3 Pupil’s Book
3
Brainwave: the generation of bright ideas! Components
Primary Brainwave
Language Activity Book Pack
Pupil’s Book
Language Activity Book
My Progress Journal
Teacher’s Book
Test Builder
2nd Cycle Exams Practice Pack
• Digital Course - ideal for use
Cheryl Pavlik • Andrea Harries
Class CDs
on interactive whiteboards
• Primary Brainwave Resource
Website
I S B N 978-0-230-43309-0
www.macmillanelt.es
0433090_BW_PB3_Cover.indd 1
9
780230 433090
Cheryl Pavlik Andrea Harries 09/Dec/2011 10:36
Contents Unit
1
Celebrations
Grammar
Inventions
People In History page 28
4
The Five Senses page 40
5
Fantastical Animals
Reading Strategies
Phonics
Halloween costumes and traditions; holidays and celebrations
Social Science – customs and traditions Literacy – writing poems
Predicting a topic from titles and pictures
Consonant +l combinations
Relative clauses; prepositions of direction
Simple machines; verbs of motion
History – Leonardo da Vinci’s inventions Science – how things fly
Using related words to guess meaning; understanding time organisation
s+ consonant combinations
Time clauses with when; past ability with could/couldn’t; past continuous; time clauses with while
Classical music
History – researching and gathering information Literacy – writing about a famous person
Understanding time order; identifying pronouns
Consonant +r combinations
Sense verbs + adjectives; guessing with might be; so … that, such a … that; uses of feel
Senses and sensations; physical sensations and ailments
Science – optical illusions and visual perceptual development; creating interactive optical illusions
Identifying rhyming words; predicting from pictures
Word endings; –ill, –all and –le
Gerunds as subjects and objects; so and because
Adjectives to describe activities; real and mythical animals
Literacy – American Indian myths Design – designing a story book
Identifying rhyming words; identifying speakers
Word endings –nch and –tch
page 16
3
CLIL
Tense review; adverbs of frequency; verb + infinitive
page 4
2
Vocabulary
page 52
Life Skills
Activities that develop social, creative and decision-making skills, and encourage pupils to reflect on lifestyle choices.
0433090_BW_PB3_contents.indd 2
Activities that help develop a sense of social responsibility, mutual understanding, tolerance and ethical behaviour.
Activities that develop thinking skills by encouraging pupils to notice, explore, predict, infer, explain, discuss, classify and order.
Activities that promote learner autonomy and motivation, and develop learning strategies.
Activities that develop interpersonal and collaborative skills, and promote teamwork, leadership, respect and adaptability.
09/Dec/2011 13:46
Grammar
Unit
6
Games And Sports
Vocabulary
The Aztecs page 76
8
Natural Disasters
Music page 100
10
Money page 112
Phonics
Things to do in a park; sports day games; sports equipment
History – origins of chess Science – inventing and designing a game
Scanning for purpose; Word using pictures to endings –ick, guess new words –ack and –ock
Verb + object + infinitive; verbs + indirect object + direct object
Natural materials. Aztec artefacts
History – Aztec writing and numbers Art – making an Aztec calendar
Understanding newspaper format; making inferences
Words with y
Should/shouldn’t; will for predictions; why?/why not?/ because
Earthquake effects and precautions; natural disasters
Science – how volcanoes are formed Art – making a model volcano
Scanning for specific information
Words with –ar
Adjectives; comparatives; Musical adjectives describing feelings; instruments superlatives
Music – The Carnival of the Animals Design – making a musical instrument
Predicting a topic from pictures; scanning for specific information
Words with –or and –ir
Comparatives with more and less; will for promises; present continuous with future meaning; comparative nouns; superlative nouns
Maths – solving problems with money; investigating probability
Making inferences; guessing vocabulary in context
Words with –er and –ur
page 88
9
Reading Strategies
Must/mustn’t; have to/don’t have to
page 64
7
CLIL
Spending and saving money; currency
Grammar
Assessment
Vocabulary
Tense review; adverbs of frequency; prepositions of direction; relative clauses
Celebrations and Halloween costumes; simple machines
Time clauses with when; could/couldn’t for past ability; clauses with while; past continuous; sense verbs + adjectives; so … that; such a … that
Sense verbs and adjectives; physical sensations and ailments
Adjectives with –ing; gerunds as subjects and objects; so and because; must/mustn’t; have to/don’t have to
Animal body parts; sports equipment
D (U7, U8) page 130
Verb + object + infinitive; verb + indirect object + direct object; should/shouldn’t; will for predictions and promises; why and because
Natural materials; natural disasters
E (U9, U10)
Comparative and superlative adjectives; (not) as … as; comparatives with more and less; will for promises; comparative and superlative nouns
Musical instruments; spending and saving money
A (U1, U2) page 124
B (U3, U4) page 126
C (U5, U6) page 128
page 132
0433090_BW_PB3_contents.indd 3
09/Dec/2011 13:46
4
The Five Senses 1
In this unit, I will: • • • •
Talk about different senses and sensations. Use my senses to describe and identify objects. Find out about the sense of sight and explore optical illusions. Read a poem.
A Look and say the name of each place. a
I think picture a is of the countryside.
b
B Listen and say the name of each place.
I can hear a party. U4 40
0433090_BW_PB3_unit4.indd 40
09/Dec/2011 11:02
s
C Describe and guess the place. c
I can smell salt in the air. I can feel the wind. Is it the beach? Yes, it is. d
e
L is t m a n ia Choose one and make a list: • Sounds you can hear right now. • Things you can see right now. • Things you can touch right now. Now compare your list in pairs.
p34
0433090_BW_PB3_unit4.indd 41
Thinking Point Think about your senses. How do you use them every day?
41 U4
09/Dec/2011 11:02
Language
2
Grammar and Vocabulary A Read and answer. Throughout the day, you use your five senses to find out about the world around you. Which parts of your body do you ... 1 hear with? 2 see with?
3 touch with? 4 taste with?
5 smell with?
B Which senses help us to get information about the
We can see, smell and touch flowers.
things in the pictures?
1
2
8
7
3
9
4
10
p35
C Describe each picture in Activity B. U4 42
0433090_BW_PB3_unit4.indd 42
Flowers smell sweet.
Grammar: sense verbs + adjectives Vocabulary: senses and sensations CLIL: Science
09/Dec/2011 11:02
Language
3
Grammar p36
A Listen and write the answers in your notebook. 1 a tennis ball / a kitten
4 rabbits / old trainers
2 a drum / a plate
5 a cactus / a lemon
3 an apple / a flower
B Play Adjectives in Rhythm. 5
C Draw a picture of something. Fold it so that you can only see part of it.
6
Work in pairs. Answer your partner’s questions. Can they guess what it is?
11
12
It might be a rabbit. Does it feel soft? Yes, it does. Does it look cute?
14
Yes, it does.
13
Is it a rabbit? Yes, it is. Grammar: sense verbs + adjectives; guessing with might be CLIL: Science
0433090_BW_PB3_unit4.indd 43
43 U4
09/Dec/2011 11:02
CLIL: Science U4 44
0433090_BW_PB3_unit4.indd 44
4 & 5 Optical Illusions A  Look at the picture for one minute. Then close your book and answer the questions about it in your LAB.
CLIL: Science – optical illusions and visual perceptual development; creating interactive optical illusions.
p37
09/Dec/2011 11:03
B Read and answer. Our eyes (helped by our brains) are very powerful and can take in a lot of information, but do our eyes always tell the truth? 1 Which line is longer, a or b?
M y Wo r l d n i Me Not everyone thinks
the same things are beautiful. Find a picture of something you think is beautiful. Show it to your friends. What do they think of it?
a b
2 Are the lines straight?
3 What can you see?
p37
I n v e st i g a t e A Explore the way your eyes work.
4 Which tree is taller, a or b?
b a
C Answer the questions. 1 Use a ruler to check your answers for questions 1 and 2. Were you right? 2 Work in pairs. Compare your answers to questions 3 and 4. Do you have the same answers? 3 Why do you think your eyes trick you in the drawings?
You need: • a pen with a lid • a glass of water • a marker pen • a cardboard tube 1 Close one eye and put the lid on the pen.
2 Look at the marker pen through the glass. 3 Put the tube to your right eye. Place your left hand alongside the end of the tube, as shown in the photo. Keep both eyes open.
p38
0433090_BW_PB3_unit4.indd 45
45 U4
09/Dec/2011 11:03
Language
6
Grammar p39
A Read and guess the answers. seal
whale
hawk
butterfly moth
Which animal has got … 1 such sensitive hearing that it can hear sounds from several kilometres away? 2 such a sensitive sense of smell that it can smell another animal more than a kilometre away? 3 eyes that are so good that it can see things from high in the sky? 4 such a strange sense of taste that it tastes food with its feet? 5 such a good sense of touch that it can find food 180 metres away?
B Listen and check your guesses. C Find out. What can these animals do that people can’t? bat
swan butterfly
cheetah
U4 46 Grammar: so … that, such a … that CLIL: Science
0433090_BW_PB3_unit4.indd 46
09/Dec/2011 11:03
7
Language Grammar and Vocabulary p40
My father is so strong that he can pick up a car with one hand.
A Tell a tall story.
Rufus is such an intelligent dog that he can understand three languages.
B Choose a word. Act it out. headache thirsty tummy ache hungry backache cold toothache hot tired
C Work in pairs. What can you do for each problem in Activity B? Practise in pairs.
What’s the matter?
I’ve got such a bad headache that I can’t work.
Why don’t you take some medicine?
Grammar: so … that, such a … that; uses of feel Vocabulary: physical sensations and ailments CLIL: Science
0433090_BW_PB3_unit4.indd 47
47 U4
09/Dec/2011 11:03
Reading
8
Skill Builder
A Look at the picture. Is this an ordinary town? Why or why not? B Listen and read the poem. Were your guesses right? C Does the picture help you to understand any new words? Which words? D Find and write the rhyming words. Have the same sounds always got the same spellings? E Work in pairs. Think of two more lines with rhyming words.
24
U4 48
0433090_BW_PB3_unit4.indd 48
09/Dec/2011 11:03
To p y Tur v y Town s Here in Topsy Turvy Town, Many things are the wrong way round. Dogs sound like cats, cows sound like pigs, Elephants are small and ants are big. Stars look like apples and apples look like stars, The sun is near and the moon is far. Plums taste like chocolate and sugar tastes like salt, Kangaroos can’t jump, but snails do somersaults. The wind smells like strawberries, rain smells like cheese, The sun feels cold and it makes you sneeze! I love Topsy Turvy Town, Where so many things are the wrong way round. It may make you laugh, it may make you frown, But that’s how things are in Topsy Turvy Town.
Say what things in Topsy Turvy Town … 1 smell different. 2 look different. 3 feel different. 4 taste different. 5 sound different.
The animals look different. 25
p41
0433090_BW_PB3_unit4.indd 49
49 U4
09/Dec/2011 11:04
So
9
e k i u nd s L En g l i sh
A Listen and read.
Millie and Jack find the fourth clue in the crown. They sit at the table to read it.
Word endings –ill –all and –le
Ride your bikes to the top of the hill — There you’ll find an old windmill, A tree with apples that never fall, A dog that never answers your call, An eagle with a twinkle in its eye, Sitting in a place that’s very high. One of them holds the fifth clue. The person who decides which one is you !
Millie and Jack get on their bikes again and off they go!
B Answer the questions. 1 Which thing on the top of the hill has got parts that move? 2 Why don’t the apples fall from the tree? 3 Why doesn’t the dog answer your call?
C Where is the next clue? D Find and say words that end with –ill, –all or –le.
Windmill!
E Make lists of other words you know with these endings. U4 50
0433090_BW_PB3_unit4.indd 50
p42
09/Dec/2011 11:04
10 Review A What is it? Listen and write.
fireworks
ice cream
apple
snow
cat
B Work in pairs. Say what you think these parcels might be. 3
1
2
Number 1 might be a big plate. 4
C Match the sentence endings to the pictures. Then complete the sentences using so or such.
a
b
c
d
e
1 ... that she wants to buy some.
4 ... that Jane can’t climb it.
2 ... that she is crying.
5 .. that she can’t sleep.
3 ... that the food is falling out. 1d The pastries smell so delicious that she wants to buy some.
p43 Talking Point Work in pairs. Talk about one of these animals: • a butterfly • a hawk What senses have they got? How do they use them?
0433090_BW_PB3_unit4.indd 51
51 U4
09/Dec/2011 11:04
3 Pupil’s Book
3
Brainwave: the generation of bright ideas! Components
Primary Brainwave
Language Activity Book Pack
Pupil’s Book
Language Activity Book
My Progress Journal
Teacher’s Book
Test Builder
2nd Cycle Exams Practice Pack
• Digital Course - ideal for use
Cheryl Pavlik • Andrea Harries
Class CDs
on interactive whiteboards
• Primary Brainwave Resource
Website
I S B N 978-0-230-43309-0
www.macmillanelt.es
0433090_BW_PB3_Cover.indd 1
9
780230 433090
Cheryl Pavlik Andrea Harries 09/Dec/2011 10:36