three numbers are already provided.
Next, they carefully punch out along the red dotted lines on the main part of the
calendar as well as the centres of the wheels.
Anticipating difficulties
Then, Ss cut out all the pieces, fold the flaps along the dotted lines and glue
the framework of the calendar.
Finally, they attach the wheels with split pins.
L EARNING TO LEARN
Ss learn to organise the steps
needed to carry out a craft.
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Objectives
To observe a model and use it
to complete a craft
To assemble pieces in numerical
order
THREE-DIMENSIONAL CRAFTS
CHILDREN'S DAY: A DRAGON CARD
Materials
Punch
Scissors
Glue
Teaching suggestions
Tell Ss that they are going to make
a card which they can give to a friend
or a classmate.
Explain that according to the UN
recommendation Children's Day
is celebrated on 20th November.
However, different countries
celebrate it on different dates. In
Spain, Children's Day is celebrated
on 15th April.
After completing the activity,
brainstorm ways to celebrate the
day and ask volunteers to write them
on the board. Ask: Why do we need
Children's Day? What problems do
you think children have in other parts
of the world?
Anticipating difficulties
Show Ss how to use a ruler to fold
more accurately. Also, tell them to
make sure to follow the order the
pieces are numbered in before they
glue them together.
Look at the model. Cut out the pieces. Punch out along the small red dotted lines. Then, fold the flaps
along the dotted lines and assemble the card. Stick the pieces in the order they are numbered.
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A
UTONOMY AND
PERSONAL INITIATIVE
Ss build self-esteem by
completing a complicated craft
with minimum guidance from
the teacher.
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Term 3
Unit
Content objectives
Language objectives
11
12
13
14
15
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Superimposing colours
FORM
Visual texture
Different viewpoints
Organisation of space
in vignettes
Foreground and
background
3D
Friendship Day:
a photo frame
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Unit
Contents
Assessment criteria
11
12
13
14
15
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Unit
Key competences
11
12
Mathematical competence
Transforming a flat surface into a 3D craft (SB p. 85: World Sports Day: a ball )
13
14
15
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UNIT 11
21
Objectives
To draw a still life in black and white
To create light and shadows using
different pencil strokes
To use light and dark shading
to create volume
Materials
Graphite pencil
Rubber
Cotton wool
Teaching suggestions
Ss listen to track 11.1 and answer.
Remind Ss that shadows are dark
areas formed when light cannot pass
through an object. Ask: Is the light
coming from the right or the left
in this still life?
Explain that light and dark shades
are obtained by using lighter or
heavier pencil strokes, then smudging
them with cotton wool.
Draw a still life. Use light pencil strokes for illuminated areas, and heavier pencil strokes
to create shadows.
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Digital resources
COMPUTER DRAWING PROGRAM
J
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Anticipating difficulties
A very hard graphite pencil is difficult
to smudge and a very soft one
smudges too easily. Ask Ss to use
2HB pencils with medium hardness.
C
ULTURAL & ARTISTIC
A
fi
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a
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T
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T
S
M
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F
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T
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22
A beach scene
UNIT
11
Objectives
Materials
Graphite pencil
Wax crayons
Rubber
Teaching suggestions
Ss listen to track 11.2 and answer.
Look at Sorollas painting and the illustration. Now, paint your own version
with the shadows in a different position.
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ART MASTERPIECES
Joaquin Sorolla y Bastida (1863-1923)
was one of the most important Spanish
Impressionist artists of the 20th century. He is
most well-known for his paintings of beach
scenes showing the sea, women and children.
His landscapes and portraits of famous
people, such as Ortega y Gasset and King
Alfonso XIII, are also well-known.
As a young man, Sorolla studied in Rome for
five years, but his later travels to Paris, where
he saw Impressionist paintings, made a
greater impact on his work. Upon his return to Spain, Sorolla began to paint outdoors
and to emphasise luminosity. His paintings of beach scenes of the Mediterranean
coast near his native Valencia are some of his most acclaimed works.
Towards the end of his life, Sorolla painted a famous series of immense panels for
the Hispanic Society of America. The fourteen canvases are entitled Visions of Spain.
They depict typical scenes of people in regional costumes. Sorolla travelled around
Spain and painted all except one of these canvases outdoors.
Many of his paintings are on display at the Sorolla Museum in Madrid, which is the
artists former studio-mansion.
Fisherwoman with her child is an oil painting on canvas. It a good example of Sorollas
style. It shows a woman shading her eyes from the strong light of the setting sun.
The colours are vibrant and the shadows create strong contrasts.
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Anticipating difficulties
Some Ss may find it difficult to
realistically represent the source
of light and the corresponding
shadows. Tell them to sketch their
drawing and make sure the shadows
are in the correct places before
colouring.
K
NOWLEDGE AND
INTERACTION WITH THE
PHYSICAL WORLD
Ss decide where the light is
coming from and then draw
their version of the scene with
the shadows in the appropriate
position.
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UNIT 11
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Atlantis
Graphite pencil
Track 11.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ask Ss: Have you heard of the lost city
of Atlantis? Where is it?
Play track 11.3. Pause often to check
comprehension. Ask: Where is the
lost city of Atlantis? What do the
children ride on? Etc. Then, Ss draw
the scene.
Afterwards, volunteers share their
work with the class.
Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to
the music: Can you play the guitar?
Do you listen to guitar music?
Afterwards, Ss share their work
with the class.
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UNIT
11
Materials
Modelling clay
CRAFTS
Modelling tools
Alkyd varnish
Tempera paints
Paintbrushes
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the photos of the bust in the Teachers Book.
Ss mould the head and then the base from two large
pieces of clay.
Next, they join the two pieces using clay and a little
water. Then, they add clay and use modelling tools to
make the features of the face (eyes, mouth and nose).
Anticipating difficulties
Show Ss the amount of clay they need for each main
piece of the craft.
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UNIT 12
23
A prehistoric man
Objectives
To observe a figure from the front
and from the side
To use outlines to draw
To represent the human body from
different angles
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Explain that what we see depends
on our position relative to objects.
Ask two Ss to come to the front of the
class. One of them turns sideways
while the other stands facing the
class. The other Ss say what parts
of their classmates bodies they can
see in each case. Point to the student
standing sideways and ask: How
many ears can you see? Can you see
all of his/her nose? Etc. Ask similar
questions about the student facing
the class.
Use the outlines to draw the front view and side view of the prehistoric man.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Ss often have difficulty drawing
the human body. Tell them to use the
outlines and to begin with light pencil
strokes.
K
NOWLEDGE AND
INTERACTION WITH
THE PHYSICAL WORLD
Ss learn about the effect
of the observer's position
in a drawing.
S
c
a
T
o
to
s
Building a 3D house
In
o
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12
24
Different views
UNIT
Objectives
12
Materials
Graphite pencil
Coloured pencils
Prehistoric huts.
Rubber
Teaching suggestions
Look at the front view and aerial view of Stonehenge and the illustration
of prehistoric huts. Now, draw the front view of the huts.
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ART MASTERPIECES
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Anticipating difficulties
Some Ss may still have difficulty
understanding perspective. Show
objects that look very different from
the front and from the side, such as
a coin or a stapler.
C
ULTURAL AND ARTISTIC
Stonehenge is a prehistoric monument situated in the south of England. It is
composed of a double ring of megaliths, large standing stones. It was declared
a World Heritage Site by UNESCO in 1986.
There is speculation about why it was built. Perhaps it was a place for healing,
or a burial ground or a place of worship. Different parts of Stonehenge are oriented
towards the Sun on the winter solstice (the shortest day of the year) and the
summer solstice (the longest day of the year).
In any event, Stonehenge dominates the landscape and produces a feeling
of magic or mystery in many of the people who visit it every year.
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UNIT 12
Objectives
CREATIVITY
Materials
DRAWING DICTATION
The circus
Graphite pencil
Track 12.3
Coloured pencils
Rubber
Teaching suggestions
I like the clowns with their bright clothes and big red
noses. They make everyone laugh.
Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music
Materials
Graphite pencil
Coloured pencils
Rubber
Teaching suggestions
Set the scene before listening to
the music. Show a map and point
to Suriname. Tell Ss: Suriname has
a hot, tropical climate, and alligators
live there. Ask volunteers to
demonstrate how to cross an
alligator-infested river.
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UNIT
12
Materials
Newspapers
CRAFTS
A papier-mch bowl
Objectives
To create a useful object using
recycled materials
Glue
Vaseline
Water
Plastic bowls
Tempera paints
Paintbrushes
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model craft in the Teacher's Book.
First, Ss spread Vaseline on the outside of their
plastic bowl, which will serve as the mould.
Next, they cut strips of newspaper and dip them into
a mixture of water and glue. They then stick them
onto the bowl.
When Ss have covered the bowl with five layers of
paper, they leave it to dry.
Anticipating difficulties
Ss should wear aprons or an old T-shirt to protect their
clothes.
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UNIT 13
Objectives
To study the elements that make up
a comic strip
25
Materials
Graphite pencil
Coloured pencils
Wax crayons
Felt-tip pens
Rubber
Teaching suggestions
Ss listen to track 13.1 and answer.
Ask: What comics do you read?
Explain that the shape of speech
bubbles in a comic strip gives us
information. Copy the examples
of speech bubbles on the board.
Ask: Which do we use for shouting
and loud noises like Pow!? Which do
we use for thoughts? And for various
people speaking? Tell Ss to complete
the comic strip and add text inside the
speech bubbles. Suggest they write
their text on scrap paper first.
Invent dialogues for this comic strip and finish drawing the story. Use any of the speech bubbles
at the top of this page.
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Digital resources
Anticipating difficulties
Bring a selection of comics to class
to familiarise Ss with the type of texts
and the type of speech bubbles used.
The aim of this unit is for Ss to see how a shape as complex as an animal
silhouette can be formed with tools they are already able to use. This is done
by first filling in the general area of the animal with basic shapes. Then, Ss can
trace the details around the edges using simple lines and curves.
T
G
2
b
m
The example provided is the silhouette of a dromedary, but there are several
other silhouettes available in the folder entitled Recursos TIC.
T
y
c
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12
26
Drawing a vignette
UNIT
13
Objectives
To study an Asterix and Obelix
vignette
To portray visual texture
in a drawing
To use a variety of materials
in a composition
Materials
Graphite pencil
Coloured pencils
Wax crayons
Ren Goscinny (1926-1977) was a French comic
Felt-tip pens
Rubber
Teaching suggestions
Look at the vignette of Asterix and Obelix and the illustration. Draw your own version,
changing the textures of the characters and the background.
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The Adventures of Asterix is a French comic series created by the writer Ren
Goscinny and the artist Albert Uderzo. It appeared for the first time on October
29, 1959 in the magazine Pilote. Because of its great international success, it can
be found in most languages, including Latin and Classical Greek, and it has been
made into several cartoons and films.
The Asterix series has been praised for sparking an interest in history among its
youngest readers. For this reason, it is often considered an ideal introduction to
comics.
Anticipating difficulties
As it is not easy to show texture
in drawings, Ss should practise
on scrap paper first.
C
ULTURAL AND ARTISTIC
Ss practise different drawing
techniques used in comic strips.
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UNIT 13
Objectives
CREATIVITY
Materials
DRAWING DICTATION
The gladiator
Graphite pencil
Track 13.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Bring a picture of a Roman gladiator
to class. Ask: What civilisation is this
person from? What was his job?
Play track 13.3. Pause often to ask
comprehension questions: What are
the people in the Coliseum wearing?
What does the gladiator have on his
head? What will happen if he wins
the fight? Then, Ss draw the scene.
Afterwards, ask: Where is the
Coliseum? What was it used for?
Objectives
To develop creativity
To foster interest in drawing as
a means of expression
To freely illustrate a piece of music
Materials
Graphite pencil
Coloured pencils
Rubber
The final fragment comes from the soundtrack of the film Pirates of the
Caribbean. Ask Ss to comment on what each piece suggests to them.
Teaching suggestions
Ss listen closely to the music and draw the scene it inspires. Suggest to Ss
that they could draw in comic vignettes.
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UNIT
13
Materials
Modelling clay
CRAFTS
Water
Modelling tools
Sheet of plywood
Tempera paints
Paintbrushes
Alkyd varnish
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the model craft in the Teachers Book.
Ss roll out a piece of clay to form a tile 0.5 cm thick.
Then, they use modelling tools to draw the relief
of Anubis.
Next, they leave the clay to dry.
Ss observe how Anubis is painted in the model example
and then decorate their own creation using tempera
paints.
Anticipating difficulties
Suggest Ss practise drawing Anubis on scrap paper
first. Remind them that if they make a mistake drawing
Anubis on the clay, they can rub it out by applying a little
water and smoothing the clay out.
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UNIT 14
27
A medieval fair I
Objectives
Materials
Scissors
Glue
Teaching suggestions
Revise perspective with Ss. Ask: Are
things in the background bigger or
smaller than things near us? Are their
colours lighter or darker? Then, Ss
listen to track 14.1 and answer.
Ss carefully cut out the pieces
on page 63. Then, they practise
various compositions on page
65, placing bigger images in the
foreground and smaller images
in the background. Encourage them
to move the elements around to try
out different arrangements.
Cut out the items. Then, try different combinations, and finally,
stick them on page 65 to create your own medieval fair.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Remind Ss to cut out the pieces
carefully and not to apply too much
glue.
A
UTONOMY AND
PERSONAL INITIATIVE
Ss learn that they can produce
different effects depending on
how they place elements in a
composition.
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in
H
pa
M
pa
w
in
12 18:19
y
r
28
Drawing a masterpiece
UNIT
14
Objectives
To study different planes
in a painting
To interpret a masterpiece using
coloured pencils
To draw characters and place them
in the right position
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Look at the painting by Velzquez and the illustrations. Copy the characters in their right
positions to complete Las Meninas.
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ART MASTERPIECES
14:31
Anticipating difficulties
The characters Ss have to draw
are quite small. They should practise
on scrap paper first.
C
ULTURAL AND ARTISTIC
Portrait of Diego Velzquez by lvaro Delgado Ramos
Meninas were maids who accompanied the king's daughters, the infantas. In the
painting, one of the maids is serving something in a cup to the infanta. In the mirror,
we can see the reflection of the king and queen posing for their portrait. The artist
in the painting is Velzquez himself.
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UNIT 14
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Pirates
Graphite pencil
Track 14.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Ask Ss: Who are Blackbeard, Jack
Sparrow and Captain Hook? If they
dont know these names, draw a
pirate on the board. Ask questions
about pirates: What do pirates often
have on their shoulders? What do
pirates sometimes wear on their
eyes? (Eye patch.)
Play track 14.3. Play the recording
again, pausing often to check
comprehension: What is in the treasure
chests? Do the children fight with the
pirates? Etc. Then, Ss draw the scene.
Objectives
Materials
Graphite pencil
Coloured pencils
The Austrian composer Joseph Haydn (1732-1809) was poor and often hungry
as a young man. He worked as a singer and musician for very little money.
Rubber
Teaching suggestions
Set the scene before listening to the
music: What things in your house
make sounds? Can you imitate the
sound of water in the shower? What
about a clock?
However, he was a very talented composer, and he grew more and more
famous as time passed. Noble families wanted him as their private composer,
and thousands of people went to his concerts. Today, he is often called the
father of the symphony.
This piece is called The Clock because in the second movement the instruments
imitate the tick-tock sound of a clock.
Ss listen closely to the music and draw the scene it inspires.
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UNIT
Materials
Cardboard
CRAFTS
Coloured card
Toothpicks
Plastic bottle tops
Plasticine
Tempera paints
Paintbrushes
Scissors
Teaching suggestions
r,
nts
14
Glue
To make the sails for the boats, Ss cut out squares
or triangles of coloured card and glue a toothpick in
the centre as the mast.
To make the boats, Ss fill the plastic bottle tops with
plasticine and push in the toothpick with the sail.
Then, they paint the scene using blue paint to give the
appearance of the sea, and they leave their work to dry.
Finally, Ss apply glue on the bottom of their boats and
firmly press them into position between the waves.
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UNIT 15
29
Objectives
To use outlines to draw an ice
cream seller and his stall
To draw figures using only primary
colours
To superimpose colours to create
new colours
Materials
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Revise primary colours by asking
Ss to find them in objects around
the classroom. Then, Ss listen to
track 15.1 and answer.
Tell Ss that they may only use primary
colours (red, yellow and blue) to colour
this drawing. However, they can create
new colours by mixing the primary
colours together.
Draw an ice cream stall combining only red, yellow and blue colours.
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Digital resources
COMPUTER DRAWING PROGRAM
Anticipating difficulties
Remind Ss to start by using light
pencil strokes so that it is easier to
appreciate the new colours.
L EARNING TO LEARN
Ss experiment with different
colour mixtures to obtain new
colours.
P
th
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H
e
a
w
In
a
12
30
A famous portrait
UNIT
15
Objectives
To understand the concept
of harmonious colours
To interpret a masterpiece using
the collage technique
To obtain new colours by
superimposing layers of tissue paper
A young ladys
adventure.
Paul Klee, 1921.
Materials
Graphite pencil
Coloured tissue paper
Rubber
Scissors
Glue
Teaching suggestions
Look at Paul Klees portrait. Now, look at the picture created by superimposing pieces of coloured tissue paper.
Use this technique to make your own version of Klees painting.
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ART MASTERPIECES
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Anticipating difficulties
Remind Ss that tissue paper is delicate
and they should apply the glue to the
page, not to the tissue paper.
Paul Klee (1879-1940) was a master of colour. He once said, To paint well is simply
this: to put the right colour in the right place.
His works include examples of Cubism and Abstract art. He loved experimenting, for
example, he used a wide variety of materials such as newspaper, fabric, cardboard
and oil paints. He also experimented with mixing materials, for example, oil paints
with temperas or watercolours with India ink.
In A young ladys adventure, Klee achieves rich symbolism using simple lines and
a range of brown tones.
C
ULTURAL AND ARTISTIC
This activity promotes
appreciation and interest
in learning about new art
movements and techniques.
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UNIT 15
Objectives
CREATIVITY
Materials
DRAWING DICTATION
Alien visitors
A
m
Graphite pencil
Track 15.3
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Play track 15.3. Ss listen and draw
the scene. Play the recording
again, pausing often to check
comprehension: What shape are the
windows in the spaceship? What do
the aliens look like? What do they
want? Etc. Then, Ss draw the scene.
Materials
Oriental Rondeau
by Mara Larumbe
Track 15.4
Graphite pencil
Coloured pencils
Wax crayons
Rubber
Teaching suggestions
Set the scene before listening to the
music. Divide Ss into two groups. Ss
sing a short, well-known, repetitive
song as a round. Then, repeat the
activity but with four groups.
Afterwards, volunteers share their
work with the class.
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Objectives
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UNIT
15
Materials
Coloured card
CRAFTS
Toothpicks
A plastic plate
Cork
Tempera paints
Paintbrushes
Objectives
Scissors
Glue
Teaching suggestions
Ss cover their tables with plastic or paper and prepare
the materials they need.
Show Ss the picture in the Teacher's Book as a model.
First, they draw the parts that make up the helicopter
on a piece of card.
Remind Ss to draw flaps at the bottom and sides of
their helicopter parts. This is what they will use to glue
the parts together.
Next, Ss assemble the helicopter cabin, legs and tail,
and they glue a small piece of cork onto the roof.
Anticipating difficulties
Draw a model of each piece of the cabin on the board
to help students.
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Objectives
To assemble a geometric figure
To create and colour a design
using various materials
To practise cutting skills
THREE-DIMENSIONAL CRAFTS
WORLD SPORTS DAY: A BALL
Materials
Felt-tip pens
Coloured pencils
Tempera paints
Paintbrushes
Scissors
Glue
Teaching suggestions
Tell Ss that they are going to make
their own ball to celebrate World
Sports Day. Explain that World Sports
Day is usually celebrated on 27th April
to commemorate the role of sports
in keeping us healthy and promoting
understanding. Ask Ss: Can you
name any sports stars from other
countries? Then, say: Imagine ten
children in a playground. They are all
from different countries and speak
different languages. How can sport
help this situation?
Point to the finished example in
the Students Book. Say: A figure
with twelve sides is called a
dodecahedron. Ask: Whats the name
of a figure with three sides? What
about five sides? And eight?
After completing the craft, ask: What
are your favourite sports? Why should
we do sport? Do you prefer individual
or team sports?
Anticipating difficulties
To help Ss, go through the steps of
the craft with them, using your own
template.
Look at the model ball. First, choose your materials and decorate the geometric net. Then, cut it out
and fold the flaps along the dotted lines. Finally, glue the flaps together to make your ball.
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Tell Ss to decorate the template using a variety of materials. Remind them that the
aim is to personalise their work by making it different. They should decorate the
flat template with the finished shape in mind.
Ss very carefully cut out the template. Then, they fold each piece along the dotted
lines.
Finally, when the finished shape is correctly formed, Ss apply a small amount
of glue to the flaps, holding them in place until they are firmly stuck.
M
ATHEMATICAL
COMPETENCE
Ss see how a complex
geometric net folds into
a twelve-sided 3D object.
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THIRD TERM
S
FRIENDSHIP DAY: A PHOTO FRAME
Materials
Coloured pencils
Scissors
Punch
Glue
Teaching suggestions
Explain that children in many
countries celebrate Friendship Day
by exchanging simple gifts, playing
My Secret Friend or simply swapping
snacks. It is a day to remember the
important part that friends play
in our lives.
L ook at the model. Colour the blank pictures. Then, punch out the window in the photo frame. Fold the flap of the support
along the dotted lines. Cut out all the pieces. Finally, fold the flaps and stick the frame together.
/12
Objectives
To cut out and assemble the
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Anticipating difficulties
Some of the pieces partially hang off
the photo frame. Remind Ss to use
very little glue so that the backs are not
sticky.
S
OCIAL COMPETENCE
AND CITIZENSHIP
Ss explore the concept of
friendship as a class.
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Audio
transcripts
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Audio transcripts
0.1. Song. I love Arts and Crafts
Is
Is
b
A
Is
CHORUS
L
d
I
li
He is always hungry!
I
r
M
th
B
I
2
S
Unit 2
3
b
Is
Is he tall or short?
N
th
d
Unit 1
1.1 Students Book, page 7: 1. Drawing a still life
Look at the still life drawing. Listen and answer.
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Shes got a very big nose. Shes got spots on her face.
But the best part of the zoo is the little ice cream shop.
I always choose a big chocolate ice cream. Yum-yum!
Unit 3
Unit 4
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Audio transcripts
4.2 Students Book, page 23: 8. Geometric shapes
Find a blue square. Find some small black, green and white
squares. Find some curved lines.
C
d
th
It
It
I
o
It
o
6
B
Unit 5
5.1 Students Book, page 25: 9. Colourful friezes
Unit 6
Is
Find a flower with red and white petals and black leaves.
Is
D
c
Can you see a purple flower with a blue and white centre?
Is
C
C
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Unit 7
7.1 Students Book, page 35: 13. Colours on the beach
Look at the picture. Listen and answer.
Unit 8
8.1 Students Book, page 39: 15. Reflections in water
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Audio transcripts
8.2 Students Book, page 41: 16. Reflections: studying
a masterpiece
1
t
L
a
Is he standing or kneeling?
Is
Now, point to the illustration. How many dolls can you see?
Is
Is
I have a baby brother and a baby sister. They are both two
years old.
They are twins but they are very different.
L
o
th
Happy Birthday.
H
a
to
Daniela has blonde hair and green eyes. She's bigger than
Tom.
I
h
Unit 9
Unit 10
1
V
1
w
D
a
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Is he walking or running?
Unit 12
Unit 11
11.1 Students Book, page 51: 21. A still life in black and
white
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Audio transcripts
Invent dialogues for this comic strip and finish drawing the
story. Use any of the speech bubbles at the top of this page.
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13.2 Students Book, page 61: 26. Drawing a vignette
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I like the clowns with their bright clothes and big red noses.
They make everyone laugh.
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Unit 13
13.1 Students Book, page 59: 25. An Egyptian comic strip
Look at the Egyptian comic strip. Listen and answer.
What primary colours can you see?
What other colours can you see?
Point to the statue of the falcon.
Point to the sphinx. It is half man and half lion.
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Unit 14
Unit 15
Cut out the items. Then, try different combinations, and finally,
stick them on page 65 to create your own medieval fair.
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ISBN: 978-84-680-1352-7
CP: 412045
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