Discover Arts & Crafts 1 Teacher´s book

Primary

Carol-Anne F. Winstanley

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Teacher’s Guide

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Introduction Welcome to Discover Arts & Crafts 4

Objectives 4

Methodology 5

Educational Techniques 6

Course Components

Student Materials 7Teacher’s Resources 8

Unit 3. The Land of the Pharaohs Contents 14

Evaluation Criteria, Performance Standards and Competences 15

Lesson 1: A long time ago... 16

Lesson 2: Tutankhamun’s Mask 18

Lesson 3: Architecture. Building a Pyramid 20

Lesson 4: Sculture. Egyptian Statues 22

Lesson 5: Painting. The Pharaoh’s Boat 24

Lesson 6: Amazing People. The Ancient Egyptian Scribe 26

Lesson 7: Chant Time. The Egyptian Writting 28

Lesson 8: Art Around the World. The Egyptian Necklace 30

Project 3: Carnival. Egyptian Mask 32

Appendices

Photocopy 1 37

Evaluation 1 38

Evaluation 2 39

INDEX

3

PRIMARY EDUCATION 1

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Art, History and Crafts for Young

Learners

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4

IntroductionWelcome to Discover Arts and Crafts

Discover Arts and Crafts is a six level course designed and

written to arouse the children’s interest in the history of art

and provide a basic introduction to the different periods in

history, the most well-known artists and the world’s greatest

masterpieces by linking them to the Primary school curriculum.

Throughout the six years of Primary Education,

the pupils will discover a whole, new and

exciting world of art presented through

a TIMELINE which introduces them to

the different periods in history and which

span from the Prehistoric Period to the

Contemporary Age. Each course book

covers three periods, one for each term in

chronological order.

OBJECTIVES

• To promote the children’s interest in art and for teachers to enjoy teaching it.

• To promote both physical and social skills.

• To encourage the children to use their imagination, abstract thinking and strategies for solving problems.

• To offer a path for individuality and creativity.

• To stimulate the children’s aesthetic perception and sensibility.

• To develop the children’s hand and eye coordination.

• To encourage the children to pay more attention to the physical space that surrounds them.

• To promote learner autonomy and personal initiative.

• To solve the problem of multiple intelligences and provide teachers with a variety of teaching resources: visual, audio, vocal and creative activities.

• To link art to language learning, to other areas of the Primary Education curriculum and to their own personal needs and interests.

• To promote and use the appropriate social norms in personal relationships and group activities.

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Unit 3

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METHODOLOGY

While writing this method, the author has taken into account the children’s physical and emotional development throughout the six years of Primary Education. Six to eight year olds have clear ideas about the kind of activities they like to do, they become aware of the importance of team work and sharing and know what is expected of them. At this stage in their development there is a huge improvement in their hand-eye co-ordination which means they are able to carry out activities, games and detailed craft activities more accurately and creatively.

Discover Arts and Crafts contributes to the pupil’s global education by developing their observation skills, their perception of the environment and the natural and man-made elements that comprise it. It fosters their interest in creating and making their own learning materials and their appreciation for artistic expression through drawing, painting, building and sculpture.

Scientifi c investigation has shown that most people tend to use one hemisphere of the brain more than the other, the hemisphere that controls the emotional or reasoning aspects of our lives. However, Discover Arts and Crafts permits us to use both hemispheres by providing activities which promote our capacity for reasoning.

Art is both a visual and tactile activity and children learn through their senses. Art teaches children how to think. It teaches them that there are many different solutions to problems and that any kind of problem can be solved with a creative solution.

Approximately 33% of the pupils are visual learners and taking into account the different aspects of multiple intelligences, the author has designed activities to suit all types of learning abilities, to make the learning process an enjoyable experience and promote the children’s interest in the history of art and art appreciation.

For fi rst grade students, the learning process is based on acquiring concepts through simple techniques and fun activities which provide the main source of information in a child’s life. In other words, the children learn by doing in an entertaining and enjoyable manner.

All the components of this method have been designed to promote the learner autonomy and personal initiative necessary to build on a child’s personal abilities.

The methodological objectives are:

• To promote the children’s artistic and expressive capacities and the necessary competences for their global physical and emotional development.

• To teach the pupils in a structured manner using literacy and topic work related to Art History which enables them to put into practise their critical thinking and express correctly and coherently what they have learnt. The language and structures are adapted to the English as a Second Language Curriculum to ensure that the pupils have no diffi culty understanding the concepts presented in the course books.

• To develop the children’s imagination and creativity.

• To build on the children’s self esteem and confi dence to take part in individual and group activities successfully.

• To promote and use the appropriate social norms in personal relationships with friends and family.

• To promote the children’s interest in new technologies in information and communication by using the multimedia resources included in this method.

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6

IntroductionEducational Techniques

PAINTING

The fi fth page in each unit presents a variety of paintings by well-known artists to give further practice with the different colouring techniques, cutting out and completing a picture, drawing to scale or a collage activity.

AMAZING PEOPLE

Through simple biographies in comic format, well-known craftsmen and artists will tell the children about their own lives and work to arouse their interest in learning more about some of the most famous artists in history. In the Teacher’s Guide you will fi nd extra activities to strengthen the new vocabulary.

CHANT TIME

In lesson 7, to compliment the activity related to Amazing People proposed in the Pupil’s Book, we have included a chant in the Teacher’s Guide to provide further practice with the unit vocabulary.

ART AROUND THE WORLD

The last page of each unit contains an activity based on a painting by well-known artists from different countries around the world.

The country named on each page is the artist’s nationality not where the work of art can be found today.

In some cases, such as a sculpture or a monument where the artist is unknown, we have detailed the name of the country where it is located.

The eight pages of each unit of Discover Arts and Crafts contain eight different arts and crafts topics which maintain, unit by unit, a clear and coherent evolution and provide the children with the basic concepts of the history of art.

A LONG TIME AGO 1 & 2

A double introductory page starts off each unit. The fi rst page presents the unifying thread for the unit. Its aim is to introduce the children to the unit topic while page two is an activity closely linked to the theme proposed on page one. Both activities give practice with the different colouring techniques using hard and soft wax crayons, coloured pencils or tempera paints.

ARCHITECTURE

Architecture should be an important part of Primary Education. It helps develop the children’s visual perception and at the same time, promote their interest in learning about the importance of design, building techniques and discover how they have developed over time.

SCULPTURE

This section has been designed to promote the children’s interest in the different types of sculptures we can fi nd throughout history, where we can fi nd them and who made them. The most important technique in this section of the book is drawing and shading to give volume to an object with a 2B pencil and modelling with plasticine.

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Unit 3

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IntroductionCourse Components: Student Materials

In order to adapt Discover Arts and Crafts to the different schools and teacher’s needs, the method comprises of a Pupil’s Book, multimedia and reproducible resources which can lengthen, if necessary, the lessons proposed to suit the teacher’s requirements. We suggest organizing the contents in two units for each school term.

THE PUPIL’S BOOK

The Pupil’s Book contains six units with eight pages in each one. A double introductory page starts off each unit and contains the unit topic or unifying thread and an activity on the theme presented in each unit. The unit is developed on the following six pages where the children will be introduced to the different building, sculpture and painting techniques that appeared throughout history, a short biography in comic format told by an artist from each period and a fi nal page dedicated to different artists and masterpieces from different parts of the world.

The book also contains eight pages containing different coloured cards for completing the activities proposed, six project activities, one for each

unit and designed to be completed for special celebrations throughout the year: Halloween, Christmas, Carnival, Spring Time, Family Day, Summer Holidays and My Museum Diary where the children will make a note of the museums they have visited with school or with their family, what they saw and what they like best about each exhibition.

PUPIL’S FILE

The practical cardboard fi le folder contains the Pupil’s Book and permits the pupils to store all their materials and the extra activities they do throughout the school year.

CONTENTS ON LINE

The pupil’s only have to type in the password www.pearson.es/CLIL and they will fi nd their digital Pupil’s Book alongside the interactive games and resources they can see on the back cover of their own book.

Comic

Photo Album

Audios

Posters

Vocabulary

Pupil’s Book

Interactive Activities

Games

Logbook

7

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IntroductionCourse Components: Teacher’s Resources

ACTIVE TEACH

The Interactive Digital Software includes digitalized reproductions of all the components and includes the following elements:

These valuable resources are the ideal tools to introduce small children to the use of ICT (Information and Communication Technology) and promote their digital competences.

Teacher’s Guide

Audios

Photo Album

Comic

Videos

Logbook

Pupil’s Book

Vocabulary

Posters

Animated Contents


Games

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Unit 3

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• The Pupil’s Book in slide format to enlarge and provide further practise with the lesson content and vocabulary.

• 6 Full-colour posters, one for each unit to enlarge and stren-gthen the unit content and vocabulary where the nouns are coloured in green and the verbs in blue.

• Logbook. At the beginning of each lesson there is an icon which opens up a full-colour timeline that depicts Timmy Time Traveller’s route to the different periods in the past.

• Photograph Album for each term describing each period for the pupils to observe the photographs that contextualize each period in history.

• Comics. Reproductions of the artist’s biographies in slide format to practise reading and listening. The comics may also be used without the texts for the pupils to play the roles of the characters and strengthen their communicative skills. • Animated contents. A clear and practical presentation to

consolidate the pupil’s knowledge of the theory of art.

• Teacher’s Guide in digital format and printable PDF. All the classroom language and instructions the teachers need to carry out each lesson are highlighted in bold in the teaching guidelines.

• Vocabulary in digital format and printable PDF. Each page of the digital book contains all the new vocabulary in slide format and highlighted indifferent colours to strengthen and consolidate the lesson vocabulary. It is up to the teacher to decide whether he or she prefers the pupils to observe the illustrations in colour and write the word below, to colour the black line picture using the colour palette provided and write the word or to read the word and draw the missing picture.

• Audio recordings of the instructions for the activities, the artists’ biographies, Discover song, chants, vocabulary and rhymes.

• 6 Interactive Activities, one for each unit to develop the pupil’s creativity.

• Teacher’s videos for the six projects proposed for special occasions: Halloween, Christmas, Carnival, Spring Day, Family Day and Summer Holidays. We have also included two tutorial videos where the different techniques are explained in detail.

• 4 Games. One game for each term to provide extra consolidation of the concepts and vocabulary presented in each lesson and an extra ‘Quiz Time Game’ for general revision.

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IntroductionCourse Components: Teacher’s Resources

A TEACHER’S GUIDE FOR EACH LEVEL

The Teacher’s Guide reproduces all the Pupil’s Book pages and includes guidelines for all the activities proposed on each one. Suggestions on how to present the vocabulary are given at the beginning of each page and whenever possible, the children will respond through the physical action, which initiates and solidifi es the acquisition of the language of art. Each unit page

contains consolidation and extension activities to reinforce the concepts presented and offer fast fi nishers, who need more challenging work, the opportunity of building on their knowledge of arts and crafts.

In the Teacher’s Guide, you will fi nd extra reproducible activities designed to substitute or build on the contents presented on the student pages. The author has also included Project Activities for special days and short biographies of the most important artists describing their lives and work.

We have also included suggestions on how to evaluate the children’s progress, although it is of course up to each teacher to use his or her own criteria. You will also fi nd reproducible evaluation tests for each unit with the answers to all the activities by each one. There is also a class list where teachers can make a note of the children’s results and progress.

PROJECTS / Sixteen 16

PROJECTS

CarnivalEgyptian Mask

HalloweenThe Enchanted Forest

ChristmasThe Christmas Dinosaur

Summer HolidaysRoman Mosaic

Spring DayEgyptian Mobile

Family Day The Greek Counting Frame

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6Materials / Six

MATERIALS

2B pencil Rubber Sharpener Scissors White paste Glue

Coloured pencils Hard wax crayons Soft wax crayons Felt-tip pens Tempera paints Paint brush

Glitter Plasticine Silver foil Coloured tissue paper Coloured card Old magazines

Brown wool Toothpicks Cotton wool Black cord Salt Plastic plate

Plasticine

Black cord


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7Instructions / Seven

Colour the pictureTrace

DrawCut out

Rub outSharpen

Paste onDecorate

DipStamp

Roll outRoll up

SprinkleMix

FinishMake a

INSTRUCTIONS


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The Teacher’s Guide reproduces all the Pupil’s Book pages and

contains consolidation and extension activities to reinforce the

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Unit 3

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TIMMY’S ICT CORNER

Scroll your mouse over the reproduction of each lesson and listen to the pronunciation of all the words and dialogues that appear in the Pupil’s Book.

Timmy’s ICT Corner where you will fi nd the different icons for the variety of activities proposed.

Logbook


Audio Tracks

Comic

0 00

Chant/Rhymes

0 00 0 00

Instructions

0 00

Timmy Time Traveller dialogue

The Discover Song

0 00

Animated Contents

Lines Primary colours

Games

Steps & Slides Look & GuessMemory Quiz Time

1 2 3 4

Photograph Album

The Old Stone Age

Ancient Greece and Rome

Ancient Egypt

The Old

1

Ancient

2

Ancient Greece

3

Teacher’s Videos

Proyects Tutorials

1-6

Vocabulary

Colour TextBlack line No text

T TTTeacher’s Guide

Poster

Comics1 2

1-61-61-2

1-6

1-6

1-6

11

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Map of content

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THE

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T E

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Units A long time ago… Architecture Sculpture Painting Amazing People

Chant Time Art Around the World

Projects

The Old Stone Age

The Cave People in the Old Stone Age• Colouring the cave

people.• Finding pictures of the

cave people.

A lot of Fruit• Circles.• Tracing and colouring

circular-shaped fruit.

The Cave People’s Home• The line as

a means to creating form.

• Drawing and colouring the cave people’s shelter.

The Mammoth in the Field• The animal form. • Colouring and

completing a mammoth’s body with strips of wool.

Jagu’s Silver Fish• The animal form. • racing, colouring

and completing a fi sh with silver foil.

The Cave Painter• Reading and

learning about a cave painter.

Animal Footprints• Painting animal

footprints with tempera paints to complete a picture.

• Inventing a name for an animal.

• Footprints in the Forest.

The Altamira Caves• Learning about

cave paintings.• The animal form.

Completing an animal and drawing a cave painting.

Halloween

The New Stone Age

Life in the New Stone Age• Colouring a New Stone

Age village.• Making a village wall

chart with photographs.

Gilly Goat• The animal form.

*Completing and colouring a goat’s body.

• Drawing a goat on farm land.

Stonehenge• Tracing and

colouring a monument.

• Shaping and pasting on cotton wool clouds to complete the picture.

The Cave Man’s Pot• Following

instructions to make a plasticine pot.

Making New Toools• Tracing and

colouring a monument.

• Shaping and pasting on cotton wool clouds to complete the picture.

The Potter• Reading and

learning about a potter.

The Fruit Bowl• Collage activity.

Drawing and cutting out fruit to fi ll the potter’s fruit bowl.

• The Apple Chant.

The Lascaux Caves• Learning more

about cave paintings.

• The human body. Drawing a family in a cave.

Christmas

Ancient Egypt I

The Land of the Pharaohs• Colouring a picture of

Ancient Egypt.• Making an Egyptian fan.

Tutankhamon’s Mask• Colouring and

completing an Egyptian mask with black cord.

• Tutankhamon’s Rhyme.

Building a Pyramid• The line as

a means to creating form.

• Drawing, cutting out and pasting on stones to complete a pyramid.

• Making a pyramid.

Egyptian Statues• The human

body. Tracing and colouring a picture of the Sun God Ra.

• The Statue’s Rhyme.

The Pharaoh’s Boat• Painting and

completing the pharaoh’s boat with tempera paints.

• The animal form. Drawing and cutting out a crocodile.

The Ancient Egyptian Scribe• Reading and

learning about an Egyptian scribe.

Egyptian Writing• Egyptian

hieroglyphics.• Inventing

symbols for letters and deciphering words.

• The Hieroglyphics Chant.

The Egyptian Necklace• Shaping tissue

paper and completing a necklace with geometrical forms: squares, circles and triangles.

• The Pharaoh’s Rhyme.

Carnival

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AN

CIE

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Units A long time ago… Architecture Sculpture Painting Amazing People

Chant Time Art Around the World

Projects

Ancient Egypt II

Life in Ancient Egypt• The line as a means to creating

form.• Tracing and colouring an

Egyptian house.• Drawing a picture of a modern

house as seen from the street.

Working on the Land• The animal form. Tracing an

oxen and colouring a farmland scene with tempera paints.

The Egyptian Home• Drawing the inside

of an Egyptian home.

• Drawing a plan of one’s own bedroom and fi lling it with furniture.

The Great Sphinx of Giza• Coloring and

completing a picture with salt to make the texture of sand.

• The Sphinx Rhyme.

The Egyptian Vase• Experimenting

with tempera paints and mixing primary colours.

• Painting and decorating an Egyptian vase.

• The Rainbow Rhyme.

The Egyptian Painter• Reading about

an Egyptian painter.

The Egyptian Sarcophagus• Designing and

decorating a sarcophagus for a pharaoh.

• The Egyptian Painter’s Chant.

Egyptian frescos• Learning about

Egyptian frescos.

• Drawing the missing part of a fresco.

Spring Day

Ancient Greece

A Long Time Ago in Ancient Greece• The human body. Colouring

a picture and drawing oneself with a Greek family.

The Olympic Games• The human body. Drawing a

boy running in a race.• Modeling the Olympics rings

with plasticine.• Finding pictures of different

sports.• The Olympic Games Rhyme.

A Beautiful Temple• Drawing the

Parthenon and pasting on pencil shaving to make the broken stones.

• Drawing a monument in the pupil’s own town.

The Disc Thrower• Copying and

completing a Greek coin.

• Making cardboard discs with different sports.

The Spinning Top• Experimenting

with tempera paints to make new colours.

• Decorating a Greek

The Greek Architect• Reading and

learning about a Greek architect.

The Little Round Temple• Drawing the

missing columns.• Colouring with

tempera paints. • Building a fence

around the temple with toothpicks.

• The Theatre on the Hill.

Greek Mosaics• Geometrical

forms. Cutting out and designing a fl oor for an Ancient Greek house.

• Making a mosaic with small stones and pulse vegetables.

Family Day

Ancient Rome

Roman Times• Following instructions to colour

and complete a picture with tempera paints.

• Cutting out pictures of food and discussing personal preferences.

• Comparing Roman and modern food.

The Chariot Race• Drawing and colouring a

chariot.• Finding pictures of other types

of races.• The Chariot Rhyme.

The Roman Aqueduct• Drawing and

cutting out cardboard fi gures to complete the picture of the aqueduct.

The Roman Emperor• The human

head: Copying a personal photograph to draw a bust.

• Making a bust with plasticine.

The Roman Theatre• Drawing and

cutting out cardboard props to complete the scenery for a Roman theatre.

• The Actor’s Rhyme.

The Roman Artisan• Reading and

learning about a Roman artisan.

The Emperor’s Laurel Leaf Crown• Completing the

emperor’s crown with plasticine leaves.

• The Artisan’s Chant.

Back Home Again• Colouring

pictures of the different periods in history and numbering them in chronological order.

Holidays

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3 The Land of the PharaohsUnit Outline: Unit 3 is a brief introduction to Ancient Egyptian art and is centred around the life of the pharaoh as the most important person in the country.

14

Contents

1 Observation

The Natural and man-made objects in the natural environment:

• The sensorial elements in the natural environment: plants, trees, animals, minerals and water.

• The artistic creations in the man-made elements in the environment: buildings, signs, furniture.

• Observation of the artistic possibilities the environment offers us.

• Observation of artistic elements in the environment and in museums.

• Use of everyday utensils and materials.

• Verbal descriptions of sensations and observations.

Images:

• Observation of images en illustrations and photographs.

• Description of the images in the environment.

• Interest for discovering the messages transmitted in different images.

Space:

• Observation of the different ways we can represent space in photographs, plans and buildings.

Artists:

• Identifi cation of different artists, artisans and their work.

2 Artistic expression and creation

Elements of visuals contents:

• The line as a means to creating different human and animal forms.

• Experiments with the different types of lines: straight, horizontal, vertical, curved and wavy.v

• Experiments with different textures of natural and artifi cial materials.

• The geometrical forms square, circle and triangle to create different designs.

• Use of organic and inorganic materials: water, crayons, coloured pencils, coloured sand, construction paper, temperas and tissue paper.

Techniques:

• Tracing, copying, colouring, cutting out, pasting and inventing symbols.

• Use of digital resources to strengthen vocabulary and contents.

• Singing and reciting chants and rhymes.

• Reading a simple short story to learn more about the topic proposed.

• Interest for improving and overcoming one’s own limitations in artistic creations.

Procedures:

• Working individually, in pairs or as a group to explore all the artistic possibilities the materials and instruments offer us.

• Exhibiting and describing the fi nal results of all the activities proposed in the art class.

• Showing a respectful attitude towards all the different types of artistic representations.

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15

Unit 3

• Shows interest forlearning about life in the past.

• Follows instructions to complete an Egyptian fan.

• Follows instructions to complete an Egyptian mask.

• Enjoys taking parting in communicative activities in the art class.

• Takes good care of classroom materials and equipment.

• Follows instructions to make a pyramid correctly.

• Shows a respectful attitude towards all the different types of artistic representations.

• Draws the human and animal fi gure correctly to completea picture of the Sun God Ra.

• Understands and follows instructions to make a puzzle.

• Shows a positive attitude towards improving and overcoming one’s own limitations in artistic creations.

• Draws and cuts out an animal correctly to complete a picture.

• Uses the techniques to create volume in a picture.

• Reads and understands a story about an Egyptian scribe.

• Creates symbols for the letters in the alphabet.

• Uses the geometrical forms creatively to complete an Egyptian necklace.

• Uses autonomous strategies to design and create pieces of jewellery.

Performance StandardsEvaluation Criteria Competences

• To value the importance of keeping classroom materials clean and tidy.

• To identify different types of lines.

• To follow instructions to complete an activity.

• To show a respectful and tolerant attitude towards other people’s work and participation in classroom activities.

• To describe in the pupil’s own words the different forms of artistic representation in photographs, pictures and objects.

• To identify and name the materials and objects in the art class.

• To identify the different colours and use them correctly.

• To identify the basic forms.

• To use drawing as a means of expression.

• To produce simple masks and designs for Egyptian jewellrey.

• To enjoy taking parting in group and activities in the art class.

• To showa a positive attitude towards improving and overcoming one’s own limitations in artistic creations.

• Linguistic Competences: To identify and name the vocabulary related to arts and crafts and express ideas and sensations.

• Knowledge and Interaction with the Physical World: To appreciate and value the natural and man-made elements in the environment.

• Learning How to Learn: To identify one’s own possibilities and shortcomings in arts and crafts and fi nd autonomous strategies to improve them.

• Autonomy and Personal Initiative: To develop a responsible attitude and perseverance in one’s own work as a means to achieving self-esteem and self criticism.

• Use of Information and Digital Competences: To use a computer to carry out simple research activities.

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16

Lesson 1The Land of the Pharaohs

Lesson Control

A B C D

Starting Out

Lesson Guidelines

Consolidation Activity

Extension Activity

To end the lesson

Timmy’s ICT corner

Objectives

• To develop an interest for life in the past.

• To colour a picture correctly.

• To understand and follow instructions to make an Egyptian fan.

Vocabulary

• Ancient, land, pharaoh, king, ancient, pyramid, leaves, fan

• Colour the picture, Find … , Make a ...

Materials Needed

• Coloured pencils, a piece of card, glue, leaves, scissors, a lollipop stick, adhesive tape a sheet of paper.

* Instruct the pupils to � nd and bring some leave to class the day before you start lesson 1.

333Unit

A long time ago.

..

22The Land of the Pharaohs / Twenty-two

Colour this picture of Ancient Egypt.

The Land of the Pharaohs

Stones

Pyramid

I am the pharaoh. I am the King of Egypt and this is my pyramid.

ng time ag timeHello again!

This is exciting. I am in the land of the

pharaohs now.

Colour this picture of Ancient Egypt.

Find some big leaves and make an Egyptian fan with your teacher.

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Unit 3

17

1 STARTING OUT

• Explain in words the children understand or in their own language if necessary, that the most important person in Ancient Egypt was the pharaoh. The Egyptians loved life and they believed in another new life after death, so the pharaohs built pyramids to protect them and keep them alive. Their scribes wrote them a special book full of pictures and spells to help them in their journey through their afterlife. These books were buried in the pyramid with the pharaoh and his personal belongings.

The Egyptians were the fi rst people to make paper from a plant called a papyrus which grew along the banks of the River Nile.

2 LESSON GUIDELINES

• Draw the pupils’ attention to the picture. Point to the pharaoh saying, Look, this is the pharaoh, he is the king of Egypt. Repeat three times. Point to the pyramid. Say, The Pharaoh’s pyramid is in the desert. Blow and pretend to fan yourself with your hand saying, Oh, it’s hot in the desert.

• Instruct the children to take out their crayons and review all the colours one by one. Say, Take out your crayons. Show me your red crayon. Show me your blue crayon. Continue in the same way until you have reviewed all the colours at least twice.

• Hold up your book and motion colouring the picture. Instruct the pupils to colour their own picture. Say, Colour the picture. Repeat three times.

3 CONSOLIDATION ACTIVITY

• Instruct the pupils to take out the leaves they have brought to class. Share them out and make sure that everybody has enough leaves for the activity. Remind them how to draw a circle on a piece of card and ask them to cut it out. Demonstrate how to paste on the leaves and colour the spaces around the leaves. To end the activity, show them how to fasten their fan to the lollipop stick with adhesive tape.

Repeat the following instructions three times while you demonstrate how to make the fan.

3 01 Play the track and instruct the pupils to listen carefully while you demonstrate how to make the fan again. Repeat at least twice.-Draw a circle.-Cut out your circle.-Paste on your leaves.-Colour the spaces around your leaves.-Fasten your fan to the lollipop stick with adhesive tape.

4 EXTENSION ACTIVITY

• Explain that the Egyptians made paper by cutting the papyrus stalks into long strips. They fl attened them and set them out horizontally on a cotton sheet. Then, more strips of papyrus were placed vertically on top to make a criss-cross pattern and they were pressed together. The juice from the stalks acted like glue and stuck the strips together.

• Show the pupils how to make their own papyrus using strips of paper and pasting them in the same way with their glue. When the strips of paper are dry, encourage them to draw a simple picture of an Egyptian landscape with a pyramid.

5 TO END THE LESSON

3 02 Play the track and instruct the pupils to listen carefully to what Timmy Time Traveller is telling them about Ancient Egypt.Hello again! This is exciting. I am in the land of the pharaohs now. Egypt is a big, hot country. I can see a lot of stones and a big pyramid. It is the pharaoh’s pyramid. The pharaoh is the King of Egypt.

• Tell the children to bring a long piece of black cord or string for the Tutankhamun activity on page 23.

6 TIMMY’S ICT CORNER

• End the lessons with the following activities:

23

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18

Lesson 2Tutankhamun’s Mask

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To follow instructions to complete an Egyptian mask.

• To enjoy taking parting in communicative activities in the art class.

• To take good care of classroom materials and equipment.

Vocabulary

• Mask, strip, cord, rhyme

• Copy and colour, Paste on …, Paste on, Make a …

Materials Needed

• Coloured pencils, black cord, glue,

23

3

The Land of the Pharaohs / Twenty-three

Copy and colour the mask. Then, paste on strips of black cord over the black lines.

Tutankhamun’s Burial Mask (1354 - 1340 B.C)The Egyptian museum, Cairo. Egypt

A long time ago... Tutankhamun’s Mask

lines.

Now learn Tutankhamun’s

rhyme with your teacher.

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Unit 3

19

3 2 1

1 STARTING OUT

• Explain in words the pupils understand that Tutankhamun was a very young pharaoh who was the king for ten years. Point out that the mask they are going to see in this activity is the solid gold mask that was placed over his face when he was buried in a place called the Valley of the Kings.

In 1922, an English archeologist called Howard Carter found the mask when he discovered the tomb that was full of Tutankhamun’s personal belongings and treasures.

2 LESSON GUIDELINES

• Draw the pupils’ attention to the mask. Say, Look, this is Tutankhamun’s mask. Demonstrate how to colour the mask. Hold up a yellow pencil and say, Look at the photograph. Copy and colour the gold lines. Continue in the same way with all the other colours on the mask except the black lines.

Hold up a length of black cord. Cut it into small pieces and paste a piece over a black line. Say, Cut your black cord into small pieces and paste them on the black lines. Repeat all the instructions three times.

If you fi nd that some children have not been able to bring any black cord, as an alternative they can colour over the black lines or cut out and paste on thin strips of black paper.

3 03 Play the track and instruct the pupils to listen to the instructions again while you demonstrate how to complete the mask once more.

Look, this is Tutankhamun’s mask. Look, it’s just like the photograph. Copy and colour the gold lines. Cut your black cord into small pieces and paste them on the black lines.


Tutankhamon’s Rhyme.• Teach the pupils Tutankhamon’s rhyme. Write the rhyme on the board and instruct

the pupils to copy it in a notebook or at the back of their activity book.

Read each line slowly. Tell the children to listen carefully and pay special attention to your pronunciation and intonation.

My name is TutankhamunThe king of all this landWhere the golden sun shines brightlyOn deserts full of sand

3 04 Play the track at least three times and instruct the pupils to listen carefully. They should have no diffi culty understanding the rhyme but you may need to explain the word ‘brightly.’

Repeat as many times as you consider necessary and until you are quite sure that they are all pronouncing the words correctly.


• Give each pupil a sheet of paper. Draw a picture of two clouds, a big, bright sun and a cloud with raindrops falling from it on the board.

Review the weather conditions they will have learnt in their English class. Point to the pictures and say, It’s cloudy. It’s sunny. It’s raining. three times.

Instruct the children to fold their sheet of paper in three equal parts and ask them to draw a desert on a cloudy, a sunny and on a rainy day. Repeat the following instructions three times: Draw a desert on a cloudy day. Draw a desert on a sunny day. Draw a desert on a rainy day. Encourage them to think carefully about the colours they are going to choose to refl ect the weather in each picture.

5 TO END THE LESSON

• Ask the children to bring a piece of brown tissue paper for the next lesson.



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20

Lesson 3Building a Pyramid

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To take good care of classroom materials and equipment.

• To follow instructions to make a pyramid correctly.

Vocabulary

• Pyramid, tissue paper, stones, camel, palm trees

• Draw and cut out, Screw up, Wrinkle, Smooth out, Paste on …,

Materials Needed

• Brown tissue paper, glue, sheet of paper, coloured pencils, a large sheet of strong, brown wrapping paper for group activity (1m x 1m)

24

3

The Land of the Pharaohs / Twenty-four

ARCHITECTURE Building a Pyramid

Draw the stones on brown tissue paper. Cut them out and paste them on the pyramid. Then, colour the picture.

Palm tree

Camel

The Land of the Pharaohs / Twenty-fourThe Land of the Pharaohs / Twenty-four 24The Land of the Pharaohs / Twenty-fourThe Land of the Pharaohs / Twenty-four

Now make a pyramid with your teacher.

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Unit 3

21

3 2

1 STARTING OUT

The children already know that the pyramids were built with large stones, so explain in words they understand that nobody really knows how the Ancient Egyptians transported these large stones or how they measured and built them.

2 LESSON GUIDELINES

• Tell the class that they are now going to make a pyramid themselves. Hold up a sheet of brown tissue paper and screw it up until it becomes quite wrinkled. Smooth it out again and demonstrate how to draw rectangular forms to make the stones. Say, Screw up and wrinkle your tissue paper. Smooth it out again. Draw rectangles to make the stones for the pyramid. Cut out two or three ‘stones’ and paste them on the picture of the pyramid. Say, Cut out the stones and paste them on your pyramid. Repeat all the instructions three times.

3 05 Play the track and instruct the pupils to listen to the instructions again while you demonstrate how to complete the pyramid once more.

Let’s make a pyramid for a pharaoh! Screw up and wrinkle your tissue paper. Smooth it out again. Draw rectangles to make the stones for the pyramid. Cut out the stones and paste them on your pyramid.

When the children have completed their pyramid, instruct them to colour the rest of the picture.


• Most children are curious to know what the inside of a pyramid looks like, so they will enjoy making a big pyramid themselves and the activity will provide further practise at drawing straight lines.

Divide the class into small groups. Put a large piece of strong, brown wrapping paper on the fl oor and draw the silhouette of a large pyramid. Show the pupils a picture of the inside of a pyramid and point out the entrance, the passages, the gallery and the king and queen’s chambers where they were buried with their personal belongings. If available, show the class

pictures of different pieces of Egyptian furniture, jewels and other personal articles the pharaoh and his queen would have.

• Ask one group to trace over the silhouette of the pyramid with dark brown crayons. At the same time, instruct another group to copy and colour the inside passages, galleries and chambers. The other groups can draw, cut out and paste on the personal belongings you assign them and copy the names of each part.

When they have completed the activity, hang the picture on the classroom wall.


• Give each pupil a sheet of paper and instruct them to fold it in three parts as they did for the weather activity in lesson 2. As an alternative, they can use the back of the weather activity to draw new pictures.

Review what we say to people when we greet them at different times of the day or when we go to bed: Good morning, Good evening and Good night.

Draw a picture of a house in broad daylight, another at sunset and another at night-time. Number them from 1 – 3. Ask, Which picture is morning? Which picture is evening? Which picture is night-time? for the pupils to elicit the correct answers.

When you are quite sure that they differentiate the different times of the day, instruct them to draw three pictures. Say, Now it’s your turn. Draw a pyramid landscape in the morning, in the evening and at night.

Ask them to think carefully and say which colours they will need to defi ne each time of the day

5 TO END THE LESSON

• Instruct the children to ask their parents to help them fi nd photographs of Egyptian pyramids and pharaohs to make an Egyptian wall mural.



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22

Lesson 4Egyptian Statues

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To draw the human and animal fi gure correctly to complete a picture of the Sun God Ra.

Vocabulary

• Egyptian, statue, god, head, skirt, sail, across, solar boat, puzzle

• Trace, copy and complete the …

Materials Needed

• 2B pencil, coloured pencils,

25

3

The Land of the Pharaohs / Twenty-� ve

Trace, copy and complete the Sun God Ra.

SCULPTURE Egyptian Statues

Ra sailed across the sky in a solar boat every morning.

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Unit 3

23

3 2

1 STARTING OUT

• Tell the pupils that Ra was the ancient Egyptian Sun God. He had a human body and a bird’s head that was crowned with a circle representing the sun. The Egyptians believed that he sailed across the sky every morning in a solar boat.

2 LESSON GUIDELINES

• The objective of this lesson is to give the pupils further practise at drawing the human and animal fi gure. As we have mentioned before, tracing over a fi gure familiarizes the pupils with the forms and shapes and makes them aware of their contours and dimensions.

Hold up a pencil, motion tracing over the fi gure of Ra taking care to emphasize the lines of his skirt, arms and head saying, Trace Ra and complete the picture. Trace the lines of his skirt and head carefully. Now colour the picture. Repeat three times.

Walk around the classroom as the children work and give help where needed.

• As the children should be familiar with the parts of the body, review the body vocabulary before asking them to listen to the recording.

3 06 Play the track. Instruct the pupils to listen carefully while you demonstrate the game. Play a second time and tell them to touch the part of the body they hear.

Come on children play with me. Touch your head. Touch your shoulders. Touch your knees and touch your toes.

Well done, children! Here we go. Touch your ears. Touch your eyes. Touch your arms and touch your nose.

Come on children play with me. Clap your hands and around we go.

• Invite the children to sing a song they know about the body in English.

3 CONSOLIDATION ACTIVITY (Photocopy page 22)

• Give each pupil a photocopy of this Teacher’s Guide where you will fi nd a picture of the sculpture of Prince Rahotep and his wife Nofret. Demonstrate and instruct them to colour the picture as they wish, paste it on a piece of card and cut it into small squares. They then have to shuffl e the pieces and assemble the picture again. Repeat the instructions below three times.

3 07 Play the track three times and instruct the pupils to listen carefully while you demonstrate once more.-This is an Egyptian prince and his wife.-Colour the picture.-Paste the picture on a piece of card.-Cut the picture into small squares.-Shuf� e the pieces.-Assemble the picture again.


The Statue’s Rhyme• Teach the pupils the statue’s rhyme.

Write the rhyme on the board and instruct the pupils to copy it in a notebook or at the back of their activity book.Read each line slowly. Tell the children to listen carefully and pay special attention to your pronunciation and intonation.

I stand here, on the hillI cannot move, I’m always stillI cannot think, my eyes don’t blinkI stand here, night and dayWhile people look and walk away

3 08 Play the track at least three times and instruct the pupils to listen carefully. They should have no diffi culty understanding the rhyme but you may need to explain the words ‘’still’ and ‘’blink.’’

5 TO END THE LESSON

• Instruct the children to bring a small passport photograph of themselves for the next lesson.



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24

Lesson 5The Pharaoh’s Boat

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To show a positive attitude towards improving and overcoming one’s own limitations in artistic creations.

• To colour, draw and cut out an animal correctly to complete a picture.

• To use the techniques to create volume in a picture correctly.

Vocabulary

• Boat, crocodile, River Nile, live, banks

• Colour the … , Draw, colour and cut out, Paste on the …

Materials Needed

• Crayons, a 2B pencil, a small piece of green card, glue, scissors, plasticine

26

3

The Land of the Pharaohs / Twenty-six

Colour the pharaoh’s boat. Then, draw, colour and cut out a crocodile and paste it in the River Nile.

The Ancient Egyptians live

along the banks of the River Nile.

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Unit 3

25

3 2

1 STARTING OUT

• Explain that in Ancient Egypt, people built their homes along the banks of the River Nile because Egypt has very little rain and they needed the water for their homes, their farmland and to transport their goods from one place to another.

2 LESSON GUIDELINES

• Draw the pupils’ attention to the picture of the Egyptian boat, the River Nile and the crocodile. Point to the boat and to the river. Say, Look at the boat, it’s the pharaoh’s boat. Look at the water. It’s the River Nile. Motion the action of sailing with your hand and say, The boat is sailing along the River Nile. Repeat three times.

• Hold up a coloured crayon and say, Colour the picture carefully three times. When they have completed the picture, demonstrate how to draw a crocodile in simple steps on the board. Say, Draw a crocodile and cut it out. The pupils will then draw their own crocodile, colour the picture, cut it out and paste it in the River Nile.

3 09 Play the track. Instruct the pupils to listen to the instructions as you demonstrate how they have to work once more:

-Colour the picture of the pharaoh’s boat on the River Nile. -Copy and draw the picture of the crocodile. -Colour the picture of the crocodile. -Cut out your picture of the crocodile. -Paste the crocodile in the water.


• Give out balls of different coloured plasticine. Instruct the children to model a boat and a crocodile on the River Nile.

4 EXTENSION ACTIVITY (Photocopy page 23)

• Give each pupil a photocopy of the River Nile of this Teacher’s Guide. Draw their attention to the way half the picture is shaded to give volume to the picture. The sand dunes at the back of the picture are drawn with horizontal lines and dashes. The palm trees at the front of the picture are made to stand out and look closer by using criss-cross lines. To show that the river is moving in a different direction we use horizontal, curved or diagonal lines. Point out all these words and write them on the board with an example of a horizontal line, dash/dashes and criss-cross lines by each one. Instruct the pupils to copy them on the back of their photocopy.

3 10 Play the track. Instruct the pupils to listen carefully and complete the remaining half of the picture in the same way.

Look at the sand dunes, draw horizontal lines and dashes. Look at the palm trees, draw criss-cross lines. Look at the river, it’s a very long river, it’s going in a different direction. Draw curved lines on the river.

Repeat three times.

5 TO END THE LESSON

• Give each pupil a white postcard-sized piece of construction paper. Instruct them to cut out their face from their passport photograph and paste it in the middle of the card. They then have to characterize themselves as a pharaoh using the pictures on pages 22 and 23 as an example. These picture cards can be used as bookmarks, for example.



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26

Lesson 6The Ancient Egyptian Scribe

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To read and understand a story about an Egyptian scribe.

Vocabulary

• Scribe, read, write, prince, special, document, hieroglyphs, papyrus, scrolls, life, tell

Materials Needed

• 2B pencil, coloured pencils

27

AMAZING PEOPLE 33

The Land of the Pharaohs / Twenty-seven

The Ancient Egyptian Scribe

Hello! I’m an Egyptian scribe.

I can read and write.

I write special documents for the

pharaoh and important people.

I use hieroglyphs and papyrus for

writing and painting.

My father is the prince’s

teacher.

My scrolls can tell you a lot about life in

Ancient Egypt.

A lot of Egyptian people cannot read and

write.

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Unit 3

27

3 23

1 STARTING OUT

• Explain in words the pupils understand that in Ancient Egypt, over 5.000 years ago, not many people knew how to read or write and they had to employ people called scribes to write out their documents. Scribes normally came from noble and rich families and they started learning to write when they were six or seven years old because it took them many years to learn how to use the hieroglyphs.

2 LESSON GUIDELINES

• Read the story slowly at least twice. Instruct the children to pay special attention to your pronunciation and intonation.

If available, show them pictures of hieroglyphics and scrolls after reading the story for the fi rst time and explain any other words that may be causing diffi culties.

3 11 Play the track. Instruct the children to listen carefully and follow the text as they read. Play at least three times.Hello! I’m an Egyptian scribe. I can read and write.A lot of Egyptian people cannot read and write.My father is the prince’s teacher.I write special documents for the pharaoh and important people. I use hieroglyphs on papyrus for writing and painting. My scrolls can tell you a lot about life in Ancient Egypt.

• After listening to the recording, ask the pupils the following questions to elicit simple short answers.

1. Is the scribe English. (No, he is Egyptian.)2. Can a lot of Egyptian people read and write? (No, they can’t.)3. What can the scribe do? (He can read and write.)4. Is the scribe’s father a prince? (No, he is the prince’s teacher.)5. What can tell us about life in Ancient Egypt? (Scrolls can tell us about

Ancient Egypt.)


• Explain that in Ancient Egypt, people had to work and had many different jobs like people do today. Some were farmers, others made clothes, glass objects or boats and other people worked as potters, servants, carpenters, cooks, gardeners, minors or butcher’s, for example.

• Instruct the pupils to imagine Ancient Egyptians working in one of these professions and draw a picture of one of them.


• Invite volunteers to pretend they are the Egyptian scribe and act out the scribe’s story.

5 TO END THE LESSON

• Encourage the pupils to fi nd pictures of hieroglyphics for the next lesson.



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28

Lesson 7Egyptian Writing

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To create symbols for the letters in the alphabet.

Vocabulary

• Hieroglyphics, symbol, alphabet, direction, facing, left, right

– Invent, write

Materials Needed

• 2B pencil, coloured pencils

28

CHANT TIME

The Land of the Pharaohs / Twenty-eight

Egyptian writing is called hieroglyphics. Invent a symbol for each letter in the alphabet and write your name in hieroglyphics on the stone. stone. stone.

Egyptian Writing

If you look at the direction

the symbols are facing, you can read Egyptian

hieroglyphics from left to right, right to left, or top to

bottom.

The Rosetta Stone (196 B.C)British museum, London. UK

3

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Unit 3

29

3 2

1 STARTING OUT

• Explain once more that Egyptian writing is called hieroglyphics and that each hieroglyph is a picture of a familiar object.

There are hundreds of different hieroglyphs and each one has a different meaning. We call these pictures pictograms. When we see a hieroglyph inside an oval form, we call it a cartouche and they represent people’s names.

Point out that we can read hieroglyphics from left to right, right to left or from top to bottom, depending on the direction the symbols are facing.

2 LESSON GUIDELINES

• Draw the pupil’s attention to the Rosetta Stone on the top left-hand corner of the page. Explain in words they can understand that the Rosetta Stone is a big stone with writing on it. It is called the Rosetta Stone because it was discovered by some French soldiers in 1799 in a town called Rosetta in Egypt and it took specialists 20 years to decipher the two Egyptian languages and the Classical Greek writing on the stone. We can see the stone at the British Museum in London.

• Review the English alphabet with the whole class and remind them, as they already know, that it only has 26 letters. Say, Let’s chant the alphabet together. Remember that the English alphabet has 26 letters. Repeat three times.

• Explain that just like hieroglyphics, they are going to invent their own symbols for all the letters in the alphabet. Encourage them to be as creative as possible, although you may fi nd that you will have to give a few ideas to get them going. When they have completed their alphabets, they then have to write the symbols for their own name and surname on the line below.


Chant time• Click on the poster for the children to observe the words to the unit chant. Read

the chant twice asking the children to pay special attention to your pronunciation and intonation. Explain any words you think may be causing diffi culties and read the rhyme a third time.

Instruct them to copy the chant on a sheet of paper or in a note book.

3 12 Play and instruct the children to read as they listen. Play three times before inviting volunteers to read a line each and then sing the chant together.

The Hieroglyphics ChantPictures on papyrusAnd pictures on big stonesSee them in the pyramidsAnd see them on the tombsYou can read them as you likeFrom top to bottomOr left to rightWith picture words the scribes can write


• Using words the pupils understand, talk to them briefl y about other alphabets or languages that are written with pictures, signals or signs, for example, the nautical signal � ags that are used as an international code of fl ag signals between ships, the Braille system that permits blind people to read and write documents, the sign language deaf and dumb people use to communicate with each other or the Morse code that is used for transmitting text by using on-off tones, lights, dots or clicks to send a message that can be understood by another person without using special equipment.

5 TO END THE LESSON

• Ask the children to bring old necklaces, bracelets or any other kind of old dress jewellery their mothers or grandmothers no longer use for the next class. As an alternative, if possible, they can buy a box of cheap beads for making toy necklaces that are available at many bazaars.



3

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30

Lesson 8The Egyptian Necklace

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To use the geometrical forms creatively to complete an Egyptian necklace.

• To use autonomous strategies to design and create pieces of jewellery.

Vocabulary

• Necklace, coloured, square, circle, triangle, ring, bracelet

• Roll up a … , Paste the … , Design draw and colour a …

Materials Needed

• Coloured tissue paper, shiny, coloured paper, scissors, glue

29

33Egypt

Art Around the World

The Land of the Pharaohs / Twenty-nine

Roll up small pieces of colored tissue paper to make the beads. Cut out small squares, circles and triangles and paste them on the necklace.

The Egyptian Necklace

Now design, draw and colour a ring and a bracelet to match

the necklace.

Egyptian Necklace from the Tomb of Tutankhamun (1340 BC)

Egyptian Museum, Cairo. Egypt

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Unit 3

31

3 2

1 STARTING OUT

• Explain that the Ancient Egyptian pharaohs and nobles used a lot of jewellery such as fancy head-dresses, necklaces, rings and bracelets made of gold and precious stones.

2 LESSON GUIDELINES

• Instruct the pupils to observe the necklace carefully and demonstrate how to cut out and screw up small pieces of tissue paper to make the stones. Show them how to draw and cut out small squares, circles and triangles of coloured paper and paste them on the necklace. Repeat the following instructions 3 times:

3 13 Play and instruct the pupils to listen carefully while you motion how they have to carry out the activity once more.

-Cut out small pieces of tissue paper. -Screw the pieces up into little balls. -Draw and cut out small squares, circles and triangles. -Paste the stones and the shapes on the necklace.

• Repeat three times. Walk around the classroom and give help where needed.


Encourage the children to be as creative as possible and design a bracelet and a ring for a pharaoh using the old jewellery or beads they have brought to class. Instruct them to draw them by the necklace and paste on the beads they have chosen to use. If you have pupils who have not been able to bring any beads and there are not enough in the classroom to share out, as an alternative they can colour their design with their tempera paints.


• Write the following rhyme on the board and instruct the pupils to copy it at the back of their activity book or by their new designs.

Read each line slowly. Instruct the children to listen carefully and pay special attention to your pronunciation and intonation. Read a second time and instruct them to repeat after you. Explain any words that may be causing diffi culties.

3 14 Play and instruct the pupils to listen carefully. Repeat as many times as you consider necessary and until you are quite sure that they are all pronouncing the words correctly.Gold is the crown I wear on my headGold is my throne and gold is my bedGold is the sun and gold is the sandGold is the desert that covers my land

• When you are quite sure that the whole class understands the rhyme, ask them to guess who they think is talking. (A Pharaoh)

Give each pupil a sheet of paper and ask them to draw and colour a picture of what they have learnt in the rhyme. For example, the children can draw a picture of a pharaoh with a golden crown on his head. He is in a room where he has a golden throne and a golden bed. Outside you can see the desert.

5 TO END THE LESSON

• Instruct the pupils to ask their parents to help them fi nd pictures of daily and country life in Ancient Egypt for Unit 4.



2

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32

Unit PROJECT 3

Carnival3

Lesson Control

A B C D

Starting Out

Lesson Guidelines


Extension Activity

To end the lesson


Objectives

• To develop an interest for life in the past.

• To colour a picture correctly.

• To understand and follow instructions to make an Egyptian fan.

Vocabulary

• Ancient, land, pharaoh, king, ancient, pyramid, leaves, fan

• Colour the picture, Find … , Make a ...

Materials Needed

• Coloured pencils, a piece of card, glue, leaves, scissors, a lollipop stick, adhesive tape a sheet of paper.

Carnival / Sixty-three 63

CARNIVAL Egyptian Mask

Small plastic spoon

Scissors

Soft wax crayons

White paste

Coloured sand

Paint brush

Cord

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Unit 3

33

2

1-61-63

HOW TO MAKE THE EGYPTIAN MASK

• Point to the pictures one by one and read out the instructions slowly and clearly asking them to pay special attention to your pronunciation and intonation. Explain any words that may be causing diffi culties.

• Now, ask them to turn to page 65 where they will fi nd the template for the Egyptian mask.

• Click on the ‘’Step by Step’’ icon to reproduce all the instructions and strengthen the pupil’s comprehension.

• Instruct the pupils to turn to page 65 where they will fi nd the template for the Egyptian mask.

• Demonstrate how to make the mask while you repeat each instruction at least twice.

• On the tutorial video included in the software for this method, you will fi nd instructions on how to dye and colour the sand for this activity. However, as an alternative, the pupils can buy the coloured sand or glitter that is available at many bazaars.

CONSOLIDATION ACTIVITY

• When they are all wearing their mask, ask them to stand up and recite Tutankhamun’s rhyme together. Say,

Put the mask on and recite Tutankhamun’s rhyme with your classmates.

• You can then divide the class into small groups to see which group recites the rhyme best.

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34

Unit PROJECT 3

STEP 1

• Show the pupils how to cut out the mask along the dotted lines. They then have to cut out the iris in the eyes and punch a hole on each side of the mask for the cord. Say,

Cut out the mask along the dotted lines. Then, cut out the iris in the eyes and punch out a hole on each side for the cord.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

STEP 2

• Instruct the pupils to observe step 2 carefully and colour the mask with their soft wax crayons as in the picture. Emphasize the importance of not colouring the white parts. Say,

Colour the mask with your soft wax crayons as in the picture. Be very careful not to colour the white parts.

• In the photographs of the Egyptian mask, we have suggested using light brown or gold, purple, turquoise and blue soft wax crayons but it is up to the teacher to allow the pupils to choose their own colours if they wish.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

STEP 3

• On the tutorial video you will fi nd instructions on how to dye and colour the sand for this activity. However, as an alternative, the pupils can buy the coloured sand or glitter that is available at many bazaars.

Prepare your coloured sand.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

32 31

0:01 0:10 0:22

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Unit 3

35

STEP 4

• Instruct the pupils to paint over the white parts of the mask with their white paste. Say,

Paint over the white parts of the mask with white paste.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

STEP 5

• Instruct the pupils to paint over the white parts of the mask with their white paste. Say,

Paint over the white parts of the mask with white paste.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

STEP 6

• Demonstrate how to tie the elastic band or cord through the holes and tie them round the back of their head.

Tie the cord through the holes on each side of the mask.

Notes: __________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

4 5 6

0:34 0:48 1:03

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Discover Arts and Crafts 1 © Pearson Education, 2014. Photocopiable

Unit 3

36

Photocopiable 1 I Lesson 4Prince Rahotep and his wife Nofret

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37

Evaluation


3 Name Class Date

1. Read and circle the correct answer.

a) A pharaoh is a king.

A pharaoh is a god.

b) A pyramid is a building.

A pyramid is a statue.

2. Write the name of the Egyptian Sun God.

3. Write the name of the long river in Egypt.

4. Write the name of the symbols in Egyptian writing.

5. Match these sentences correctly.

a) The scribe writes gold and black mask.

b) Tutankhamon had a important documents.

6. Write the names of three geometrical forms.

Unit 3

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Name Class Date Unit 3

38

Evaluation 37. Draw and colour Tutankhamon’s mask. 8. Draw and colour symbols for these letters.


EGYPT IS A VERY HOT AND DRY COUNTRY

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© PEARSON EDUCACIÓN, S.A., 2014. Ribera del Loira, 28, 28042 Madrid © Carol-Anne F. Winstanley, 2014

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