LINK TẢI LUẬN VĂN MIỄN PHÍ CHO AE KET-NOI
INTRODUCTION
Student’s Book organisation .................................................................................... 4 Classroom techniques ............................................................................................ 5 Teacher’s Resource Pack.......................................................................................... 12 PowerPoint presentations ....................................................................................... 14 Webquests .............................................................................................................. 15 Values and competencies........................................................................................ 17
ESSENTIAL NATURAL SCIENCE PROGRAMMING AND RESOURCES
1 The Universe ..................................................................................................... 20 2 Planet Earth ...................................................................................................... 28 3 Living things ..................................................................................................... 36 4 Invertebrates ..................................................................................................... 44 5 Vertebrates ........................................................................................................ 52 6 The plant and fungi kingdoms .......................................................................... 60 7 The simplest living things ................................................................................. 68 8 The Earth’s atmosphere ..................................................................................... 76 9 The hydrosphere ............................................................................................... 84
10 Minerals ............................................................................................................ 92 11 Rocks ................................................................................................................ 100 12 Matter and its properties ................................................................................... 108 13 Everything is matter .......................................................................................... 116 14 Atoms and elements.......................................................................................... 124
2
Essential Natural Science
Essential Natural Science is a four-level course which teaches the core curricular objectives of Natural Science to students aged 12 to 16. Drawing on recent progress in the field of CLIL (Content and Language Integrated Learning), the course has been designed as an effective, user-friendly tool in the classroom. Its goal is to combine scientific accuracy with clarity of presentation and simplicity of language. Research tasks and stimulating activities Giúp learners to develop valuable skills
and to reflect on the learning process.
Every opportunity has been taken to personalise the contents so that young learners develop scientific curiosity, as well as responsibility for the world they live in.
Special attention has been paid to the following aspects:
• Sequencing of contents
• Level of difficulty in both the explanations and the activities
• Quantity and diversity of the activities
• Quality of the illustrations and visual explanations
• Level of English used throughout the course
3
Student’s Book
GENERAL ORGANISATION
The fourteen units are structured into four learning blocks that take the student from the broadest concept - the Universe, to the smallest concept - the atom.
Learning block I
The Universe and the Solar System; the Earth
Learning block II
Living beings: invertebrates, vertebrates, microorganisms
Learning block III
Materials that make up the Earth: the atmosphere, the hydrosphere, minerals and rocks
Learning block IV
The chemical study of material: matter, molecules and atoms
Learning to learn
Each of the four blocks is introduced by a double-page spread which gives students their first contact with scientific procedures. These pages provide initial training in study skills necessary for the young scientist, in preparation for the themes to be studied. The focus of these pages is on learning to learn - finding one’s way in the scientific world. The topics presented on these pages are:
• The telescope
• The optical microscope
• Other scientific instruments: the stereoscopic microscope, weather instruments • An introduction to the Periodic Table of Elements
UNIT ORGANISATION
The fourteen units are organised in the same way:
Introductory page
What do you remember?: photographs with questions to stimulate recall of prior knowledge
Content objectives: scientific learning objectives
Key language: a summary of the key language structures and functions used throughout the unit
Unit development
The main theme is divided into sections
Each section answers the title question and develops the concepts in detail
Activities on the page ensure reinforcement and extension practice of both scientific concepts and language
Hands on
One page of practical activities to carry out in the classroom (or the laboratory if available)
Activity page
One page of round-up activities for revision and extension
Unit summary: What should you know?
A summary of the key concepts, also recorded on the Student’s CD
4
Language support
Meticulous language support throughout Essential Natural Science reflects the
fact that Science is being taught in English, and English through Science.
• Key language focuses attention on structures and functions that appear regularly in the unit.
• Activities are often accompanied by word or sentence prompts as guidance.
• The Vocabulary appendix groups terms from each unit with a brief
definition. See pages 160 - 163.
• The Key language appendix offers more language models. See pages 164 - 167.
• Pronunciation can be practised by listening to the recording of the unit summary, What should you know? provided on the Student’s CD.
Classroom techniques
UNIT INTRODUCTORY PAGE
To take maximum advantage of this page, use some of these techniques:
• Photographs and questions. Focus attention on the photo/s and ask: What does this photo represent? If students answer in L1, rephrase their answers in English: Yes, it’s a photo of / it represents...
• Read the title and ask: How is the photo related to the title? Make sure you rephrase all the answers in English.
• Giúp activate prior knowledge by creating a word map on the board. Elicit words or phrases directly related to the theme of the unit.
• Introduce each of the three introductory sections separately.
What do you remember?
• Read the questions aloud, then students work in pairs or groups to answer.
• Encourage students to share and compare their responses: Let’s share information for question 1. Do you remember anything about ... from previous courses? Can you name other things that belong to this group? etc.
• Add new vocabulary contributed by the class to the word map on the board.
5
6
LEAD-INS
Content objectives
• Read and explain the content objectives. Encourage learners to predict what they will learn: What do you think we will discover with regard to the first objective? Give priority to the content of the students’ predictions rather than the correctness of their English.
Key language
• Read the headings and examples aloud. Ask students if they can provide more examples: Can you make other sentences like these?
• Turn to the Key language section at the end of the book. Students will find new examples of language functions for each unit.
Devise a variety of lead-ins (short activities at the beginning of the lesson).
Create a file with the more successful ones and use them every day with books closed.
Some practical suggestions:
• Use simple ‘true or false’ statements to focus attention on a new topic, for example: Plants and fungi belong to the same kingdom. True or false? All rocks are solid. True or false?
• Do quick hand counts to assess how much practical experience students have: Put up your hand if you have ever seen an eclipse; visited a planetarium ... Count the hands and present conclusions: Most students have (never) visited
a planetarium.
• Carry out a demonstration or quick experiment and ask a question about it: What happens when I drop (a plastic bottle / a rubber ball) on the floor? What would happen if I dropped (a glass bottle)?
• Do ‘brain gym’: write the letters H I J K L M N O and tell students they represent the word ‘water’ (H to O or H2O); What is 2 and 2? (4 or 22).
• Brainstorming: Find three scientific terms beginning with the letter ‘s’. Say the names of the planets in alphabetical order, etc.
• Use the Vocabulary organiser, provided on the Student’s and Class CDs. Write a scientific term on the board and ask individual students what it means in L1, how to pronounce it and what visual and written association they might give it.
• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it in the classroom. Put interesting specimens, related to the content of the day’s lesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess what the specimen might be: What’s in my mystery box today? Encourage students to provide specimens as well.
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INTRODUCTION
Student’s Book organisation .................................................................................... 4 Classroom techniques ............................................................................................ 5 Teacher’s Resource Pack.......................................................................................... 12 PowerPoint presentations ....................................................................................... 14 Webquests .............................................................................................................. 15 Values and competencies........................................................................................ 17
ESSENTIAL NATURAL SCIENCE PROGRAMMING AND RESOURCES
1 The Universe ..................................................................................................... 20 2 Planet Earth ...................................................................................................... 28 3 Living things ..................................................................................................... 36 4 Invertebrates ..................................................................................................... 44 5 Vertebrates ........................................................................................................ 52 6 The plant and fungi kingdoms .......................................................................... 60 7 The simplest living things ................................................................................. 68 8 The Earth’s atmosphere ..................................................................................... 76 9 The hydrosphere ............................................................................................... 84
10 Minerals ............................................................................................................ 92 11 Rocks ................................................................................................................ 100 12 Matter and its properties ................................................................................... 108 13 Everything is matter .......................................................................................... 116 14 Atoms and elements.......................................................................................... 124
2
Essential Natural Science
Essential Natural Science is a four-level course which teaches the core curricular objectives of Natural Science to students aged 12 to 16. Drawing on recent progress in the field of CLIL (Content and Language Integrated Learning), the course has been designed as an effective, user-friendly tool in the classroom. Its goal is to combine scientific accuracy with clarity of presentation and simplicity of language. Research tasks and stimulating activities Giúp learners to develop valuable skills
and to reflect on the learning process.
Every opportunity has been taken to personalise the contents so that young learners develop scientific curiosity, as well as responsibility for the world they live in.
Special attention has been paid to the following aspects:
• Sequencing of contents
• Level of difficulty in both the explanations and the activities
• Quantity and diversity of the activities
• Quality of the illustrations and visual explanations
• Level of English used throughout the course
3
Student’s Book
GENERAL ORGANISATION
The fourteen units are structured into four learning blocks that take the student from the broadest concept - the Universe, to the smallest concept - the atom.
Learning block I
The Universe and the Solar System; the Earth
Learning block II
Living beings: invertebrates, vertebrates, microorganisms
Learning block III
Materials that make up the Earth: the atmosphere, the hydrosphere, minerals and rocks
Learning block IV
The chemical study of material: matter, molecules and atoms
Learning to learn
Each of the four blocks is introduced by a double-page spread which gives students their first contact with scientific procedures. These pages provide initial training in study skills necessary for the young scientist, in preparation for the themes to be studied. The focus of these pages is on learning to learn - finding one’s way in the scientific world. The topics presented on these pages are:
• The telescope
• The optical microscope
• Other scientific instruments: the stereoscopic microscope, weather instruments • An introduction to the Periodic Table of Elements
UNIT ORGANISATION
The fourteen units are organised in the same way:
Introductory page
What do you remember?: photographs with questions to stimulate recall of prior knowledge
Content objectives: scientific learning objectives
Key language: a summary of the key language structures and functions used throughout the unit
Unit development
The main theme is divided into sections
Each section answers the title question and develops the concepts in detail
Activities on the page ensure reinforcement and extension practice of both scientific concepts and language
Hands on
One page of practical activities to carry out in the classroom (or the laboratory if available)
Activity page
One page of round-up activities for revision and extension
Unit summary: What should you know?
A summary of the key concepts, also recorded on the Student’s CD
4
Language support
Meticulous language support throughout Essential Natural Science reflects the
fact that Science is being taught in English, and English through Science.
• Key language focuses attention on structures and functions that appear regularly in the unit.
• Activities are often accompanied by word or sentence prompts as guidance.
• The Vocabulary appendix groups terms from each unit with a brief
definition. See pages 160 - 163.
• The Key language appendix offers more language models. See pages 164 - 167.
• Pronunciation can be practised by listening to the recording of the unit summary, What should you know? provided on the Student’s CD.
Classroom techniques
UNIT INTRODUCTORY PAGE
To take maximum advantage of this page, use some of these techniques:
• Photographs and questions. Focus attention on the photo/s and ask: What does this photo represent? If students answer in L1, rephrase their answers in English: Yes, it’s a photo of / it represents...
• Read the title and ask: How is the photo related to the title? Make sure you rephrase all the answers in English.
• Giúp activate prior knowledge by creating a word map on the board. Elicit words or phrases directly related to the theme of the unit.
• Introduce each of the three introductory sections separately.
What do you remember?
• Read the questions aloud, then students work in pairs or groups to answer.
• Encourage students to share and compare their responses: Let’s share information for question 1. Do you remember anything about ... from previous courses? Can you name other things that belong to this group? etc.
• Add new vocabulary contributed by the class to the word map on the board.
5
6
LEAD-INS
Content objectives
• Read and explain the content objectives. Encourage learners to predict what they will learn: What do you think we will discover with regard to the first objective? Give priority to the content of the students’ predictions rather than the correctness of their English.
Key language
• Read the headings and examples aloud. Ask students if they can provide more examples: Can you make other sentences like these?
• Turn to the Key language section at the end of the book. Students will find new examples of language functions for each unit.
Devise a variety of lead-ins (short activities at the beginning of the lesson).
Create a file with the more successful ones and use them every day with books closed.
Some practical suggestions:
• Use simple ‘true or false’ statements to focus attention on a new topic, for example: Plants and fungi belong to the same kingdom. True or false? All rocks are solid. True or false?
• Do quick hand counts to assess how much practical experience students have: Put up your hand if you have ever seen an eclipse; visited a planetarium ... Count the hands and present conclusions: Most students have (never) visited
a planetarium.
• Carry out a demonstration or quick experiment and ask a question about it: What happens when I drop (a plastic bottle / a rubber ball) on the floor? What would happen if I dropped (a glass bottle)?
• Do ‘brain gym’: write the letters H I J K L M N O and tell students they represent the word ‘water’ (H to O or H2O); What is 2 and 2? (4 or 22).
• Brainstorming: Find three scientific terms beginning with the letter ‘s’. Say the names of the planets in alphabetical order, etc.
• Use the Vocabulary organiser, provided on the Student’s and Class CDs. Write a scientific term on the board and ask individual students what it means in L1, how to pronounce it and what visual and written association they might give it.
• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it in the classroom. Put interesting specimens, related to the content of the day’s lesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess what the specimen might be: What’s in my mystery box today? Encourage students to provide specimens as well.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
Password giải nén nếu cần: ket-noi.com | Bấm trực tiếp vào Link để tải:
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