NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 29

OPENING UNIT
MEET KATIE AND BEN
30

4 UNIT INTRODUCTION

SUMMARY
Use these opening pages to introduce the pupils to the
two main course characters and to familiarise yourself and
the pupils with each other’s names. You will also have the
opportunity to introduce pupils to the Work together
pages contained in each unit.

LANGUAGE
• He / She has got …
• Brown / black / red / blonde hair
• Straight / curly hair
• Clothes: shorts, leggings, t-shirt, dress
• Colours: red, blue, yellow, green, brown
• What’s your name?
• My name is …

MATERIALS
A soft ball.

GETTING STARTED
• It is the beginning of the school year and the
opening illustration is a good opportunity for pupils
to show you what vocabulary they know for the
classroom, and for you to review and check pupils’
understanding of simple classroom instructions.
• Wave at the pupils and mouth the word hello. Can
pupils guess what you are saying? Encourage them
to say hello.
• Introduce yourself: My name is … Throw a ball to a
pupil and ask: What’s your name? Encourage the
pupil to catch the ball and answer: My name is … .
Gesture for the pupil to throw the ball to another
pupil.
 Take photos of each pupil (with parental permission).
STEP BY STEP PAGE 4
Activity 1
• Do a stick drawing of a girl on the board and write
the name Katie. Say: This is Katie. Ask pupils to
repeat the name. Point to the letter K and ask pupils
to tell you what letter it is. Do a stick drawing of a
boy on the board and write the name Ben. Say: This
is Ben. Ask pupils to repeat the name. Point to the
letter B and ask pupils to tell you what letter it is. 

• Focus the pupils’ attention on the pictures below
the main illustration. Point to each picture and elicit
what it shows. Then say: Katie has got long red hair,
a blue dress and yellow leggings. Can you see Katie?
The pupils should point to Katie. Then ask: What
does Ben look like? What is he wearing? Elicit the
answers and ask the pupils to point to Ben in the
picture. Ask: Are Katie and Ben happy or sad? Mime
both feelings and elicit some answers.
WRAP IT UP
Print out the photos. Hand them out to pupils together
with cut-out speech bubbles. Pupils write a short
description of themselves in the speech bubbles and
stick them on their picture.
FAST FINISHERS
Ask fast finishers to draw a picture of Katie and Ben
and write their names underneath.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 31

OPENING UNIT
WORK TOGETHER 5

SUMMARY
The Work together pages contain activities which help
pupils learn to work cooperatively. There are two types of
Work together pages in this book: Think-Pair-Share and
Cooperative investigation.

LANGUAGE
• Work on your own / with a partner / in your group.
• Make a hypothesis / plan.
• Develop conclusions. / Test your hypothesis.

MATERIALS
Two balloons, A4 paper.

GETTING STARTED
• Play ‘Pass the balloon’. Pupils sit on the floor in two
lines with their legs stretched out in front of them.
Give the first pupil in each line a balloon. They pass
the balloon back along the line. When the balloon
reaches the last pupil, they run to the front of the
line, and start again. Continue until everyone has
had a chance to be first.
• Explain that to do the activity, the pupils had to
work together and help each other.
STEP BY STEP PAGE 5
Think-Pair-Share
• Tell pupils that in Think-Pair-Share activities, they
first work alone, so when you say think, they must
freeze on the spot. Tell pupils that next they work in
pairs, so when you say pair, they must hold hands
with another pupil. Tell pupils that finally they work
in groups, so when you say share, they must form a
group of four pupils.
• Tell the pupils to walk around the classroom and call
out commands. Play for a few minutes until pupils
understand the idea.
Cooperative Investigation
• Tell pupils that in Cooperative investigations they
will work in groups of four. Say: First you make a
hypothesis. This means you will decide what you
think will happen. Then you will make a plan. Finally,
you will test your hypothesis and explain your
results. Use gestures and mime, and translate
difficult words into the pupil’s first language, to help
them understand what you are saying.
• Brainstorm classroom rules for working in groups,
for example: Listen to your partner. Follow the
instructions. Help your group. If the pupils do not
know how to express the rules in English yet, help
them to translate them from their first language.
WRAP IT UP
Make a Work together rules poster to display in the
classroom from the rules the pupils come up with.
FAST FINISHERS
Ask fast finishers to draw a picture of Katie and Ben
working together in class. Ask the fast finishers to tell
the class what rules Katie and Ben are following.
32

Notes
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 33

UNIT 1
HELLO FRIENDS
Unit 1

HELLO FRIENDS
CONTENTS EVALUATION CRITERIA
Pupils will be able to:

The external parts of the body Identify and locate the external parts of the body.
Identity and personal autonomy Develop identity and personal autonomy.
Feelings Be able to analyse their own feelings and respect those of
others.
Personal responsibility Take responsibility for what they say and do.
Introduction to scientific activity: sources of information Use different sources of information.

Work and study techniques Develop work and study techniques; work habits; and an
ethic of effort and responsibility.

Projects and reports Plan and carry out simple projects, presentations
and reports.

OPENING PAGES UNIT SUMMARY

Song: Hello everyone In this unit, pupils will learn:
• to describe themselves and their friends
STORY • to talk about their favourite things
Making friends • what they need to do to get ready for school
• to describe and value their own emotions and
those of others
WORK TOGETHER
Make a dictionary of feelings

LANGUAGE FOCUS
CONTENT PAGES • Parts of the face: eyes, nose, mouth, eyebrows
This is me, this is you • Feelings: happy, sad, angry, afraid
My favourite things • Classroom objects: pencil, pencil case, schoolbag,
Get ready for school book, notebook
I feel happy! • Toys: kite, car, scooter, hula hoop, rollerblades
Think about others
KEY STRUCTURES
• I’ve got … He / she’s got …
OUR CHOICES • I feel … He / she feels …
Identifying feelings • My (eyes) is / are … My friend’s (hair) is / are …
• My favourite (animal) is …
• Get ready for …
REVIEW • Put your (book) in your (bag).
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 35

LEARNING STANDARDS KEY COMPETENCES

UNIT 1
Pupils are able to:

MST

AUT
SOC

CUL
DIG
LIN

LTL
Identify, describe and locate some external parts of the human body.
Start developing their own identity and personal autonomy.
Identify some of their own emotions and feelings and those of others.

Take responsibility for what they say and do.

Look for, select and organise concrete and relevant information; analyse, reach
conclusions and communicate the results; reflect on the process and communicate
information orally and in writing.
Demonstrate autonomy in the planning and carrying out of actions and tasks, and
begin to take the initiative when taking decisions.
Use the correct vocabulary according to the content block.

Carry out simple experiments and investigations.

LIN Competence in linguistic communication SOC Competence in social awareness and citizenship

MST Competence in mathematics, science and technology AUT Competence in autonomous learning and personal initiative
DIG Competence in the use of new technologies CUL Competence in artistic and cultural awareness
LTL Competence in learning to learn

DIGITAL RESOURCES UNIT TRACK LIST

1.02  age 7, Activity 4 (Hello everyone
P
PUPIL’S IWB
song)
LEARNING KIT 1.03  age 7, Activity 5 (Hello everyone
P
• Interactive activities song)
• Flashcards 1.04 Page 8, Story (Making friends)
• Presentation
1.05 Page 8, Activity 1
• Song
• Multimedia 1.06 Page 10, Activity 1
1.07 Page 11, Activity 1
TEACHER’S KIT
1.08 Page 12, Get ready for school
• Test generator
• Wordlist 1.09  age 12, Activity 1 (Ready for school
P
• Worksheets and templates chant)
• Lyrics 1.10 Page 13, I feel happy!
• Multimedia
1.11 Page 13, Activity 1
• 360º evaluation tests
1.12 Page 14, Think about others
FAMILY CORNER
1.13 Page 16, Activity 1
• Presentations
1.14 Page 17, Activity 3
• Wordlist
• Family guide
36

6 UNIT INTRODUCTION

SUMMARY
The aim of the unit opener is to encourage pupils’
observation skills and find out what they already know
about the topic of the unit. Use the illustration to elicit
vocabulary related to parts of the body, action verbs and
adjectives that describe feelings. Get your pupils to work
in groups to answer the questions and have fun learning
the actions to the song.

LANGUAGE
• Parts of the face: eyes, nose, ears, mouth, hair
• Parts of the body: hands, fingers, feet, toes
• Activities: ball, tennis racket, sticker album, violin
• He / she is (running).
• He’s got (blonde hair). She’s got (brown eyes).

MATERIALS
A soft ball, A4 sheets of paper, pictures from magazines.

1.02 Activity 4 (Hello everyone song)

1.03 Activity 5 (Hello everyone song)

GETTING STARTED
Refer the pupils to the illustration. Say: Use your finger.
Point to the picture. Using mime and gestures to help
the pupils understand, ask them to find and point to
the following things in the picture: a girl playing with a
hula-hoop; a boy playing the recorder; two girls
rollerblading; a boy and a girl sticking stickers into an
album; a girl playing hopscotch; a cat; some baby
birds; and a tennis racket.
STEP BY STEP PAGES 6–7
In the scene there are children outside a school. It is
the start of the school day and they are saying goodbye
to their parents and getting ready to start the day.
Mime saying hello and encourage the pupils to join in.
Throw a ball to a pupil. Say: My name is … What’s
your name? The pupil should then throw the ball to
another pupil and repeat the sentence and question.
Activity 1
Tell the pupils to look at the picture again. Point to two
or three of the children and ask: Is it a boy or a girl?
Divide the board into two columns and draw a boy’s
face and a girl’s face. Ask the boys to stand up. Say:
Let’s count the boys. Count together and ask one of
the boys to write the total on the board in the correct
column. Repeat the step with the girls. Then, working
with a partner, ask pupils to copy the columns from the
board into a notebook or onto a piece of paper. The
pupils should work together to count the boys and girls
in the picture. Encourage them to show their answers to
another pair and tick their answers if they are the same.
Activity 2
Point to the different children in the picture and ask:
What colour hair have they got? Brown hair, black hair,
blonde hair or red hair? Refer the pupils to the
Language tips box and read and drill the sentences.
Working with the same partner, tell the pupils to circle
the children with blonde hair. Ask the pupils to count
how many children have blonde hair in the class.
Repeat with the other hair colours.
Activity 3
Draw a sad face on the board and ask pupils to make a
sad face. Tell pupils that you are going to count to three.
Tell them point to a sad person in the picture. Close
your eyes and count to three. Open your eyes and check
their answers. Ask: Are you happy or sad today?
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 37

1. 02 HELLO EVERYONE
Ring a ring of roses

UNIT 1
[hold hands in a circle]
6 boys, 13 girls A circle full of noses
[point to your nose]
And brown eyes, green eyes
Blue eyes too
4 [point to your eyes]
Shake hands, shake hands
[turn and shake a partner’s hand]
4 4 How do you do?
Ring a ring of roses
[hold hands in a circle]
A circle full of noses
[point to your nose]
And brown hair, blonde hair
Red hair too
[point to your hair]
Shake hands, shake hands
[turn and shake another partner’s hand]
Pleased to meet you!

Activity 4   1.02  What does he look like? Reinforce the

previous questions by asking pupils to describe a
• Ask pupils to look at the photos. Point to each photo,
character in a different and more general way.
elicit the name of the body part and ask pupils to
touch their own body part at the same time.  What is she doing? Accept a variety of ideas
and help pupils to express themselves in English when
• Focus pupils’ attention on the musical note. Say:
necessary.
Let’s listen to a song. Tell the pupils that they are
going to listen to the song twice and ask them to • Provide time and support so that the pupils can
tick the body parts they hear. express themselves.
• Tell the pupils to hold their thumbs up for yes or • Review any new vocabulary.
thumbs down for no. Practice once or twice and
say: Did you tick the nose? (Yes) Continue to check
WRAP IT UP
their answers for each body part.
Activity 5   1.03 Play a game of ‘Guess who’. Describe one of the pupils
in the class. For example: She’s a girl. She’s got brown
Say: Let’s listen to a song and do the actions. Play the
hair and brown eyes. She’s got blue trousers. Pupils
song, teach the actions and encourage pupils to copy.
call out the name of the person they think you are
Repeat the song a couple of times and do the actions
describing. If time allows, the pupils could then play in
together.
pairs, taking turns to describe a fellow pupil.

TARGETED QUESTIONS
360º EVALUATION
 Point to a character in the scene. Is this a boy or a girl?
Download and distribute the Diagnostic test and
 What colour is her hair? What colour are his Self-evaluation for the pupils to complete.
eyes? Ask pupils to identify the physical features of
some of the characters in the scene.
38

8 STORY

SUMMARY
The story focuses on the beginning of the new school
year and making friends. Pupils review physical
descriptions and differences in physical appearance.
Pupils will also be able to introduce and describe their
own friends.

LANGUAGE
• Blue / brown / green eyes

• Black / brown / blonde / red hair
• His / her name is …

• I’ve / She’s / He’s got …

MATERIALS
Magazines with pictures of people, A4 paper.

4 2 3

1.04 Story (Making friends). Script, page 206

1.05 Activity 1. Script, page 206

GETTING STARTED WRAP IT UP

Play the song from page 7 and encourage pupils to Play ‘Stand up if it’s true’. Say: I’ve got brown eyes.
join in the actions. Call a volunteer up to the front of Pupils stand up if the statement is true for them. If the
the class. Ask the class: How many eyes / noses / majority of pupils have brown eyes and hair, bring in
fingers / feet can you see? Ask an additional volunteer magazine photos or prepare a slide presentation, and
to come up to the front of the class. Again, ask how play the game using these images.
many eyes, noses, feet, fingers the class can see. Call
up one more volunteer and repeat the counting of
FAST FINISHERS
body parts.
Hand out a sheet of A4 paper to fast finishers. Tell
STEP BY STEP PAGE 8 them to work in pairs. Each pupil draws and colours a
picture of their partner. The fast finishers should then
Making friends  1.04 describe their partner to the class.
Say: Let’s listen to the story. Play the audio. Encourage
the pupils to follow the story by pointing to the correct
frame and to the person who is speaking. Ask: Who’s
Katie’s new friend? (Zoe) Who’s Ben’s new friend?
(Danny)
Activity 1   1.05

Explain to the pupils that they will hear a description of

Katie, Ben and their friends but not in order. Play the
audio. Pause after each description and ask: Who is it?
Ask pupils to write the corresponding number.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 39

WORK TOGETHER 9

SUMMARY
Pupils will use the Think-Pair-Share technique to help them
develop their team-working and collaboration skills. First,

UNIT 1
the pupils will work on their own to answer a question or
develop ideas. Next, they will work with a partner to
complete the next step in the sequence. Finally, the pupils
will work in a group to finalise the activity.

LANGUAGE
• Feelings: happy, sad, angry, afraid
• We look like this when we feel …

MATERIALS
A4 paper, a pencil, coloured pencils, crayons, markers or
poster paint, a stapler.

GETTING STARTED
Read the introduction and check that your pupils
understand what they will be doing (making a
dictionary of feelings) and why (to help an alien
understand feelings).
• Step 3: Now tell the pairs to join together to form a
group of four. The pupils should create a cover for
their feelings dictionary and then staple the cover
and the four feelings along the vertical left-hand
edge to make a book. Ask each group to stand up,
show their books and read the sentences they
wrote.

STEP BY STEP PAGE 9

WRAP IT UP
• Step 1: Arrange the pupils into groups of four. Tell
them that they will be working on their own first. Create a feelings library in an area of the classroom
Give each group member a feeling: happy, sad, where learners can look through the books, for
angry or afraid. Make sure each group member has example on a table or on the wall.
a different feeling to the other members of the
group. Hand out a sheet of A4 paper, pencils and
360º EVALUATION
coloured pencils to each pupil. Tell them to draw a
face to show their feeling. Download, print and distribute the Cooperative
• Step 2: When the pupils have finished, tell them to learning evaluation for the pupils to complete.
work with another group member in pairs. The
pupils exchange pictures with their partner. Each
pupil should then write a sentence on their partner’s
picture. Refer the pupils to the sentence stem. If
necessary, write the feelings on the board for the
pupils to copy.
40

10 THIS IS ME, THIS IS YOU

SUMMARY
Your pupils will review the spelling of colours and will be
supported in writing simple sentences to describe their
own and their friend’s eye and hair colour. Pupils are
introduced to the words long and short to describe hair.

LANGUAGE
• Brown / blue / black / green / eyes 
 green black brown
• Brown / black / blonde / red hair 

open answer
• Long / short hair 

• What colour are your eyes? What colour is your hair? 


open answer
MATERIALS
A5 paper, notebooks, coloured pencils.

1.06 Activity 1. Script, page 206

open answer open answer

GETTING STARTED Activity 2

Help pupils count in even numbers. Call up one pupil
at a time and ask the rest of the class: How many eyes
can you see? (Two) Call up another volunteer and ask
the class the same question. (Four) Continue calling up
volunteers and counting eyes until there are 10
volunteers and 20 eyes at the front of the class.
Encourage pupils to count along the line of pupils in
twos: 2, 4, 6, 8, etc. Repeat and increase the speed.
STEP BY STEP PAGE 10
Tell pupils that you are going to write some colours on
the board. Ask them to say the colour before you finish
writing the word. Once pupils have said the colour,
encourage them to help you spell it.
Activity 1   1.06
Point to each photo and ask pupils to read each word
with you. Ask volunteers to stand up and say the
colour of their hair and whether it is long or short.
Focus pupils’ attention on the sentence below and ask
them to complete it.
WRAP IT UP
Ask pupils to draw three big circles. Give a simple
dictation: His hair is short and red. His eyes are green.
The pupils should draw these features on the first
circle. Give simple dictations for the other two circles.
The pupils should then compare their drawings and
draw the rest of the body. 

FAST FINISHERS

Tell pupils to look at the four photos of the children.
Ask: What colour eyes have they got? Encourage the
pupils to trace the word as they say it. Play the audio.
Pause it after each description. Tell the pupils to trace
the words. Then, ask pupils to complete the sentences
about their own eyes and a partner’s eyes.
Hand out a sheet of A5 paper and allocate a hair or eye
colour or hair length to each fast finisher, for example
green eyes. The pupil should then walk around the
classroom counting how many people have that hair or
eye colour or hair length. Each pupil writes down what
they were looking for at the top of their paper and the
total number in the class with this feature underneath.

blue
blue red
red blue
red
blue
open answer open answer open answer
GETTING STARTED
Use mini-whiteboards, if you have them, or hand out
some sheets of recycled A5 paper to groups of three
pupils. Say brown eyes and have groups spell the
words together on their board or paper, and then hold
up their board or paper. Check spelling and then
repeat with more descriptions, e.g. long hair.
STEP BY STEP PAGE 11
Play ‘Man on a raft’ with the word favourite. Explain to
pupils that their favourite things are the things they like
the most, e.g. toys, animals, food, activities, etc.
Activity 1   1.07
• Ask pupils to look at the photos around the boy and
the girl. Ask: What things can you see? If pupils do
not know the word for one of the items, say the
word and ask the pupils to repeat it after you.
• Ask: What’s the boy’s name? (Mike) What’s the
girl’s name? (Sally) Ask pupils to take out a red and
blue pencil. Say: Listen. Circle Mike’s favourite things
in red. Circle Sally’s favourite things in blue. Play the
audio. Pause after every two lines to allow time for
circling.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 41
MY FAVOURITE THINGS 11
SUMMARY
Your pupils will talk about their favourite things, including
pets, food, toys and sport. They will learn that we all look
UNIT 1
different and that we all like different things as well.
LANGUAGE
• Pets: hamster, dog
• Fruit: grapes, bananas
• Toys: car, kite
• Activities: playing the violin, playing tennis
MATERIALS
A5 paper or mini-whiteboards, red and blue pencils.
1.07 Activity 1. Script, page 206
• Check pupil’s answers by asking: What’s Mike’s
favourite (animal)? Ask the same questions about
Sally.
Activity 2
• Ask individual pupils what their favourite food is.
Repeat with the other categories. Focus pupils’
attention on the boxes and read each word
underneath. Ask pupils to draw their favourite things.
• Pupils then work with a partner and tell them what
their favourite food, animal and toy are.
WRAP IT UP
Play ‘Find someone’. Call out a category, e.g. your
favourite animal. The pupils walk around the classroom
and try to find a classmate whose favourite animal is
the same as theirs. Repeat with food and toys.
FAST FINISHERS
Hand out a sheet of A5 paper to each fast finisher. Ask
them to draw themselves doing their favourite activity.
Refer them to the picture in the unit opener for some
ideas of activities they can draw.
42

12 GET READY FOR SCHOOL

SUMMARY
Pupils will think about what they need to do to be
organised for school. The lesson provides an opportunity
to talk about good classroom behaviour.

LANGUAGE
• School materials: school bag, pencil case, pencil, ruler,
rubber
4 2 6
• Classroom: desk, chair, rubbish bin
• Classroom verbs: put, hang, sit, push, hands up

5 3
MATERIALS
A school bag filled with different school items.

1.08 Get ready for school

1.09 Activity 1 (Ready for school chant)

GETTING STARTED WRAP IT UP

Prepare a school bag with lots of different school items
inside. Include a pencil case, a book, a snack box, an
apple, a ruler, a hat, a tennis ball, etc. Say: What’s in
my school bag? Play a guessing game in which pupils
suggest things that might be in your bag.
Play ‘Simon says’ to review simple classroom
instructions: stand up; sit down; touch; point; open /
close your eyes; fold your arms; walk; be quiet, etc.
FAST FINISHERS

STEP BY STEP PAGE 12 Give fast finishes a sheet of A4 paper and tell them to
draw a picture to help their classmates remember how
Play the audio and encourage the pupils to follow with to be a good pupil.
their fingers in their books. Ask: Is Laura ready for
school? (Yes) How do you know? (She is putting her
books in her bag.) 1.09 READY FOR SCHOOL
Activity 1   1.09
Put your pencils in your pencil case
Point to each picture and ask: What is he / she doing? Put your pencil case in your bag
(He’s hanging up his bag. She’s putting her pencil case Put your bag on your shoulder
on the table.) Play the chant. Monitor and check the Now you’re ready for school!
pupils are pointing to the correct picture. Then play the Hang your bag up in the classroom
track again, pausing after each line, and tell the pupils Put your pencil case on your desk
to write the numbers. Sit up tall and listen
Activity 2 Now you’re ready for school!

Point to the first picture in activity 2. Ask: Is she a good

pupil? (Yes) Why? (She has her hand up.) Ask: Is she
shouting? (No) Repeat the question for each picture.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 43

I FEEL HAPPY 13

SUMMARY
On this page the pupils will learn to recognise how others
are feeling and understand that we all have feelings.

UNIT 1
LANGUAGE
• Feelings: happy, sad, angry, worried
• How do you feel today? How does Katie feel today?

MATERIALS
A5 sheets of paper (one per pupil) cut into ovals,
magazines (with lots of faces), cotton wool.
sad angry worried

1.10 I feel happy!

1.11 Activity 1. Script, page 206

GETTING STARTED
Draw a crazy monster on the board. First, draw a circle
(for the monster’s head). Ask: What’s this? Elicit ideas.
Draw a body below the head. Tell the pupils that it is a
monster. Ask: How many (eyes) has the monster got?
The pupils call out their suggestions. Draw according
to what they suggest. Ask: How does the monster feel
today? Draw or change the face to reflect the pupils’
suggestions.
STEP BY STEP PAGE 13
photos. Point to the areas below the photos and say:
Let’s find the stickers. In pairs, the pupils find the
corresponding stickers and stick them in place.
WRAP IT UP
Play ‘Follow the leader’ outdoors. Have pupils stand in
a line one behind the other. Stand at the front and tell
the pupils to follow you and copy your movements,
e.g. walk and wiggle your hips. After a minute, go to
the back of the line and tell the pupil now at the front
to walk and make movements for the others to copy.

Play the audio and ask the pupils to follow along with
FAST FINISHERS
their fingers. Ask: How does Danny feel today? (Happy)
How do you feel? Provide fast finishers with magazines, scissors and glue
Activity 1 1.11 sticks. Tell them to cut out mouths, eyes, etc. from the
magazines. Hand out sheets of A5 paper cut into ovals
Tell the pupils that they are going to listen and make
and tell the pupils to stick the features on the ovals to
the same faces they hear and see. Play the audio. Play
make a face. Use pieces of cotton wool for hair. Stick
the audio a second time and tell pupils that this time
all the faces on the wall and add the title: How do you
they are going to trace the words.
feel today?
Activity 2
Point to the first photo and ask pupils: Is she feeling
angry? How does she feel? Repeat with the other
44

14 THINK ABOUT OTHERS

SUMMARY
In this lesson, the pupils will reflect on the importance of
being kind to each other and on how we feel when others
are not kind to us.

LANGUAGE
• Feelings: happy, sad, angry, worried
• How do you feel today? How does your friend feel
today?
• Be kind to (people). Look after (your friends).

MATERIALS
A4 recycled paper.

1.12 Think about others

open answer
open answer

GETTING STARTED Activity 2

Tell pupils to walk around the classroom and ask their
classmates: How are you feeling today? After 2–3
minutes, ask the pupils to sit down again. Ask
volunteers to tell the class what they can remember:
(Adrian) is feeling (happy).
Focus pupil’s attention on activity 2. Put the pupils into
pairs. Tell them to ask their partner how he or she is
feeling, and then draw and write. Make sure pupils
check the spelling of the words by looking at the
previous page in their books. Ask volunteers to tell the
class how their partner is feeling.

STEP BY STEP PAGE 14 WRAP IT UP

Write the word kind on the board. Explain that when
we are kind to our friends, we help them or make
them feel better. Ask pupils to look at the reading box
and say: Let’s listen and read. Play the audio and have
pupils follow in their books. Ask: Is Laura kind? (Yes)
Activity 1
Make sure pupils’ pencils are down. Say: Let’s look at
the pictures. Point to the first picture and ask: Is the
girl kind? (No) Expand the answer by saying: No, the
girl doesn’t want to sit with her classmate. Repeat with
each of the pictures. Encourage the pupils to explain
why in each case. Then, ask pupils to take their pencils
and tick only the kind behaviours.
Play ‘Say sorry!’ Tell the pupils to walk around the
classroom and gently bump into each other. As they
do, encourage them to say: Oh, I’m sorry. The other
pupil should say: That’s all right. Explain that when you
hurt someone, even if it is an accident, it important to
say sorry.
FAST FINISHERS
Ask fast finishers to draw something kind they did
today in their notebooks.

red
purple blue
yellow
4 4
GETTING STARTED
Ask pupils: What makes you happy / sad / angry /
worried? Play some short pieces of different types of
music. Ask pupils how they make them feel.
STEP BY STEP PAGE 15
Activity 1
Refer pupils to the picture. Ask: How many children
can you see at the party? Tell them they are going to
colour the children in different colours. Point to the
first word (happy) and ask pupils to read it to you. Ask
pupils to look at the party. Ask: Who is happy? How
do you know? (She is smiling and clapping.) Point to
the yellow pencil and ask what colour they are going
to colour her. Follow this procedure with the other
feelings and colours.
Activity 2
• Point to the girl in the picture in activity 1 who is
sad. Ask: Why do you think she is sad? (She has no
food and she is hungry.) Ask: When do you feel
sad? What makes you happy again? Elicit some
ideas and provide vocabulary when necessary.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 45
OUR CHOICES 15
SUMMARY
On this page pupils are encouraged to observe the
expressions of others, so that they begin to understand
UNIT 1
that, in the same situation, people may experience
different emotions. Pupils should understand that it is OK
to show different emotions. Pupils should also understand
that they should be tolerant of other people’s feelings and
always try to be kind if someone is feeling sad.
LANGUAGE
• Feelings: happy, sad, angry, afraid
• I can help my friend by …
• Refer the pupils to the pictures in activity 2. Point to
the first picture and ask: Who is sad? Point to the
girl on the right and ask: Is she being kind? (Yes)
Repeat with the next two pictures. Then tell the
pupils to tick the pictures that show someone being
kind.
WRAP IT UP
In pairs, tell the pupils to role-play being sad and being
kind. One of the pupils should show they are sad using
gestures. The other should do something to make
them feel better, e.g. give them a hug.
FAST FINISHERS
Ask fast finishers to draw their last birthday party in
their notebooks. They should draw themselves at the
party with a happy, sad, angry or afraid facial
expression. Ask the pupils to show their pictures to
their classmates and say how they felt and why.
46

16 REVIEW

SUMMARY
Pupils review unit content and undertake a simple
end-of-unit test.
green blue
LANGUAGE
• Feelings: happy, sad, angry, worried, kind
• Brown / black / blue / green eyes black brown
• Long / short / brown / black / red / blonde hair
• Favourite animal / toy / activity / fruit

MATERIALS
Wordcards; a toy microphone or a microphone drawn on
a piece of card and then cut out.

1.13 Activity 1. Script, page 206

1.14 Activity 3. Script, page 206

GETTING STARTED
Play a vocabulary revision game using wordcards. Put
wordcards with vocabulary from the unit on the floor
face up. Ask the pupils to sit in a circle with you on the
floor around the wordcards. Call out an item of
vocabulary. The pupil on your left should stand up and
pick up the card. Then this pupil says a word. The pupil
to their left stands up and picks up a wordcard.
Continue until all pupils have had a turn.
STEP BY STEP PAGES 16–17
with the other two photos. Then point to the first text
box and have pupils point to each word and read
together. Ask: Which picture? (Picture 3) Say: Draw a
line. Repeat the step with the other two text boxes.
Activity 3 1.14
Focus pupils’ attention on the activity and ask them
what they can see. Explain that pupils will listen and
circle what they hear. Play the audio. When they have
finished, ask the pupils to check their answers with a
partner. Ask volunteers to call out the objects they
circled.
Activity 4

Activity 1 1.13 • Mime a situation which illustrates an emotion, e.g.

eating and then dropping an ice cream. Make a sad
Review parts of the face with either the unit song or
face and ask: How do I feel?
the classic song Head, shoulders, knees and toes. Say:
Listen and colour the eyes. Remind pupils that it is not • Ask pupils to look at the pictures in activity 4. Point
the whole eye they colour. Make sure they have the to each picture and ask: How does he / she feel?
correct coloured pencils ready. Play the audio. Stop Focus pupil’s attention on the colour code. Read the
after each description to allow time for colouring. words together and after each word ask: What
colour is (happy / sad / angry)? Ask pupils to work
Activity 2
on their own to colour the square for each picture.
Focus pupils’ attention on the three photos. Point to
the first photo and encourage pupils to describe what
they see: She has got red hair and green eyes. Repeat
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 47

17

UNIT 1
red blue green

drawing
of happy
face

happy

Activity 5 • If the class is very big, play in groups instead. Make

sure each pupil has the chance to ask and answer at
Refer the pupils to the first face. Read the word happy
least one question.
together. Continue with the other faces and words.
Repeat the pattern: happy, angry, happy, angry,
making gestures as you say the words. Ask: What’s FAST FINISHERS
next? (Happy) Tell the pupils to draw the face and write
the word. Tell fast finishers to get into pairs and give each pupil a
sheet of A5 paper. Pupils take turns to write down a
feeling (happy, sad, angry or worried) without their
WRAP IT UP partner seeing the feeling. They then act the feeling
out and their partner has to guess it.
• Play a game called ‘The microphone’. Tell the pupils
the two rules: only the person holding the
microphone can speak and you must speak in 360° EVALUATION
English when you are holding the microphone.
Download, print and distribute the end-of-unit test.
• Tell the pupils to make a circle. Ask a question that
Compare the test at the end of the unit with the ones
recycles a concept or vocabulary term from the unit,
the pupils did at the beginning and during the unit.
e.g. What colour are your eyes? Do you have long or
Ask: What did you learn? Elicit vocabulary and
short hair? Are you feeling happy today? Pass the
concepts for the unit.
microphone to one of the pupils. This pupil must
answer the question, then ask a new question and
pass the microphone on to another pupil.
48

UNIT 1 DIAGNOSTIC TEST Name:

Class:

1 Circle the things we can use in Science class.

pencil∫ cherrie∫ computer

camera ruler notebook

2 Tick the things you want to learn about in your Science class.

body part∫ feeling∫ food

healthy habit∫ animal∫ plant∫

Downloadable and photocopiable © Ediciones Bilingües, S.L.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 49

3 Read. Draw faces.

UNIT 1
happy sad

angry worried
4 Write.

My name i∫ .
I’ve got eye∫ and
hair.
Downloadable and photocopiable © Ediciones Bilingües, S.L.
50

UNIT 1 PUPIL’S SELF-EVALUATION Name:

Class:

What do you know about yourself? Tick.

I know some
I have lots
things, but I
I’m an expert! of questions
have some
about it!
questions!

Describe hair and eyes

Name your favourite
things
Talk about getting ready
for school
Feelings
Be kind to others

Downloadable and photocopiable © Ediciones Bilingües, S.L.

 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 51

UNIT 1 COOPERATIVE LEARNING Name:

EVALUATION
Class:

Evaluate your cooperative learning. Tick.

UNIT 1
Self-evaluation

I can do better
Great work! Good job!
next time!

I worked well with my

group.
I waited my turn to
speak.
I listened to the rest of
the group members.
I asked for help when I
needed it.

Group evaluation

We can do better
Great work! Good job!
next time!

We all contributed to the

project.
We shared our ideas and
listened to each other.
We respected each
other’s opinions.
We finished our task on
time.
We all helped to prepare
the presentation.
We solved any problems
we had effectively.
We all enjoyed working
together.

Downloadable and photocopiable © Ediciones Bilingües, S.L.

52

UNIT 1 END-OF-UNIT TEST Name:

Class:

1 Write and draw.

1  y name i∫
M .
2 I am year∫
old.
3 My eye∫ are .
4 My hair i∫ Thi∫ i∫ me.
and .
2 Draw and write.

My favourite My favourite food

animal i∫ i∫ .
.
Downloadable and photocopiable © Ediciones Bilingües, S.L.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 53

3 Match.

UNIT 1
Put your Put your
Tidy your
pencil case in pencil∫ in your
thing∫.
your bag. pencil case.

4 Write the feelings.

sad happy worried angry

5 Write and match.

Be kind at home.
Be kind at school.

Downloadable and photocopiable © Ediciones Bilingües, S.L.

 54

UNIT 1

Pupils
EVALUATION GRID

Identify and locate the external parts of the

Class:
Name:

body.

Develop identity and personal autonomy.

Be able to analyse their own feelings and

respect those of others.

Take responsibility for what they say and do.

Use different sources of information.

Develop work and study techniques; work

habits; and an ethic of effort and responsibility.

Plan and carry out simple projects, presentations

and reports.

Downloadable and photocopiable © Ediciones Bilingües, S.L.

 NATURAL SCIENCE LEARN TOGETHER PRIMARY 1 55

UNIT 1 LETTER HOME

Dear Parent / Carer,

UNIT 1
In this unit, your child will begin by looking at the illustration related to friends and
school, the unit topic, on the first two pages. This illustration will act as a tool to
help the pupils brainstorm ideas and opinions on the subject matter and to assess
their previous knowledge. Your child will then listen to and read the story about the
course characters, Katie and Ben, who are describing their new friends at school.
The story will be accompanied by audio and fun illustrations, which will ease your
child into the unit subject matter while encouraging curiosity and participation.
After the story, your child will move on to the Work together section in which they
will use a cooperative learning technique to carry out a group experiment. Pupils
will learn about how our faces show emotions, while also developing important
team-working and communication skills.
This unit on life at school will expand on your child’s previous knowledge of feelings
and personal descriptions. This will include how to describe themselves and their
friends (hair and eye colour) and talk about their favourite things. Your child will
learn how to describe and value their own emotions and those of others around
them. The unit also focuses on correct behaviour in the classroom and being
organised. Finally, the Our choices page will encourage your child to identify their
peers’ feelings and show kindness when others are feeling sad.
Useful language tips throughout the unit will provide language support to your child
as they talk about the unit content.

KEY VOCABULARY
• Parts of the face: eyes, nose, mouth, eyebrows
• Feelings: happy, sad, angry, afraid
• Be kind / organised. Sit up straight.
• Classroom objects: pencil, pencil case, schoolbag, book, notebook
• Toys: kite, car, scooter, hula hoop, rollerblades
• Activities: play (an instrument), play (a sport)

Have fun!

Best wishes,

Science teacher
56

Notes