Unit 6 Let’s Eat - Macmillan Education Everywhere

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Unit 6 Let’s EatOverviewThemeSongs and ChantsLesson 1:Food and preferencesLesson 6: Cassie Likes Cookies (Track 49)Social Studies and Personal DevelopmentChildren explore the world around them by lookinginside fruits and examining the seeds. They sproutbean seeds and examine the growing roots andleaves.Language StructuresPhonemic Awareness and Early LiteracyChildren begin to develop the important early literacyskill of phonemic awareness in this unit by listeningfor and reproducing the /k/ sound in words suchas cookie, cake, carrot, etc. Children also learn torecognize symbols that represent emotions and usethose symbols in sentences.PLIn this unit, children learn to express their feelingsby talking about foods that they like and do not like.They also use polite language (please, thank you, andyou’re welcome) to ask for food.Language and LiteracyELesson 3: The Question Song (Track 46)Developmental FocusScientific Knowledge and ExplorationI Like Bananas (Track 14)VocabularyMI like (cookies). I don’t like (soup). Me, too! Do you like(soup)? Two (bananas), please. Here you are. Look inside.apple, banana, cake, candy, cookie, grape, milk,orange, plum, soup, strawberry, seed, purple, white,big, littleReceptive LanguageSALet’s eat.Lesson 5: Sprout some seedsCourse MaterialsStudent Book, pp. 34–39Activity Book, pp. 35–42Early Letters, pp. 22–24Early Numbers, pp. 23–26Big Book, pp. 13–14Vocabulary Stickers: Unit 6Concept Mats: Food, Colors and ShapesHat People Cut-Outs/Puppets: Sam, CassiePhoto Cards: apple, banana, cake, candy, carrot, cat,cookie, grape, milk, orange, plum, soup, strawberryTeacher Website: Print and Play Pictures: apple,banana, cake, candy, carrot, cat, cookie, crayon, grape,happy, milk, orange, plum, sad, soup, strawberry;Unit 6 Parent–Child Activity Sheet; Unit 6 “I Can ”Assessment; BLM 1Discovery Disc: Unit 6 Games; Interactive Story;Songs; Parent–Child Activity SheetInteractive Classroom CD–ROM: Unit 6T96 Unit 6 Overview Macmillan Publishers Limited 2013

Unit PlannerCourse Materials Key LanguageCommunication and Early LiteracyAdditional Content AreasLesson 1SB, p. 34AB, p. 35EN, p. 23I like (cookies).apple, banana,cookieLearn a TPR song.Build print awareness: rebussentences.Find matching pictures.Math: Sort foods you like;patterns.Lesson 2SB, p. 35AB, p. 36EN, p. 25(Two) (bananas),please. Here youare. Me, too!orange, plum“Read” shopping lists.State likes and dislikes.Begin to read and write numerals 1–3.Lesson 3SB, p. 36AB, pp. 37–38EN, p. 26Do you like (soup)?I don’t like (soup).cake, candy, milk,soupLearn a question song.Express likes and dislikes.Math: Sort and classify.Lesson 4SB, p. 37AB, pp. 39–40grape, strawberry,purple, whiteDescribe colors and patterns.Math: “Read” and createpatterns.EArt: Make playdough fruit.Math: Count 1 to 3.Social Studies: Act out ashopping role-play; use politelanguage.PLArt: Mix playdough to makeorange.Social Studies: Expresspreferences.Health: Investigate food;wash hands.Science: Explore color-mixing.Look inside.big, little, seedBuild print awareness: picturecaptions.Learn a chant.Science: Explore fruit;compare seeds; sprout beanseeds.Lesson 6SB, p. 39AB, p. 42EL, pp. 23–24Unit reviewReview and consolidate language andconcepts.Build phonemic awareness.Build test-taking skills.Math: Make patterns.SAMLesson 5SB, p. 38BB, pp. 13–14AB, p. 41EL, p. 22SB Student BookAB Activity BookEL Early LettersArt: Make bean pictures.EN Early NumbersBB Big BookUnit 6 Overview T97 Macmillan Publishers Limited 2013

Learning Centers in a BoxMPLEDescribed below are four suggested Learning Centers. Choose as many as you feel appropriate. To introduceeach activity, spend time practicing it together as a class. Then, when children demonstrate sufficientconfidence and understanding, place the materials in an area of the classroom where children can workindependently. You may wish to make duplicate sets of certain Learning Centers so that the class, working insmall groups, can work simultaneously on one or two activities. Move around the classroom as children areworking; watch, listen, converse, and provide support as needed.Math Center: Shopping Lists(introduced in Lesson 1)(introduced in Lesson 2)Learning Objectives: Children select pictures offoods they like and glue them on a paper plate: I like(cookies). I like (cake).Learning Objectives: Children practice counting andone-to-one correspondence as they collect food for a“shopping list.”Materials: Food pictures from magazines, groceryfliers, or Print and Play Pictures (make multiple copiesfor plural foods); glue; paper plates.Materials: Shopping lists (e.g. a piece of paper witha numeral—1, 2, or 3—plus 1, 2, or 3 pictures of agiven food); collection of food Print and Play Pictures,magazine pictures, or plastic toy food to match withthe shopping lists.SAMath Center: Sorting Food I LikeLesson 1: apple, banana, carrot, cookieLesson 2: add orange, plumLesson 2: apple, banana, carrot, cookie, orange,plumLesson 3: add cake, candy, milk, soupLesson 4: add grape, strawberryConversation Starters: What’s this? Do you like(carrots)? Me, too!Lesson 3: add cake and candyLesson 4: add strawberryConversation Starters: What’s this? Let’s count. 1, 2 T98 Unit 6 Learning Centers Macmillan Publishers Limited 2013

E(introduced in Lesson 5)PLScience Center: SeedsEarly Literacy Center: Listen tothe SoundLearning Objectives: Children examine seeds andsort them according to type.MMaterials: Collection of edible seeds: dried peas,beans, lentils, etc. for kids to sort; egg cartons orother containers for sorting. You may want to providea magnifying glass for taking a closer look.SAConversation Starters: Show me the green seeds. Isthis a black seed? What color is this seed? Is this thesame? Is this big or little?(introduced in Lesson 6)Learning Objectives: Children sort pictures that beginwith the same sound: /k/.Materials: BLM 1: Cassie and Print and Play Pictures(or images from other sources) to sort. Includepictures that begin with the /k/ sound: cake, candy,carrot, cat, cookie, crayon plus a few distracters, forexample: milk, pencil, shirt.Conversation Starters: Cassie, cake. Is it the same?Cassie, shirt. Is it the same? Once the pictures aresorted, have children name all the pictures beginningwith /k/. Say: Cassie likes (cats). Do you like (cats)?Me, too!Teacher-to-TeacherFeel free to continue using Learning Centers fromprevious units if children are still enjoying them.Each Learning Center is designed to be refreshedand reused whenever you wish.Unit 6 Learning Centers T99 Macmillan Publishers Limited 2013

PL.MI.EI.SAI34Unit 6Key Language: I like (cookies). apple, banana, cookieObjectives: Place stickers and “read” sentences. Sing a song. Circle the matching cookie. Macmillan Publishers Limited 2013

Lesson 22 bananas, please.Me, too!.SAIMPLEHere you are.Key Language: (Two) (bananas), please. Here you are. Me, too! orange, plumObjectives: Role-play a conversation. Practice counting to three. Macmillan Publishers Limited 2013Unit 6 35

Unit 6 Lesson 1With the BookExplore the PageDevelop Early Literacy Skills: Read SentencesHave children point to the words and picture, and“read” with you: I like (bananas). Have children placethe matching sticker on the picture.14Song: I Like BananasPlay the CD and sing along. For each verse, havechildren point to the matching sticker, then rub theirtummies as they sing: Yummy, yum, yum, yum.I like, like, like bananas. (repeat 3)Yummy, yum, yum, yum.Circle TimeVerse 2: applesShow the apples and bananas. (Keep the cookieshidden.) Have children repeat: Look! Apples. I haveapples. Bananas. I have bananas.Count together: 1, 2, 3 apples. 1, 2, 3 bananas.Create and Read a PatternVerse 3: cookiesPLIntroduce Key LanguageMHand each child an apple or banana Print and PlayPicture.Hold up the real apple and say: I have an apple. Havechildren with apples hold up their cards and echo:I have an apple. Repeat with bananas.Have four children stand up with their cards, arrangedin a row: apple, banana, apple, banana. Chant thepattern with the class and ask: What’s next? Let avolunteer with an apple join the row. Repeat.Preview the SongHave children point to and name each picture(bananas, apples, cookies). Then have them look foreach item in the Lesson 2 scene.EKey Language: I like (cookies). apple, banana,cookieReview:I have (an apple). How many(apples)? Is it the same? one, two,three, yes, no, please, thank youReceptive Lang.: Let’s eat.Materials:real food: three apples, threebananas, cookies; Print and PlayPictures: apple, banana; Sam CutOut/Puppet; Vocabulary Stickers;red and yellow playdoughIdentify Matching PicturesPoint to Cassie’s cookie and ask: What’s this? Point toeach cookie in the row, asking: Is it the same? Havechildren circle the cookie that is the same.Activity Book, p. 35: Complete the tree. Color the fruit.Explore Some MoreMake Playdough FruitProvide playdough for making apples, bananas, andcookies. Demonstrate how to roll a small ball thensquish it into a circle cookie, using a cup or your hand.SASay: I like bananas. Yum, yum, yum (rub your tummy).Have children repeat your words and actions:I like, like, like bananas. (repeat 2)Yummy, yum, yum, yum.Repeat with apples.Slice the apples and bananas and offer them to thekids: Do you want an apple or a banana? Have themreply (Apple), please or No, thank you.Build on Key LanguageAct out a scene with the Sam Cut-Out/Puppet.Sam:Teacher, teacher. Look, look!Teacher: What Sam? What is it? (Sam leads you tocookies.)Teacher: Cookies! I like cookies. (Have kids repeat.)Offer cookies to kids. Then say: Let’s eat!Math Center: Sorting Food I LikeDemonstrate how to use the Learning Centermaterials (p. T98). Review the food names. Pastepictures of two foods you like on a paper plate andsay: I like (rice). I like (bananas). Leave the plate in theLearning Center as a model.Early Numbers, pp. 23–24: Cut out the pictures andpaste them in the correct order.T102 Unit 6 Macmillan Publishers Limited 2013

Unit 6 Lesson 2Warm Up Chant: Look at Me! 1, 2, 3!Song: A Pencil, PleasePlace pencils, glue sticks, pictures, books, andcrayons on a table (enough of each for half the class).Play the CD and act out the story (Unit 3, Lesson 4).Introduce Key VocabularyMUse Photo Cards and/or plastic play food to teach andreview apple, banana, orange, plum, carrot, cookie. Ifpossible, let kids taste real plums and oranges.Play a Memory GameEWith the BookExplore the PhotoHave children name the items they know in the photo.Count each type of fruit together. Talk about the colors:Point to a (banana). What color is it?SADisplay a row of four Photo Cards. Point and chant thewords several times. Have children close their eyes asyou remove one card and hide the picture against yourchest. Have children open their eyes. Tap the back ofthe card you are holding and ask: What’s this?Math Center: Shopping ListsSong: I Like PlumsPlay the song I Like Bananas and add the followingverses. Have children sing along.Play the actions game (Unit 4, Lesson 3). Then letkids take turns leading the action.32Having two children play a role together in a roleplay helps kids with various skill levels participatehappily. Shy kids, or kids with less advancedlanguage, can join in with a classmate or point tothe object as the classmate says the words.14Circle Time12Teacher-to-TeacherPLKey Language: (Two) (bananas), please. Here youare. Me, too! orange, plumReview:I like (oranges). How many (apples)?You’re welcome. apple, banana,carrot, cookie, one, two, three,please, thank youMaterials:pencils, glue sticks, pictures,books, and crayons (enough ofeach for half the class); plastic playfood; Photo Cards and Print andPlay Pictures: apple, banana, carrot,cookie, orange, plum; real plumsand oranges (optional); red andyellow playdoughShoppers: Two plums, please.Shopkeepers (handing them the food): Here you are.Shoppers: Thank you!Shopkeepers: You’re welcome.Verse 4: plums Verse 5: carrots Verse 6: orangesRole-play a ConversationHave children fill in the last word as you read Sam’sspeech bubble: I like oranges. Have the childrenrole-play the characters Sam and Mom in two groups.Have children take turns picking up the Print and PlayPictures of a favorite food and saying: I like (bananas).Children who agree should stand up and say: Me, too!Activity Book, p. 36: Make the two boxes look thesame by drawing the fruit. Color the apples red.Explore Some MorePlay a Shopping GameGive shopping lists to pairs. Have kids take turnspicking a Photo Card and checking to see if itmatches their shopping list.37Display the Learning Center materials (p. T98). Putplastic play food and/or Print and Play Pictures on atable: three of each item. Introduce the “shoppinglists.” Ask: How many (bananas)? Count the picturestogether and say: One, two. (Two) (bananas).Choose four kids to be your first shopkeepers andshoppers. Hold up a shopping list for the class to“read” together, then hand it to your “shoppers.”Prompt kids as needed as they act out the role-play:Song: Mix It TogetherDistribute small lumps of yellow and red playdough.Sing the song as children mix the colors together.Have children use the orange playdough to makecarrots and oranges.Early Numbers, p. 25: Count the fruit. Write the number.Discovery Disc: Send home the I Like Plums Parent–Child Activity Sheet for children and parents to enjoytogether.Unit 6 T103 Macmillan Publishers Limited 2013

Lesson 3SAMPLEDo You Like Soup?I like soup!36Unit 6Key Language: Do you like (soup)? I don’t like (soup). cake, candy, milk, soupObjectives: Talk about likes and dislikes. Record information on a chart. Sing a song. Macmillan Publishers Limited 2013

Key Language: Do you like (soup)? I don’t like(soup). cake, candy, milk, soupReview:I like (milk). banana, carrot, cookie,orange, yes, no, thank you, catMaterials:Print and Play Pictures: happy,orange (multiple copies), sad, PhotoCards: cake, candy, carrot, cat,cookie, milk, soup; Sam and CassieCut-Outs/Puppets; bookmark foreach childWarm Up Song: I Like PlumsDraw a happy face on the board. Draw a sad facesome distance away. Display the orange Print and PlayPictures and talk with Cut-Outs/Puppets, Sam andCassie.Teacher: Sam, do you like oranges?Sam:Yes. I like oranges.Place Sam by the happy face sign. Have kids repeat:I like oranges.MTeacher: Cassie, do you like oranges?Cassie: No. I don’t like oranges.Place Cassie by the sad face sign. Have kids shaketheir heads and repeat: I don’t like oranges.Preview the SongSAAsk each child: Do you like oranges? Yes or no? Havethe child answer and stand near the happy or sadface. When all children are sorted (Group A I likeoranges; Group B I don’t like oranges), teach thewords to the song as a chant:Do you like oranges? A: Yes, yes. (repeat)Do you like oranges? A: Yes, thank you.I like oranges.Have kids name each food shown on the page. Handeach child a bookmark and happy and sad Print andPlay Pictures.46Song: The Question SongDo you like soup? A: Yes, yes. (repeat)Do you like soup? A: Yes, thank you. I like soup.Do you like milk? B: No, no. (repeat)Do you like milk? B: No, I don’t. I don’t like milk.Verse 3: cake; yes Verse 4: candy; noWhen both parts of a song verse have been sung,help children place their bookmark under the row andcircle the answer of their choice.Draw children’s attention to the picture of Sam. ReadSam’s speech bubble. Have children pose like Samand repeat the speech bubble.Activity Book, p. 37: Draw a line from each child to thefood they like.Activity Book, p. 38: Find and circle the hidden foodsin the picture.Explore Some MoreGuess Your Classmates’ Favorite FoodsHave children draw a picture of their favorite food.Have a child come to the front and hold their pictureso the rest of the class can’t see it. Have the classask questions to guess the child’s favorite food, e.g:Do you like (soup)? (No.) Do you like (candy)? (Yes.)Do you like oranges? B: No, no. (repeat)Do you like oranges? B: No, thank you.I don’t like oranges.Introduce More VocabularyExplore the PagePLPlay the song and have children sing along.Introduce Key LanguageWith the BookPlay the CD. Hold up the Photo Card as you heareach food item and have kids display an answer card(happy yes; sad no).Have Yes kids stand up (Group A). Have the rest of theclass join you in singing the question. Then have theNo kids stand up (Group B).Circle Time14Have all the kids who said Yes stand up with theircards and say: I like (soup).Have all the kids who said No stand up with theircards and say: I don’t like (soup). Have the groupstake turns chanting to each other.EUnit 6 Lesson 3Early Numbers, p. 26: Connect the dots and color thecarrot to complete the picture.Use Photo Cards to introduce soup, milk, cake, candy.Pass out happy and sad Print and Play Pictures. Holdup a Photo Card and ask the class: Do you like (soup)?Let kids hold up a card and say Yes or No.Unit 6 T105 Macmillan Publishers Limited 2013

Unit 6 Lesson 4With the BookExplore the PageCircle Time35 36SquareHave children name the four fruits in the You needpictures and find each in the photo scene.Point to the fruit on the first girl’s kabob stick and saythe pattern together, first as fruits, then as colors:banana, grape, banana, grape, banana; white, purple,white, purple, white.ERepeat with the other girl’s kabob: orange, strawberry,orange, strawberry, orange; orange, red, orange, red,orange.Hands-On Discovery: Try It Out!Prepare four bowls with bananas, oranges,strawberries, and grapes. Have children wash theirhands. (You could sing the Wash Your Hands song.)Give each child a paper plate.Carry the bowls on a tray. Let each child choosethe fruits he or she would like. Give each child acoffee stirrer or other thin stick. Show children how tocarefully push the fruit onto the stick.PLKey Language: grape, strawberry, purple, whiteReview:crayon, paper, banana, orange,plum, redMaterials:Colors and Shapes Concept Mat;Sam and Cassie Cut-Outs/Puppets;four bowls; fresh bananas,oranges, strawberries, grapes;a paper plate and skinny coffeestirrer per child; tray; Photo Cardsand Print and Play Pictures (coloredred and purple): grape, strawberry;purple paper, purple crayon; redand blue paint and playdough;resealable plastic bags; FoodConcept MatWarm Up Songs: Look for Red and Look for aMPlay the CD. Have children use the Colors and ShapesConcept Mat as they sing and play.Teach the word white by pointing to the white shapesat the end of each row. Give TPR directions: (Boys),put your finger on the white (circle).Sing a new verse of the song together:White, white. Look for white etc.Create and Read PatternsUse Photo Cards to introduce strawberry and grape.Clap your hands for the syllables in strawberry. Slapyour thighs for the one syllable in grape. Chant:SAStraw-ber-ry, grape; straw-ber-ry, grape, etc.Make a strawberry-grape-strawberry-grape pattern withPrint and Play Pictures on the board. Leave it in place.Teacher-to-TeacherSome children will be more interested in eatingthe fruit than assembling a pattern on the stick.That’s fine!Activity Book, p. 39: Cut and glue fruit on a kabob stick.Activity Book, p. 40: Circle a happy or a sad face.Explore Some MoreInvestigate Mixing ColorsLet children mix blue and red paint in resealableplastic bags (see Unit 4, Lesson 4). Sing a new verseto the Mix It Together song using blue and red.Make blue and red playdough and let childrenblend the colors. Encourage them to make purpleplums (big) and purple grapes (little) then place theplaydough fruit in a pattern.Food Concept Mat: Grocery ShoppingTeach purple as you hold up purple paper and a purplecrayon.Return to the Print and Play Pictures strawberry-grapepattern and say the pattern as colors: red, purple,red, purple.Place food Photo Cards near the Food Concept Mat.Let children take turns choosing a Photo Card, thenfinding that food in the “store.” They can send Sam orCassie do

Math Center: Shopping Lists (introduced in Lesson 2) Learning Objectives: Children practice counting and one-to-one correspondence as they collect food for a “shopping list.” Materials: Shopping lists (e.g. a piece of paper with a numeral—1, 2, or 3—plus 1, 2, or 3 pictures of a

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