TEACHER’S GUIDE

EU
Universal English

Paola Ruíz Rodríguez EU

Universal English
Javier Mauricio Arrieta Aguas
 Dream Up has been developed in accordance with the planning
and direction of the Editorial Department.

Content Development:
Paola Ruíz Rodríguez
Bachelor Degree in Basic Education with Emphasis
on Humanities: Spanish and Foreign Languages.
Universidad Pedagógica Nacional
Master in Latin American Philosophy.
Universidad Santo Tomás

Javier Mauricio Arrieta Aguas

Bachelor Degree in Spanish-English Modern Languages
Universidad Distrital Francisco José de Caldas

Editorial Management: Patricia Camacho Londoño

Editorial Direction: Luis Miguel Aguas Vanin
Subject Editor: Ana María Zoque Garzón
Development Editor: Ana María Zoque, Mario Andrés Cruz
Proofreader: Allen Craig
Digital Editor: Cristian Escobar Mahecha
Design Supervision: Magda Lorena Morales Sánchez
Cover Design: Susan Paola Arteaga Guevara
Layout and DPT: Adriana Patricia Páez Naranjo
Graphic Documentation: Jorge Andrés Rodríguez Sánchez
Illustrations and Photographs: Shutterstock, Fotolia, Educar Editores.

Production: Carlos López Otálora

© 2015 EU Universal English
ISBN: 978-958-05-1607-1

Autopista Medellín Km 3.4 – Vía Bogotá – Siberia,

Centro Empresarial Metropolitano, Edificio CEN piso 4.
Bogotá, D.C., Colombia

Printed in Colombia
Printed by: Editora Géminis Ltda.

All rights reserved. No part of this book may be reproduced, transmitted, stored or used in any form or
by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording,
scanning, digitizing, taping, web distribution,information networks, or information storage and retrieval
system, without the prior written permission of the publisher.
 CONTENTS
EU Universal English’s Pedagogical Project...................................................................IV
Presentation........................................................................................................................................IV
Axes that support EU Universal English’s Pedagogical Project................................................IV
1. Meaningful and contextualized learning
2. Motivation and emotional intelligence
3. Permanent evaluation and metacognition
4.Virtual environments and digital competencies
Articulation of working axes to the EU Universal English’s Pedagogical Project................VI
Development of virtual environments....................................................................................... VIII
Dream Up English platform
Vector Z (VZ)
Dream Up’s Pedagogical Design........................................................................................... IX
Approaches and methods............................................................................................................... IX
Communicative approach
CLIL and international projection
Creative thinking and intercultural competencies
Developing intercultural competencies....................................................................................... XI
Learning strategies
Pedagogical Structure........................................................................................................................ XII
Student’s book
Workbook
Teacher’s guide
Bibliography................................................................................................................................... XIV
Student’s book
Scope and Sequence
Unit 1............................................................................................................................................ 14
Unit 2............................................................................................................................................ 28
Unit 3............................................................................................................................................ 46
Unit 4............................................................................................................................................ 60
Unit 5............................................................................................................................................ 78
Unit 6............................................................................................................................................ 92
Unit 7..........................................................................................................................................122
Unit 8..........................................................................................................................................138
Scripts ................................................................................................................................................142
 EU UNIVERSAL ENGLISH’S PEDAGOGICAL
PROJECT

Presentation
Over recent years there have been new and significant changes in science, technology
and culture. Gradually it has set up a society that requires citizens with attitudes and
knowledge that can effectively respond to this new reality, which places educational
institutions at the center of change. The impact that educational institutions have on the
formation of these new citizens is unquestionable. There is a need to reframe the central
aspects of the educational process, in order to contribute to the development of attitudes,
skills and capabilities to act that complement the traditional role of academic content,
which was the main reference from which school practices were structured until a few years
ago. The goal is to collect advances in information management, the new socio-cultural
realities, recent pedagogical approaches and, in general terms, new perspectives on the
formative work of educational institutions. The challenge of providing quality education
involves reviewing, refocusing and restructuring not only of the curriculum, but also in the
development of collectively comprehensive curriculum proposals that foster the articulation
between cognitive, emotional, social developments and learning demands of children and
young people with the knowledge and the development of ‘tools for life’. It is essential to
develop processes of reflection and action to really promote meaningful learning.
EU Universal English has been working continuously with: teachers, students,
parents and experts in educational institutions in the collective construction of EU
UNIVERSAL ENGLISH’S PEDAGOGICAL PROJECT, which supports and frames all our
pedagogical approaches for the development of text book series, reference and literary
works, along with training and support processes that complement them. We try to establish
a clear and relevant guidance based on the need to publish with criteria that ensures that
both institutions and teachers receive a working tool with an adequate foundation. With this
conviction we have been developing methodological, conceptual and attitudinal aspects in
seeking to promote a genuine culture of learning. We aim to ensure that the maximum
benefit from our study material can be gained and, at the same time, its correct use facili-
tates the work of teachers and understanding of the students. Consequently, we insist on
the need that teachers and students understand the purpose of the pedagogical proposal
that characterizes our series and the goals that determine the structure of the materials.

Axes that Support EU Universal English’s Pedagogical Project

1. Meaningful and Contextualized Learning

When we inquire about the reason why learning is meaningful or not for a student, we
take into consideration the following features: learning is meaningful when it is not easily
forgotten, when it is possible to relate it to knowledge or situations that are already known
or that have been experienced, when it allows to “open” new ways to solve both school

IV
and everyday problems, when it permits the development of new perceptions of what is
seen, read or analyzed.

How to create meaningful learning in the classroom?

Meaningful Learning starts from considering that students have information, knowledge,
or prior understanding gained from previous experiences (home, school, media, etc.). The
new information should come to complement, transform and reorganize prior information,
so they must be deliberately interrelated so that new knowledge emerges. The teacher
becomes a mediator who, through the use of meaningful materials and methods, designs
scenarios and learning processes that repeatedly affect the cognitive structure of the
students in order to achieve new conceptual developments (Barriaga, 2002).
The aim is to generate more consistent and durable student responses, for education to
become a process that qualifies learners, not only as students, but as citizens and the main
characters of their life projects.

2. Motivation and Emotional Intelligence

Although it is true that the contents remain fundamental, these are no longer the final
purpose of teaching, but the means by which the teacher encourages the students’
development of skills, abilities, values and attitudes.

What is motivation?
Motivation is defined as the willingness to express and act with interest and autonomy when
carrying out a task or responsibility until it is finished. Some authors state that motivation
involves three aspects: cognitive impulse, affiliative impulse and self-improvement.
Cognitive impulse: It is the desire to acquire knowledge and solve problems as ends in
themselves, it means as a desire to learn.
Affiliative impulse: It refers to the intent to facilitate students and teachers to identify
themselves and be accepted by sharing a common project.
Self-improvement: It is related to the need for social recognition through competition or
the capability to perform an assigned task. In other words, when the students are timely
recognized for their achievements, they tend to maintain or improve this behavior.
The teacher should consider three objectives regarding motivating action:
♣ To foster curiosity.
♣ To manage and maintain the effort.
♣ To achieve the default goal of learning.
♣ About emotional intelligence.
Emotional intelligence is defined as the knowledge of our cognitive, sensory and emotional
skills as well as how we perceive and apprehend things, situations or objects and its close
relation to their application in life. The ability to develop affective competencies permits
the construction of links between the teaching process and the learning participants

V
 (students-students, students-teachers, teachers-teachers, parents-teachers, parents-
students). Thus, the relations are enriched in order to achieve true meaningful learning that is
contextualized and directly related to everyday life.

3. Permanent Evaluation and Metacognition

The evaluation is conceived as a process of ongoing assessment to identify personal
characteristics, rhythms and learning styles of students. It also allows getting information
in order to consolidate or redirect educational processes, structure pedagogical strategies
and to establish parameters for setting up and adjusting plans for improvement. (Decreto
1290 de 16 de abril de 2009. Artículo 2. Ley General de Educación, 115 de 1994).
The invitation is to reflect on the methodology and evaluation criteria of teaching, to
clearly establish the purposes of assessment (skills, abilities, attitudes, values to develop,
basic competencies by area), times of assessment (diagnostic, formative, summative) and
participants involved in the evaluation (hetero, co and self). These tasks require optimum
teamwork and finding meeting points that guide the institutional processes towards the
achievement of ever-higher quality goals.

Metacognition
Metacognition is assumed as the ability of individuals to know themselves, as well as self-
regulate their own learning, monitor their performance and identify the most suitable
strategies to enhance their responsiveness (Insuasty, 2001).
Metacognition seeks to empower learning participants in their educational process, involving
them in the decision-making and the conceptual or methodological changes that permit
the development of participation, autonomy, responsibility and critical thinking.

4. Virtual Environments and Digital Competencies

In recent years the process of growth of virtual learning environments has been strength-
ening. The management of such resources has become a necessary skill for students and
teachers to adapt themselves to the requirements of the most recent trends in the educa-
tional and social context. Aware of this situation, EU UNIVERSAL ENGLISH’S PEDAGOGI-
CAL PROJECT, through Dream Up English, our virtual platform, and the digital interactive
resource, Vector Z, proposes actions to be implemented in such scenarios, seeking three
objectives:
♣ Developing digital competencies as a factor associated to the quality of education.
♣ Complementing and making more dynamic the training proposal of our textbooks.
♣ Maintaining content and interactive resources constantly updated.

Articulation of working axes to the EU Universal English’s Pedagogical Project

In an effort to significantly impact educational processes, EU UNIVERSAL ENGLISH’S
PEDAGOGICAL PROJECTproposes to deploy these four previous axes in a complementary
way: meaningful and contextualized learning provides a clear methodological guidance,

VI
 motivation and emotional intelligence creates an environment that facilitates interaction
and disposition towards learning, permanent evaluation and metacognition strengthens
learning by orienting processes based on autonomy and quality; and, finally, virtual
environments and digital competencies facilitates the management of abundant
information flows, characteristic of the knowledge society, and interactive practice with
those who develop and demonstrate innovative and effective learning approaches.
The following scheme, through an analogy of the process of learning with a great
journey, shows how the axes of EU UNIVERSAL ENGLISH’S PEDAGOGICAL PROJECT are
articulated in a gear that allows the teacher to develop their endeavor from a consistent
teaching sequence. Preparation refers to the characterization of activities that serve as a
starting point, the course covers different actions that support the learning process and
the arrival is the closing and projection processes deployed in the previous times.
EU UNIVERSAL ENGLISH’S PEDAGOGICAL PROJECT

Meaningful Learning

Preparation Course Arrival

• Let´s Read
and Emotional

and Evaluation
Metacognition
• Test Yourself
Intelligence
Motivation

• Opening: CLIL • Focus on Forms

• Oral interaction • Review
• Project
• Self Assessment
• Let´s Sing

Start Development Closing

Virtual Environments
and Digital
Competencies

Development of virtual environments

Dream Up English Platform

Dream Up English has developed dreamupenglish.com website. It is an educative platform
that supports the textbooks for different school subjects and students become a member
using the personal code that appears inside the cover page of the books.
Dream Up English supports the learning process, making it more complete and enjoyable
for children. For this purpose, it features a wide, interesting and attractive variety of virtual
assisstance associated to the topics, through the icons that identify them:
Sections enlargement: Teaching aids for further information complementing school
textbooks, among which we have:

VII
 ♣ Concept maps. They synthesize the most important information of the thematic
unity, and include the salient concepts of various subjects.
♣ Further reading. These are short texts that expand information on the topics of
the units, as well as additional interesting readings to those presented in the text.
♣ Websites. Dream Up English has the best selection of web links that expand
information on various topics from the thematic units for teachers and students.
Multimedia to enhance learning: These tools allow you to explore information via
interactive virtual elements such as:
♣ Simulators. Virtual objects through which the application of concepts in the context
of everyday life is promoted.
♣ Presentations. Virtual tools, customizable to the teacher, through which topics are
presented in an engaging and interactive way for students.
♣ Games. Virtual resources, through which students can discover and develop their
competencies.
Examination tests: Assessment elements shown here combine the evidence of
knowledge and the application of competencies, through strategies such as:
♣ Unit evaluations. Tests for each one of the thematic units, which can be applied
by the teacher.
♣ Preparation for assessment. Students may prepare for the final evaluation of the
thematic unit using exercises that include interactive activities that will give them
feedback.
♣ Interactive Pruebas Saber. Students will solve these tests, following the ICFES model;
also, they will receive immediate feedback on their results.

Vector Z (VZ)
As a teaching resource that complements the study topics, we have added virtual
information that goes directly with our books. This information can be viewed through any
form of technology that has a digital camera (smart cell phones, tablets or computers).1
In other words, VZ is an innovative pedagogical strategy that seeks to give “life” to
the physical book by combining text with virtual elements. With the help of everyday
technology, in real time teachers and students can transform graphics printed in the book
into interactive and digital information (images, three-dimensional models, animated
models, video or audio), without needing internet connection. This promotes educational
processes by helping to achieve a higher level of understanding, memory and application.
It is enough to download the application for any device and typedown the site:
www.dreamupenglish.com (where a handbook is available), then focus the camera on the
image near the icon of VZ.

1
Information presented trough Z Vector is not indispensable for the understanding of book’s contents.
VIII
 DREAM UP’S PEDAGOGICAL DESIGN
Dream Up is an English series for primar y that is based on an integrated and
flexible methodological proposal that synthesizes the most relevant aspects from successful
pedagogical approaches and methods. These are: the Communicative Approach, Content
and Language Integrated Learning (CLIL) and Creative Thinking. This series motivates
and guides students to learn English in a dynamic and interactive way.
It promotes different activities in which students feel confident while speaking, reading,
writing and listening. Dream Up also integrates real world situations with content that is
familiar to the students.

Approaches and Methods

Communicative Approach
On the one hand, communicative approach has been chosen because of the importance
it gives to general individual competencies in students, by promoting their capacity to
solve problems through their mobilization of an integrated set of cognitive (knowledge),
procedural (Know-how) and attitudinal (existential) resources. Additionally, it builds their
communicative competence (Hymes, 1972), which refers to the capacity of an individual
to solve problems in specific contexts and involves real communicative situations for his or
her optimal interaction, and not only theoretical comprehension of language structures
and formal linguistics system. For that reason, a competent person is able to use language
in order to integrate with others, understanding the others and making himself or herself
understood. Accordingly, this approach takes advantage of students’ prior knowledge and
personal interests as a starting point for the acquisition of new concepts and abilities in
order to face eventual daily life problem situations.
This is the reason why communicative competence (CEFR, 2001, p.13) includes
linguistic competencies (lexical, phonological, syntactical knowledge and skills), but also
sociolinguistic (socio-cultural conditions of language use) and pragmatic ones (the
functional use of language in communicative situations such as international e
xchanges); and that is why communicative and intercultural competencies go hand in hand.
Consequently, this series aims to be, from a broader perspective, teachers’ support in
their labor of: “helping learners to understand how intercultural interaction takes place,
how social identities are part of all interaction, how their perceptions of other people and
others people’s perceptions of them influence the success of communication (and)
how they can find out for themselves more about the people with whom they are
communicating” (Byram et al., 2002, p. 14).

CLIL and International Projection

On the other hand, we consider that Content and Language Integrated Learning, CLIL, as
proposed by Cummins and Swain, 1986; Swain and Lapkin, 2005; Brinton et al., 1998,
as coherent with our integrated vision since it seeks to facilitate the children’s entrance
to the academic world and their international projection –taking into account, moreover,

IX
 the worldwide increase of academic exchanges and study abroad programs- focusing
learning on the transmission and reception of meanings, by the acquisition of academic
disciplines basic vocabulary and cross-curricular issues, related to general interest and
current topics, as it is suggested in Project section. Therefore, the methodology in this
series will pay attention to language structure (grammar, verbal tenses, syntax and
phonics) and its use in a standard register (international English) not as an end in itself,
but rather as a means to learn or, at least, take students closer to the comprehension of an
academic subject. On the other hand, series’ international projection is also evident in
the establishment of the pedagogical proposal based on the levels of proficiency
according to the Common European Framework of Reference for Languages, as well as the
inclusion of YLE test structure, that is Cambridge Young Learners English Tests, in the
units’ examinations.
In other respects, although the series prioritizes immersion language learning, no
importance is subtracted from native language clarifications and comparisons, since we
consider it of great relevance in foreign language improvement and comprehension.
Indeed, it has been demonstrated through research practices that exclusion of native
language in pedagogical interaction limits the possibilities for effective communication
between students and teachers, especially in pre-scholar and primary schools, and
especially when the process of becoming bilingual is just beginning (De Mejía, A., 1997).
In this regard, Cummins (2000) argues that “the first language must not be abandoned
before it is fully developed, whether the second language is introduced simultaneously
or successively, early or late, in that process,” and that second-language learners feel
empowered by knowing that their native culture and language are important (Ruiz, Y. and
Jiménez, R., p.25-29).
In this way, Dream Up seeks to be a pedagogical support for those schools that are pointing
to bilingualism and that are working to achieve a major in English proficiency, concentrating
efforts to promote foreign language learning, without leaving the mother language, which
remains the main language of communication in the institution. Thus, the series helps
to facilitate the transition that the academic community is making, from Preschool and
Primary grades, towards the construction of bilingual modality with international projection.

Creative Thinking and Intercultural Competencies

Furthermore, we consider of special relevance the development of creativity and
intercultural competencies of children for them to be able to communicate efficiently in
multicultural contexts through positive interaction: openness toward all members of
society and cultures, recognition and valuation of others’ differences, knowledge of world
exchanges, etc. (Giménez, 2010), as well as their capacity to solve daily life problems
thanks to their knowledge, values, abilities and confidence towards relationships.
In order to achieve this, preschooler books motivate form and function of language learning
by contextualizing it in a problem situation that introduces children to different scenarios
as fellow travelers of Nick, the penguin pet of the series, who wants to be an explorer
and adventurer like his grandma. In this manner, Nick will learn about human diversity
and neighborhood and city lifestyles, while students use their creativity to solve a set of
challenges that are proposed in a playful way, in the open units, and learn language and
content through fun and interactive activities.

X
DEVELOPING INTERCULTURAL COMPETENCIES
Communication is not only the transmission of messages, not even acquiring a linguistic
code, but a social act, a cognitive activity and an intercultural issue. It is important to
highlight that culture and communication are not isolated social practices; on the contrary,
culture, materialized in social interaction, is mediated by communicative process; indeed,
language is an ultimate expression of culture as it reveals speakers’ beliefs, identities and
social perceptions. Therefore, effectiveness of communication in daily life as well as in
academic contexts depends on students’ capacities to become aware of their own stereo-
type beliefs and prejudices in order to reduce them and break down cultural barriers; to
feel interested and curious about people from other cultures, without negating their own
cultural identity; to assume, spontaneously, the role of cultural mediators in multiethnic
contexts; and to understand different perspectives, values, cultural practices and behaviors,
among others.
Currently, language teaching focused on intercultural dimension is considered “the major
innovation of communicative language teaching” because it could help students to be
successful not only in transmitting information but also in developing a human and posi-
tive relationship with people from other cultures and languages, by increasing “their ability
to ensure a shared understanding by people of different social identities, and their ability
to interact with people as complex human beings with multiple identities and their own
individuality” (Byram et al., 2002, p. 6-10).
Whereas “language teaching cannot be separated from the teaching of the target culture(s)”
(Georgiou, 2010) and in line with our series’ projection of international interaction, we
propose in the following paragraphs a selective overview of useful strategies for teachers
to perform at the highest level, taking into account that the best teachers are those who
“can help learners to see relationships between their own and other cultures, can help
them acquire interest in and curiosity about ‘otherness’, and an awareness of themselves
and their own cultures seen from other people’s perspectives” (Byram et al., 2002, p. 10).

Learning Strategies
1. Role-playing and group dynamics: this strategy consists on the performances of
real life situations or real interaction activities in educational settings, to bring out
students’ prejudices, stereotypes or negative attitudes and behaviors against individu-
als or groups. In the situation, the teacher plays an important role as an observer
of the situation and a facilitator in the development of intercultural competencies,
because, by doing so, the teacher can guide an analyses and reflection about
students’ discriminative attitudes and behaviors, but also work on their prejudices and
stereotypes in order to challenge and reduce them. Video playback could be a useful
tool for demonstrating the students’ different attitudes and perspectives.
2. Cooperative learning: implementing this strategy in the classroom allows students
to work together towards completing a task, putting in action their capabilities and
knowledge to solve problems and manage conflicts. It is important not to create a
competitive environment in the development of intercultural competencies. Project
work is a useful instrument too for developing cooperative learning.

XI
 3. Inclusion: as an educational strategy of diversity management, inclusion implies
actions not only in the learning process but also in organizational issues. Attention to
students’ special and individual necessities is fundamental as well as the recognition
of their differences, but also the understanding of the equality of everybody. It is im-
portant to recognize that difference is normal, that each student is unique, and that
differences cannot be considered just as cultural or ethnical. For this reason, different
kinds of grouping are necessary for creating positive interactive social contexts and
successful individual learning experiences.
4. Work on yourself: for the previous strategies to function accurately, it is necessary that
teachers work on themselves; it means to make all possible efforts to improve their
own intercultural competencies, which includes attitudes, knowledge and understanding,
and skills and actions.

PEDAGOGICAL STRUCTURE
According to the assumptions and beliefs about language learning described before, our
methodological proposal comprises the following sections for Dream Up Elementary.

Student’s Book
Open Unit: Contains a challenge in which students help Nick, a pet penguin, to become
familiar with some places. It includes: key words and standards according to CEFR.
Intro Unit: It reinforces the most relevant topics students have seen in the previous grade.
Let´s Read: It encourages students to read different types of texts, where you can develop
fluency and intonation abilities.
Comprehension Activities: It promotes comprehension skills.
Focus on Forms: It explains the form and the uses of the language through some examples.
At the end of this section, you can find a subheading about false friends; it shows examples
of how to avoid some semantic problems.
The Writer’s Corner: It develops syntax, semantic and pragmatics competence.
Oral Interaction: It develops listening and oral skills through different kind of exercises.
Project: This is a motivated activity for learning by making things; this section connects
different disciplines or knowledge areas and promotes handicraft abilities. Here students
will find a special section that is called: Dreaming Up, in which their creativity is stimulated
by different activities or questions related to the final product of the project.
Let’s Sing: Is a fun section where students reinforce new words and expressions by singing
traditional songs.
Test Yourself: These exercises are based on the YLE Movers Examination Test. It is an
opportunity for students to prepare for the test and the teacher to evaluate their language
proficiency and acquisition of new concepts. In this section there is an icon of Dream Up
English where there are complementary activities suggested to work out in the platform.

XII
Review: This section is to reinforce what students have learned. This section appears every
two units.
A self-assessment section for children to evaluate their own progress. It also
appears every two units.

Workbook
It contains complementary activities of reinforcement of the topics that have been worked
on in the student’s book; students can do one or two activities for each lesson of the
Learning Time section, as a vocabulary practice.

Teacher’s Guide
Descriptors/Indicators: It specifies what is the achievement learning expected of students
at a specific level, according to the Open Unit of the Student’s Book.
Warm Up: An opening learning activity that can be artistic or physical and other teaching
ideas and methodological suggestions for introducing children to the topic and the content.
Student’s Book p.___: This section seeks to be a teacher’s guidance for the development
of the activities in the student book; it includes methodological suggestions also and the
activities’ answers, if any.
Extra Activities: This section contains fun complementary activities as additional practice
that can serve, besides, as an examination of acquired learning.
Scripts: In last pages of the book there are transcripts of the recordings for the listening
activities that can be useful for spelling and dictation activities.

XIII
 Bibliography
♦ Barrett, M., Byram, M., Lázár, I., Mompoint-Gaillard, P. and Philippou, S. (2014).
Developing Intercultural Competence through Education. (Edited by J. Huber and C.
Reynolds). Strasbourg: Pestalozzi Series No. 3, Council of Europe Publishing.
♦ Barriaga, F. (2002). Estrategias para un aprendizaje significativo. México: McGraw-Hill.
♦ Borrull, M., Catrain, M., Juan, M., Salazar and J., Sánchez, R. (2008). La enseñanza
del inglés como lengua extranjera basada en contenidos. Percepciones del profesorado
de educación secundaria en las Islas Baleares. Revista Electrònica d’Investigació i In-
novació Educativa i Socioeducativa IN, 1 (0), p-p. 105-128.
♦ Byram, M., Gribkova, B. and Starkey, H. (2002). Developing the Intercultural
Dimension in Language Teaching. A Practical Introduction for Teachers. Strasbourg:
Council of Europe, Language Policy Division.
♦ Council of Europe (2001). Common European Framework of Reference for Languages:
Learning, Teaching, Assessment. Strasbourg: Language Policy Unit. http://www.coe.int/t/
dg4/linguistic/source/framework_en.pdf
♦ Cummins, J. (1992) Bilingualism and second language learning. Annual Review of Ap-
plied Linguistics 13, 51-71
♦ Cummins, J. (2000). Language, Power and Pedagogy: Bilingual children Caught in the
Cross-fire. Clevedon: Multilingual Matters.
♦ De Mejía, A. (1997). Educación bilingüe en Colombia en contextos lingüísticos may-
oritarios: hacia una caracterización del campo. Ponencia presentada en el seminario:
Bilingüismo. Función Cognitiva y Educación. Organizado por la Unidad Interdisciplinaria
de Rehabilitación y El Gimnasio Moderno en Bogotá.
♦ Freeman, D. and Freeman, Y. (2008). Enseñanza de las lenguas a través de contenido
académico. Revista Educación y pedagogía. 20 (51) Medellín: Universidad de Antioquia,
p-p. 97-110.
♦ Georgiou, M. (August, 2010). Intercultural competence in foreign language Teaching
and learning: action inquiry in A Cypriot Tertiary Institution. Thesis submitted to the
University of Nottingham for the degree of Doctor of Education. In: http://etheses.not-
tingham.ac.uk/1866/1/Intercultural_competence_in_FLL.pdf.
♦ Giménez, C. (2010). El interculturalismo: propuesta conceptual y aplicaciones prácticas.
Ikuspegui. España: Observatorio Vasco de Inmigración.
♦ Hymes, D. (1972) “On Communicative Competence” In: J.B. Pride and J. Holmes (eds.)
Sociolinguistics. Selected Readings. Harmondsworth: Penguin, pp. 269-293.
♦ Insuasty, D. (2001). Generación y uso del conocimiento desde la Reflexión Autocrítica
Bogotá: UNAD.
♦ Martín, M. (2009). Historia de la metodología de enseñanza de las lenguas extranjeras.
Revista Tejada 5, p-p. 54-70.
♦ Ruiz, Y. and Jiménez, R. (Eds.) (2009). Content and Language Integrating Learning:
Evidence from Research in Europe. Bristol: Multilingual Matters.

XIV
Scope and Sequence

Unit Page Topic Vocabulary

1
Welcome to our
. . 14 School
• Places and people at school

2 . . 28 Daily Life • Occupations

3 Home Sweet • House places

. . 46 Home • Furniture

4
• Fun activities
. . 60 Having Fun!

Free Time • Hobbies

5
. . 78
• Sports

• Body parts

6 . . 92 Me and My Body • Senses

• Daily routines

7 . .122 Delicious Food • Vegetables, fruits and drinks

8 . .138
Meet our Friends
the Animals
• Animals and their capabilities
 Virtual Aids
Language Skills Song Project
(Nicole and Tommy)

• Present progressive tense • At school

• Greetings School is Fun A Poster • Speech Recognition
• Polite request At school

• Numbers from 51- 100

I am a • Jobs
• Ordinal numbers Working Tools
Policeman • Speech Recognition
• How many/ how much and Elements
Dressed in Blue Jobs
• WH questions

• Prepositions • In the house

A Dream
• Simple present tense Fantasy House • Speech Recognition
House
• Adjectives In the house

• Verbs
• Action verbs Rain, Rain, Go
A Brochure • Speech Recognition
• Adverbs of manner Away
Verbs

• Likes and dislikes • Hobby

A Soccer Ball
• Can and can`t for expressing Holiday Time • Speech Recognition
Frisbee
ability or inability Hobby

• Clothes
• To ask and tell the time Look at My
Clothes • Speech Recognition
• Adverbs or frequency Clothes
Clothes

• There is and there are

• Food and Drink
• A or an Are You
Puppets • Speech Recognition
• Would like, like and want for Hungry?
Food and Drink
making offers and requests

• Can to express ability How to Make • Animals

• Adjectives Jungle Beat a Paper Plate
Lion • Animals
• Verb to have
Unit 1

Welcome to Our School

Warm up
To start the lesson, welcome the
students to the new academic year by saying
“Welcome Back” and writing it on the
board. Then, invite students to open their
books and show them the picture of the
school from the Student Book.
You can also ask students to draw their
own school and label the most important
places. Help students with the vocabulary
they want to add. Write the words they
need on the board while pronouncing
them. Try not to use dictionaries at this
point, as it may slow down the pace of
the activity.

Student’s Book p. 14 - 15
Read the unit standards aloud, showing
the students that they have them in their
book, and that you have written them on
the board. Explain to students that these
are the skills they will acquire by the end
of the unit.
1. Choose 10 students to read the unit
key words aloud. Invite each student
to pronounce one word the way they
think is correct. After each student’s
turn, show the students your book,
while pointing at and pronouncing
the word the student has just read.
Encourage students to point to the
word and repeat it themselves.

14
 Unit 1

2. Read the first question aloud and have

two or three students answer it. What
do you do on your first day at school?
Give examples, such as study, talk about
your vacation, read, write, play, etc.,
and use non-verbal communication
(gestures, sounds, etc.) to reinforce.
3. Read the second question aloud and
have one student answer it: What
games do you play at school? Point
to the playground in the picture and the
children playing hopscotch in order to
elicit answers. You could also give some
everyday examples, based on what
you have seen kids often play in your
school. E.g.: playing marbles, jumping
rope, playing yo-yo, playing cops and
robbers, etc.

Extra Activities
 You can organize a Chinese Whispers competition by creating two groups of students and
having them line up in front of the blackboard. Then give a marker to the first student
in each line, and whisper a word from the unit to the last student in each line. Starting
from the back, each student must whisper the same word into the ear of the classmate in
front of him or her, until the student in front of the line draws what he or she has heard.
The group which draws the right word wins. Play this game as many times as needed to
practice the vocabulary.

15
 Let´s Read

 Achievement indicator:
Student talks about what is happening
around the classroom.
CEF
A1 LEVEL
READING SECTION:
 Recognize words and simple sen-
tences about places in their school.
 Relate pictures to simple sentences.

Warm up
Point at the picture and ask students the ques-
tion: Where are these students? Once they
have answered, show them that the answer to
the question is the title of the reading piece.
Encourage students to explore the picture.
Point at some people in the picture while
asking the students What is he (she)
doing?, Is he (she) paying attention?
The idea is to just elicit yes and no answers.

Student’s Book p. 16 - 17
1. Invite the students to scan through the
text and circle the words they already sentence, make him or her read that part of the text
know. Then they should look up the again while pointing to the related part of the picture.
words they don’t know and write their 3. Ask the students to start creating together a portfolio.
meaning in their notebook. There, they will create their own picture dictionary by
2. First the students listen and read the text using the words printed in blue from the text and writing
on their own. Then ask some students them in front of pictures they will draw themselves. Make
to take turns and read the text aloud. If sure you encourage students not to copy the images from
possible, and once a student has read a the book illustration, but create their own.
What How Why
Help 1. Invite students to look at the picture Picture
students 2. Ask the indicated question and give exploration
understand students wrong options among the right makes it easier
PICTURE how to read one, until they recognize which is correct. Keep student’s
a text that is - Where are they? expectations
EXPLORATION related to a Are they in the bathroom? limited to what
picture. (No.) the specific
- So, where are they? reading is.
Are they in the playground?

16
 Unit 1

Comprehension Activities

 Achievement indicator:
Student talks about what is happening
around the classroom.

Warm up
First make a list of different activities your
students do on the classroom, such as read-
ing, drawing, writing, paying attention, etc.
These will help your students to get knowl-
edge to the vocabulary and situations that
show throughout the unit. This will help
them not only to answer the unit activities,
but to apply what they know in the real
world and in their daily activities.
The teacher asks some students the ques-
tion What is (student’s name) doing?
and have students answer. Try to find
students who are doing different things to
elicit assorted vocabulary.
Exercise 1: Look at the pictures and read
the words... Put a check mark (✔) or a cross
(✗) in the box.

Students may identify what the characters in the book are doing in the moment. Show students the
example answer in the reading and ask two other students to read the parts of the text that contain the answer.
You can come up with the same type of questions but applied to what your students are doing in the classroom.
Answers:
1. Incorrect 2. Correct 3. Incorrect
Exercise 2: Read the questions. Answer Yes or No.
Ask your students to identify the characters from the picture and try to remember what each character is
doing. Then ask them to focus on what Manuela and Santiago are doing according to the text.
Answers:
1. Yes. 2. No.
Exercise 3: Look at the pictures again and answer.
Read the instructions aloud and ask students to answer the exercise in pairs. It’s important that you point
out. They can read the text again in order to recall information and answer correctly. Then check the
answers with the whole class.
Answers:
1. Camilo. 2. Three.
17
 Focus on Forms

 Achievement indicator:
Student asks for things in a polite way.

Warm up
Pretend to be asleep at your desk until your
students notice; pretend to snore in order
to make everybody look at you. Once they
are paying attention, ask “May I sleep in
the classroom?” and show students a card
(prepared in advance) with a hand showing
disapproval that has on the back written
“Sorry, not now”. Encourage everyone to
repeat the expression a few times while you
continue showing them the disapproval
card.

Student’s Book p. 18 - 19
Ask the students to read aloud the instruc-
tion for making a request. You explain that
we use the modal verb Can to ask someone
to do something.
Then ask a student “Can you open the
door, please?” using non-verbal communi-
cation to help the student understand. The
False Friends
student does this exercise a few times in  Explain to the students that there are words that
order to help his classmates become look similar in English and Spanish, but that do not
familiarized with the modal verb can. necessarily have the same meaning.
Ask a student to read aloud the explana-  Ask students to look up the two words they have in
tion for asking for permission. You use the the False Friends chart and tell them to mark the real
modal verb May when you want to ask for meaning of the word rope.
permission.  Check the answer with the whole class and empha-
Tell the students to practice the examples size the importance of using a dictionary to avoid
in pairs. misunderstandings.

18
 Unit 1

Answer:
Rope: A long and thick string used to tie
up things.

Exercise 2: Choose one of the words on

the left to complete the sentences. Give
them time to elicit the correct word.
Answers:
1. May I ask a question?
2. Yes, you may.
3. Can you pay attention, please?
4. Sorry, not now.

Exercise 3. Unscramble the words.

You can write the words in some cardboard
cards and tell them to think the exercise as
solving a puzzle.
Answers:
1. Can you read that please?
2. Sorry, not now.
3. May I go to the playground?

Extra Activities
 Fill a bag with pieces of paper with “challenges” so that students should be able to
perform the actions. E.g. Can you say your name, please?, Can you count from 1 to 5?,
Can you say vowels in English?, etc. Ask each student to take one piece of paper and
answer “Yes, I can” (then perform the challenge) or “No, I can’t”. If they reply “No,
I can’t.”, then you can draw a Hang Man game on the board, and they will have to try to
avoid to be hung as they try to answer their challenge.

19
 Oral Interaction

CEF
A1 LEVEL
 Answer simple questions about
immediate environment.
 Understand when someone ask for
permission or make a request.

Warm up
Write some activities studied in the unit
(listen, write, sing, etc.) on pieces of paper
and select a student at a time to take one
to mimic it in front of the class. The idea is
to make students to guess the activity their
classmate is acting out. E.g. “She is reading”.
Ask students to analyze the picture and ask
them questions such as: “Where are they?
Are they in the bathroom? Are they in the
classroom?”

Student’s Book p. 20 - 21
Exercise 1. Listen and repeat.
Ask the students to look at the pictures and
ask them what the people in the pictures are
doing. After the class has answered, teacher
plays the recording (Track 3) and encourages
students to repeat what they heard.
Exercise 2. Listen and number.
Ask the students to listen to the recording
(Track 4) and number the pictures according
to the order in which they are mentioned.
Play the audio a second time and correct
the exercise with the whole class by stopping
the recording after each sentence.
Answers:
1. Mariana is talking. 2. David is reading.
3. Julian is jumping the rope. 4. Milena is
writing.
Exercise 3. Listen and rearrange the text to make correct
sentences.
Ask students to listen to the recording and match the
names, the actions, and the pictures according to the
recording.
Play the recording and have students match the different
parts.
Play the recording a second time and correct the exercise
with the whole class by stopping the recording after each
sentence.
Answers:
1. Juliana and Sarah are saying “hello”.
2. Clara and Fernanda are going to school.
4. They are playing hopscotch.

20
 Unit 1

Phonics
Play the recording and ask students to
listen and repeat. Ask students to practice
the phonemes in pairs.
Exercise 4. Listen and practice.
Ask the students to listen to the conver-
sation (Track 7). After listening, let them
practice the conversation in pairs.
Choose some students to act out the
conversation in front of the class.
Exercise 5. Listen and repeat.
Play the recording and ask students to
repeat what they hear. Students may prac-
tice the conversation from exercise 4 but
including the expressions from exercise 5.
Exercise 6. Listen and complete.
Play the recording (Track 8) and ask
students to complete the conversation.
Then ask students to act it out.
Answers:
Good evening/How/Thank.

21
 The Writer’s Corner

CEF
A1 LEVEL
 Write short answers related to the
classroom in order to ask for
permission or make a request.
 Write sentences in simple present
tense correctly.

Warm up
Write the sentence May I ask a question?
and its Spanish equivalent on the board
and give one student minute to find the
differences. Once they have come up with
some ideas, underline the question marks
and show students that in English we use
just one question mark at the end:
May I ask a question?

Student’s Book p. 22
Exercise 1: Look at the picture and
answer the questions. Do not forget to add
the question mark.
Ask a student to read the information in
the box. Listen to them and write full simple present sentences in
Explain what the student has read by using the the boxes, based on their ideas. E.g. I read, I play, I eat, etc.
example which has been written on the board. Then give the students five minutes to write their own
Ask the students to read the questions answers in their book.
and add the question mark. Then, ask the
students to look at the picture and answer
the questions in pairs. Extra Activities
Check the answers with the whole class.  Ask students to draw the following chart in their
Answers: notebook:
1. In the classroom. Ask your
Classmate 1 Classmate 2
2. There are three boys. classmate:
3. She is reading a book. What do you do
Exercise 2. Write your answers. in the classroom?
Draw two boxes in the board. One will be What games do
titled Playground and the other Classroom. you play in the
Students will brainstorm activities about playground?
what they do in both places.
22

Let’s Sing
Extra Activities
 Play the song a third time and ask students
to touch the different classroom objects
that are mentioned when they hear them.
E.g. They listen the word blackboard and
they go to the blackboard to touch it
while singing.
 Play the song for the last time, mixing the
objects and the fun movements. Then ask
them out of all the activities they practice
at school what they like the most.
Unit 1
Warm up
Ask your students to think about activi-
ties they really enjoy doing and the ones
they don’t like at all; names the first ones
fun activities and the second ones boring
activities. Then make flashcards, one per
activity. Show students the different flash-
cards with either fun activities or boring activi-
ties. Then teach them to respond different
gestures when they see a fun or a boring
activity. E.g. you show students a card with
some kids having fun at a theme park,
and they shake their hands when they see
it; you show them a car with a bored kid
waiting for his or her mom to finish work,
and they all yawn.
After practicing the movement, ask
students to say “That’s fun” or “That’s
boring” in each case.
Finally, ask students to open their book
and underline the word fun as many times
as they can find it in the song´s lyrics.
Student’s Book p. 23
Play the song and ask students to try to
follow the lyrics.
Play the song a second time and ask
students to make the appropriate gesture
they practiced in the warm-up section
every time they hear the word fun.
You can also encourage them to point
out the different objects of the classroom
mentioned on the song. You can even come
up with a little choreography to point these
objects as they sing along.
23
 Project

 Objective:
To draw and write about an activity in your
school.

Warm up
The project for Unit 1 aims to encourage
students to observe what is happening
around them, take notes about what they
observe and present their work.
To help explain to them what to do, you
can bring your own poster to the class-
room what you drew and wrote when you
observed other adults (teachers, the princi-
pal, the security guard, etc.) were doing at
that moment. Present it to the class.
Tell your students that they are going to do
their own poster. They can be as creative
as they want, but always regarding their
surroundings, what they see in their class-
room and what they see on their little trip
around school.

Student’s Book p. 24 - 25
Record yourself making your poster and
show it to your students to explain to them
what to do. Another option is to ask one
student at a time to read each step.

24
 Unit 1

Take the students out of the classroom and

ask them to observe and take notes about
what other kids are doing at the school.
In this part, it is important to encourage
students to write in English, as you are
giving them instructions and commands in
English as well.
The class goes back to the classroom and is
given the materials to design their posters.
Monitor students’ work while promoting
English interaction in the classroom.
Students present their work in front of the
class.

Dreaming up
 Ask a student to read the question
“How many classrooms does your
school have?” aloud and brainstorm
answers with the whole class. You can
also ask them “What other rooms do
you want in your school?”. If they have
a clear idea of what they are imagining,
ask them to do a simple sketch of what
those other rooms would be like.
 Ask a student to read the question
Extra Activities “What other games do you want in your
playground?” aloud and brainstorm
 Organize a poster making contest. Invite answers with the whole class. Accor-
other classes to a presentation where they ding to what they answer you can ask
can vote on their favorite. The winning if in order to practice the new games
poster is exhibited in a prominent place they propose they need equipment not
in the classroom and encourage the other available in their current playground.
students to take notes on the great work
of their classmate.

25
 Test Yourself

Warm up
You can organize the class in two groups
and tell both groups to select a repre-
sentative at a time. Then, select assorted
vocabulary from Unit 1 and write them
down on cards, one word per card. Give the
representatives time to draw on the board
a word you show them and encourage
their partners to guess what he or she is
drawing. The team that guesses first wins.
If both teams answer at the same time, you
can base your decision in aspects such as
pronunciation, drawing characteristics, etc.
Make sure you choose a different student
to represent the group, so every member
of the group gets a chance to draw the
word given by you.

Student’s Book p. 26 - 27
EXERCISES BASED ON YLE EXAM
This book gives students the chance to
practice for YLE test. The following are
the YLE types of questions you can prac-
tice with them. At this point, it is better to
give students some time to read and answer
the questions and options on their own.
Exercise 1: Writing words. Look at the
picture and answer the questions. Use one-
word answers.
Tell the students to take their time and
look at the picture. Point out to them they
are seeing activities they practice everyday
in their playground. Monitor the students
solve their questions, pointing at the exam-
ples when necessary.

26
 Unit 1

Answers:
1. Six
2. Playground.
3. One.

4. One.

Exercise 2: Matching to short definitions.

Look at the pictures and read. Write the
correct word according to the definition.
First ask the students to look at the pictures,
tell them that they already know those ob-
jects and places because they come across
with them everyday in the school. Tell them
to think about what they use those objects
for and what they do in those places. Moni-
tor the students and solve their questions,
pointing at the examples when necessary.
Answers:
1. School bus.
2. Rope.
3. Teacher.
4. Backpack.
5. Classroom.
6. Bathroom.

Extra Activities
 You can organize the same drawing competition you did on the warm-up, but this time
using the vocabulary and questions of the exercises of Test Yourself. Make sure you
focus on the topics the students show difficulty.
 After pointing out their wrong answers in these exercises, you can design similar questions
using the same pictures in order to check if they now have learnt how to answer properly.

27
Unit 2

Daily Life

Warm up
Before starting the lesson, write the unit
title and standards on the board. Explain
to them that grown-ups do different activi-
ties to earn money; that your occupation,
for example, is teaching and that they have
to find an occupation when they grow up.
To start the lesson, use flashcards with
different professions written on them, and
choose one student at a time to act out
the profession on the card you show them
in front of the class. This activity helps
students recall the professions they already
know by having them guess the occupation
their classmates act out. Ask your students
whether or not they like the occupation
and why.
After your students have stated which
occupations they like, and which they don’t,
make a list on the blackboard to sum up the
classroom’s favorites occupations and the
least favorite.

Student’s Book p. 28 - 29
Read the unit standards out loud, showing
students they have them in their book and
then write them on the board. Explain to
the students that these are the skills they
will acquire by the end of the unit.

28
 Unit 2

Choose 10 students to read the unit key

words out loud. Invite each student to
read one word out loud. After every stu-
dent’s turn, show students your book while
pointing at the word and pronouncing it
correctly. Encourage students to point at
the word in their book and repeating the
correct pronunciation to themselves.
Read the first question out loud and
allow some students to volunteer their
answer: “What are the people in the picture doing?”
To make sure everyone understands, ask
students to answer by using non verbal
communication (gestures, sounds, etc.).
E.g. “The businessman is taking a bus”,
while acting out the way in which he would
climb up the bus’s steps.
Now, read the second question out loud:
“What is your favorite occupation?” Then,
have the whole class to answer by drawing
themselves wearing the clothes of their
favorite profession in their notebook.

Extra Activities
 Ask the students to draw their favorite occupation. Then organize students in pairs and
have them ask their partner “What are you doing?” Students should answer this ques-
tion based on the occupation they have chosen and drawn, but without showing their
drawing or saying the name of their profession, they must guess each other’s occupations
only using clues.

29
 Let´s Read

 Achievement indicator:
Student reads and understands new voca-
bulary from text.
CEF
A1 LEVEL
READING SECTION:
 Recognize words and simple sentences
about occupations in the community.
 Relate illustrations to simple sentences.

Warm up
Encourage students to think about the pic-
ture. Point at the different occupations in
the picture and ask students the question:
“What is he or she doing?” Write the student’s
answers on the board. They do not have to
give the right answers, but they have to try.

Student’s Book p. 30
1. The students scan the text and
circle the words they already know. Tell
them to look up the words they don’t
understand and write their meanings in
their notebook.
2. Encourage the students to listen and
read the text on their own and to try to
understand it.
3. Ask some students to take turns reading the text out
loud. If possible, and once a student has read a sen-
tence, make him or her read it again while pointing at
the part of the picture that it represents.
4. Ask the students to add the new key words to their pic-
ture dictionary. Encourage them to not copy the images
from the book illustration and to create their own.

What How Why

Help students 1. Invite students to look at the picture Picture

understand 2. Ask the proposed question and allow exploration
that they are them to freely brainstorm. limits students
PICTURE about to read - What is grandpa doing? expectations to
EXPLORATION copy related He is sitting. what the reading is
to the picture. He is working, etc. about. These limits
- What is grandma doing? make reading easier
She is cooking, etc. for them.

30
 Unit 2

Comprehension Activities

 Achievement indicator:
Student reads and answers information
questions.

Warm up
Stick cards onto the walls of the classroom.
These cards should have the key words
from the reading text on them, as well as
three cards with the days Monday, Wednesday
and Friday written on them.
Start telling a story in English and ask the
students to pay attention. Whenever you
say one of the words stuck onto the walls,
the students should move to the part of the
classroom where they see that word written
on a card. E.g. “The other day I was in the
countryside when I saw a farmer. His name
was Will and he was so happy because it
was Monday...”

Another warm-up activity is to make a list of all the occupations they read about on the Let’s Read
section. Ask your students if they recognize some of these occupations in real life and they know
somebody that works doing these kinds of jobs. Finally ask them if they would like to practice these
occupations when they grow up.
It’s important to point out to the students that in the text there is a contrast between to settings: the
countryside and the city. Tell them that there are different occupations according to this living.

Student’s Book p. 31
Exercise 3: Read and make cross () in the correct picture.
Read the instructions out loud and ask one student to read the first question as an example. Answer this
first question with the whole class and show them how to make a cross on the right picture. Give students
five minutes to answer the other questions on their own.
Ask students to compare their answers with a partner and help them correct any mistakes.
Answers:
1. Boy. 2. Countryside. 3. Rooster. 4. Pancakes. 5. Grandpa. 6. Grandma.

31
 Focus on Forms

 Achievement indicator:
Students understands quantities and the
orders of different elements.

Warm up
Give students paper badges with ordinal
numbers from 1st to 10th. If there are
more then ten students, make three groups
of badges with different colors.
Divide students into groups. They must
walk around the classroom. Then you pick
a color and a number and say: “There is a
bad number around. It is trying to steal the
other numbers. The bad number is. The 2nd
blue”.
The students stop walking and the stu-
dent who has the number you called must
find and touch the student he thinks has
the number that follows his or hers. E.g.
The kid with the second blue would find
and touch the student who has the 3rd
blue. If the student finds the right number,
then 2nd and 3rd line up and start to walk
together.
The first team that puts together all its
members in proper order wins.

Student Book p. 32 - 33 False Friends

Ask students to count the people in the
first two examples. Then, show students
that the fireman is using a lot of water.
It is important to use non verbal commu-
nication to help students understand that a
lot is the opposite of a little.
Ask students to look up the two words they have in their
False Friends chart and tell them to mark the real meaning
of the word conductor.
Answer:
Conductor: A director of an orchestra.

32
 Unit 2

Exercise 2: Look at the pictures and com-

plete the sentences. Write much or many.
Check the answers with the whole class
and show students when they cannot count
something, they must ask How much?
Answers:
1. Many.
2. Many.
3. Much.
4. Much.
5. Many.

Exercise 3: Look at the picture. Write their

finishing position.
Ask them to complete the exercise based
on the picture. Tell them to complete
the exercise with the ordinal numbers in
written form.
Answers:
Diego: first.
James: second.
Mario: third.
Sergio: fourth.
Lucas: fifth.

Extra Activities
 Prepare a memory game with ordinal numbers from 1st to 10th. One group of cards
must have the abbreviations and the other the full written forms. Play this game with the
whole class, in a big format, or in groups in a small format. For the second option, it will
be necessary to prepare several sets of cards.

33
 Oral Interaction

CEF
A1 LEVEL
 Understand short descriptions about
professions.
 Identify people who take part in a
conversation.

Warm up
You can have a memory competition by
asking students to volunteer and stand up
in front of the class. Then, write numbers
from 1 to 50 on the board and set different
challenges for each student by underlining
different groups of numbers and asking
them to say the numbers you have selected.
E.g. 10, 30, 40, 50; or 5, 10, 15, 20, 25; or
30, 37, 48,50; etc.
Students who make mistakes are knocked
out of the game, until there is only one
remaining student.
You can use Total Physical Response
commands to present demonstrative
adjectives. Start with some simple instruc- Exercise 2: Ask students to listen to the recording and
tions such as: “Touch your nose., Point at color in the numbers they hear.
the board, Take your notebook and put Answers: 1st gray, 2nd orange, 3rd blue, 4th green, 5th
it under your desk, stand up, sit down.” yellow, 6th purple, 7th pink, 8th black, 9th brown 10th
Then, include demonstratives in your red
instructions: “Touch that poster.”, “Point
at this desk,”, etc. Exercise 3: Ask students to listen to the recording and
circle the professions they hear.
Answers: doctor and firefighter.
Student’s Book p. 34 - 35
Exercise 1: Play the recording and ask Phonics
students to repeat what they hear. Motivate
students to study these numbers on their Play the recording and ask students to listen and repeat.
own for future competitions. Ask students to practice in pairs.

34
 Unit 2

Exercise 4: Ask the students to listen

to the conversation without opening
their books. Then ask the students some
questions about the dialogue, such as:
“How many people are talking?, Are the
people talking kids or adults?, Are they
friends or classmates?”.
Afterwards, ask the students open
their books and some time is given to
understand the conversation.
Replay the recording and have students
follow along in their books while listening.
Exercise 5: Ask students to listen to the
recording. Play the recording a second time
and have the students repeat what the hear
in the recording.
Exercise 6: Play the recording and ask
students to complete the conversation.
Play the recording a second time and
complete the exercise with the whole
class by stopping the recording after each
sentence. After listening, students can
practice having the conversation in pairs.
Choose some students to present the
conversation in front of the whole class.

35
 The Writer’s Corner

CEF
A1 LEVEL
 Write and answer Wh questions.
 Write personal information in simple
formats.

Warm up
Ask students to draw the following chart
on their notebook:

Ask your Classmate Classmate

friend… 1 2
Who is your best
friend?
Where does he or
she live?
When do meet
him or her?
What do you do
together?
Model the exercise by telling a student to
ask you the questions. Answer out loud and
take advantage of this exercise to answer
any questions about the vocabulary. Make Answers:
sure everybody understands the questions. 1. When. 2. What. 3. Where. 4. What.
Tell students to go around and ask these
Exercise 2: Ask students to complete the exercise.
four questions to two different classmates.
Check that they write their classmates’ Have the students compare their answers with a partner.
answers correctly. Check the exercise with the class as a whole, while writing
more information about Wh words on the board. This in-
Student’s Book p. 36 formation should show students when to use each word.

Exercise 1: Read the information in the Extra Activities

box out loud, then write an example from
the box on the board and ask a student to
underline the parts which are underlined in
the book.
Write different Wh words under the
example, showing that students these
words must start with a capital letter.
 Ask students to create a mind map with
the learned wh words. The mind map must
contain no additional words, but the pictures
must be added to their picture dictionary.
 To help them make this mind map you can
ask them question about a particular activity.

36

Let’s Sing
Extra Activities
 After assigning a movement to each part of the
song and practicing it, you can make a perfor-
mance competition. Start by dancing with all
your students and touching those who forget
the movements or get confused. Those you
touch should sit in their seats and you continue
until you get a winner.
 You can play a game where some students
pretend to be police officers and interview some
of the people on the streets. This encourage the
students to apply their new vocabulary in real
situations
Unit 2
Warm up
Play Duck-Duck-Goose and ask the student
selected as “the goose” to say what his or
her favorite occupation is. Then the game
continues with the next “goose” and so on.
To help them get into the theme of the
song, ask them what they know about
the police force. Talk about what police
officers do in their city, about the things
they do to protect and help all the people
in the community.
Before you sing the track, you can point
out that police officers wear different color
uniforms. Tell them that these varies from
country to country, or even from town to
town in the same country. Finally, you can
ask them which is the color of the police
officers in their hometown.
Student’s Book p. 37
Play the song and ask students to listen to
it and follow the lyrics.
Play the song a second time and have
students make movements related to the
lyrics. E.g. “I am a policeman dressed in
blue.” would have students dance and
show their sweater or something blue;
“Direct the traffic in your town.” would
have students stop dancing and pretend
they are directing the traffic with their
hands, etc.
37
 Project

 Objective:
Make elements and tools of different
occupations.

Warm up
The project aims to encourage students to
use the vocabulary about occupations they
have learned.
To help explain to them what to do, you
can bring in your own materials (e.g.
paper bricks) to act out an occupation. (E.g.
sticking bricks on the board while you say
“I am building a wall.”)
Students can guess your occupation and
then prepare their own performance for
the following lesson.

Student’s Book p. 38 - 39
Tell your students they must choose an
occupation. Once they do that ask them
to take a few minutes to think what
objects they need to practice the chosen
occupation. Make an example out of your
own occupation. Tell your students the
basic implements you need to teach. You
may say you need a blackboard, and some
writing equipment. Then tell them that each
occupation needs some particular tools, so
they must find what tools are needed for
the occupations they chose.

38
 Unit 2

Point out to them that some objects are

needed to create or examine something
and that there are other objects that are
needed for safety reasons, such is the case
of helmets that are used by carpenters,
bricklayers and architects when they are in
the construction site.
Have the students act out their chosen
occupations to their classmates and have
everyone guess their professions. It is
important to tell the acting students that
they cannot mention their occupation.
They only can describe the activities they
are doing or the tools the made.

Dreaming up
 Ask a student to read the question What
occupation do you want to have when
you grow up? out loud, and brainstorm
through the answer with the whole class.
Ask a student to read the question What
occupation can’t you imagine doing? Aloud
and brainstorm through the answer with
the whole class. To encourage students
you can talk about what you imagined
doing when you where just their student
age; tell them why you wanted to prac-
tice that occupations and why you ar
now an English teacher.

Extra Activities
 Organize a photo shoot to take pictures of the children creations and create a poster to
be exhibited in an important place of the classroom. Encourage the students to look at
the poster, name the occupations they see and describe them taking into account the tools
of each occupation.

39
 Test Yourself

Warm up
 You can use flashcards with occupations
drawn on them to have a spelling contest.
The aim is to have volunteers spell the
occupations you show them. Students
who do it right move to the next round.
Play as many rounds as necessary to get
a winner.
 Ask the students to find out what are
the occupations of their parents. Tell
them to take notes on their parents
daily routine and on the different activi-
ties they do at their jobs.

Student’s Book p. 40 - 41
Exercise 1: One-word answers. Read the
questions and answer Yes or No.
Tell your students to look at the pictures
before they read the answers. You can
take a moment to ask some students to
describe what they see in the pictures.
After this, ask them remember what
they have said while they read at the
questions. Monitor students and answer
their questions, pointing at the examples
when necessary.
Answers:
1. Yes.
2. No.
3. No.
4. No.
5. Yes.

40
 Unit 2

Exercise 2: Writing words. Look at the

picture and answer the questions.
Take a moment to look at the picture
with the students. While they are looking
at the picture, recall how you can ask for
the number of objects present a given
situation. Then monitor the students and
help them with any questions, pointing at
examples when necessary.
Answers:
1. Two.
2. Five.
3. Two.

Exercise 3: Choosing the correct response.

Look again at the picture and check the
occupations you see.
Before asking your students to look at the
pictures, tell them to make a list of the
different occupations they can remember.
Then ask them to make a short description
of each occupation. Finally, encourage the
students to look at the picture again and
recall together some of the occupations.
Answers:
None of the given options.

Extra Activities
 You can play a Tag in which you are “it” and you try to tag your students, but they can stay
safe if they say a word from Unit 2 before you touch them. A word cannot be used twice.
Students who are tagged are knocked out of the game.
 Check your students answer and take notes on the exercise on which they show more
difficulties. Design similar exercises on your own and solve them with the whole class.
Make sure you focus on the topics where they show more weaknesses.

41
 Review Units 1 & 2

Warm up
You can take your students on a school
tour and ask them to observe and tell
you what other students and teachers are
doing. Allow students to talk about what is
happening in their surroundings. Try the
best you can to cross the topics from
the two units. You can do this by asking
them what occupations they see on school
ground. For this, you can elicit answers
by asking questions like How many place
officers do you see at school? or What are
the teachers doing in the classrooms?
This type of activities not only helps them
review their previous knowledge but also
to make proper associations between the
topics from the book and the different
contexts in the real world.

Student’s Book p. 41 - 42
Besides YLE practice, every two units
you will find some exercises to review the
studied contents. In this case you can ask
students to work in pairs and then check
their answers them with the whole class.
Exercise 1. Mrs Prieto is talking to her
students. Look at the picture and choose
the correct answer.
Ask students to look at and think about the
picture and read the instructions out loud.
Pint out to the students that what they are looking at
resembles very much to the everyday activities they do in
their classroom. Then give students a couple of minutes
to answer the questions.
Answers:
1. They are studying Geography.
2. She is explaining the lesson.
3. Two.

42
 Unit 2

Exercise 2: Look at the picture and

complete the sentences.
Ask students to look at the pictures and
read the instructions out loud. Then give
students a couple of minutes to answer the
questions.
Answers:
1. School bus.
2. What.

Exercise 3: Look and complete the

occupation.
Tell the students to take some time to look
at the tools each occupations has. Moni-
tor the students and help them with their
questions, showing them flashcards when
necessary.
Answers:
1. Nurse.
2. Cook.
3. Bricklayer.
4. Firefighter.
5. Architect.
6. Traffic warden.
7. Housewife.
8. Businessman.

Extra Activities
 You can challenge students to remember ordinal numbers from 1st to 10th. You can
play Hot Potato and the student who gets the hot potato has to pronounce all the numbers
properly. Students who cannot recall them or pronounce them correctly gets knocked out
of the game.
 Take advantage of the exercise to reinforce the “th” (/TH/) interdental sound
pronunciation.

43
 Self Assessment Units 1 & 2

Warm up
You can play Bad Egg by choosing one
student to be the “bad egg” and asking him
or her to turn his or her back to the class.
All students except the “bad egg” name a
profession out loud. After all students have
said their occupations, the “bad egg” rolls
a ball towards the class and says one of the
occupation the other classmates have said.
The class runs away, but the student whose
occupation has been called runs to catch
the ball.
Then when the student has the ball, every-
body stops and the student tries to touch
another student with the ball by rolling it
towards them. If someone is hit by the
ball, that person becomes the “bad egg”,
otherwise, the student who rolled the ball
becomes the “bad egg”.

Student’s Book p. 44 - 45
Every two units you will find two Self-
assessment Rubrics that students should use
to evaluate their own progress.

44
 Unit 2

Invite students to read the rubrics one at

a time, and help them understand the
different quantifiers in each statement. Use
the smiley faces to help them understand
and ask them questions if necessary to
help them become aware of their progress
and their difficulties.
To make a real and meaningful self-asses-
ment, you need to take some time to let the
students review the topics from the units.
They may need to do some exercises in
order to confirm their abilities or to check
which topics they need to review a couple
of more times to acquire full sufficiency.
If you know that some particular student
has difficulties with certain topics, now
it’s the perfect opportunity to address
said problems. Make sure that this
student, and the others that you know have a
particular difficulty, fills the self-asses-
ment chart taking into account his or her
troubles in the past; this will help them to
focus their energy on improving the right
topics.

Extra Activities
 You can have each student create two flashcards: one with the drawing representing a
word from Units 1 and 2. After each student has made two flashcards, stick them all on
the board and play a memory game with the whole class.
 It’s important that all cards look the same on the back, but if you want to help students,
you can give them a colored card for the words and a different colored card for their
drawings.

45
Unit 3

Home Sweet Home

Warm up
Before starting the lesson, write the unit
title and standards on the board.
As the title suggest everyone´s sweet home,
bring some pictures of your own house/
apartment and share them with students.
You can either give them some pictures to
see, or prepare a slide show for everybody
to see it while you talk about your place.
Sharing personal information with your
students motivate them to show you their
place later. Ask questions to check if they
understood your presentation.

Student’s Book p. 46 - 47
Read the unit standards out loud showing
students they have them in their book and
you have also written them on the board.
Explain students these are the skills they
will get at the end of the unit.
Choose 10 students to read out loud the
unit key words. Invite each student to
read one word the way they think it is
pronounced. After every student’s turn you
show students your book while pointing at
and pronouncing the word the student has
just read. Encourage students to point at
and repeat themselves the word.

46
 Unit 3

Read the first question out loud and

allow some students to answer it: Where are
the children in the picture? To make sure
everybody understands, teacher ask
students to answer by coming in front of
the class and pointing at the picture.
Now, read the second question out loud
and allow a student to answer it: How
many bedrooms does this house have?. To
make sure everybody understands, teacher
ask one student to come in front of the
class and pointing at the picture while he/
she counts.

Extra Activities
 Organize students in pairs and ask them to think what their favorite room at home is.
Then, ask them to draw the room they have pictured in their mind, not telling their
partner which room it is. Encourage students to draw as many details as they can,
regarding objects, furniture, appliances, colors, etc.)
Then, ask students to describe their picture to their partner, not showing them the
drawing they have done, neither telling them the name of the room. Each student should
guess his/her partner’s favorite room. Encourage students to start their guessing by using
the sentence “Your favorite room is ...”.
Once students have guessed, you can randomly ask some of them to tell the class which
their partner’s favorite room is. Ask them to start saying “My partner’s favorite room
is ...”.

47
 Let´s Read

 Achievement indicator:
Student identifies the main idea from the text.
CEF
A1 LEVEL
 Recognize words and simple
sentences about chores and things to
do at home.
 Give short answers to questions with
who and where when they refer to a
familiar topic.

Warm up
Teacher encourages students to explore the
picture.
Teacher writes on the board a line, divi-
ding it in two parts. In the first half, he/she
sticks a label with word morning on it, and
in the second half, he/she sticks one with
the word afternoon on it.
Teacher prepares big pieces of paper with
the following activities written on them:
 Do the laundry
 Do the dishes
 Go grocery shopping
 Make your bed Teacher plays Hot Potato with students and the student
 Clean your bedroom who gets the hot potato each time must stand up, pick one
 Do a barbecue of the pieces of paper the teacher has prepared and stick
 Eat it on the part of the day that corresponds, according to
 Play as a family what he sees in the picture.

What How Why

When a student reads, 1. Invite students to look at the Picture

he may point out to
the image which the
text represents. And
PICTURE
the images that are
EXPLORATION
not represented in
the book, the student
might be able to act it
out to the class.
picture and elicit the action. exploration
2. Invite students to read the text makes students
and elicit the image which expectations to
corresponds with the text. be focused on
3. Invite students to draw on their what the reading
own the action which is not will be about
represented in the book.

48
 Unit 3

Comprehension Activities

 Achievement indicator:
Student reads and answers questions about
what people do at home.

Warm up
Teacher posts in four different places of the
classroom, four (4) labels with the words:
living room, kitchen, garden, bedroom.
These labels must be placed far from each
other to make students to move around,
once the activity starts.
Teacher plays Symon says with their
students by giving them different orders
introduced by the phrase “Symon says...”.
E.g. Symon says “stand up”, “sit down”,
“raise your hands”, etc. Then, he/she starts
giving them more specific orders, related to
different chores.
Once students have practiced several
orders at their places, teacher asks them to
move to the place in the classroom where
the name of the labelled room is and
pretend they are doing what “Symon said”.
Student’s Book p. 49
Exercise 1: Read the instructions out loud and ask one student to read the examples. Answer these
examples with the whole class and show them they must tick or cross the right answer.
Answers:
1. ✗ 2. ✗ 3. ✔
Exercise 2: Read the questions. Answer Yes or No.
Give students five (5) minutes to answer these questions on their own.
Ask students to compare their answers with a partner and give them feedback in order to correct
mistakes.
Answers:
1. No. 2. No. 3. No.
Exercise 3: Look at the pictures again and answer the questions.
Read the questions aloud and check if students understand their meaning.
Answers:
1. Parents. 2. Father. 3. In their garden.

49
 Focus on Forms

 Achievement indicator:
Student says where things are.

Warm up
Before starting the lesson, teacher hides
some candies in different places of the
classroom and writes a hint for each one
he/she hides. Hints must contain a pre-
position of place.
Teacher brings a bag and puts little pieces
of paper with the hints in it.
Teacher asks students to take a hint and try
to find “a surprise”.
Students read their hint and teacher writes
on the board the different prepositions
when they are read by the students.
Students take turns until they find all the
hidden “surprises”.
In order not to make students think they
need “something” to participate in class,
you may either not use rewards, just
challenge them, or give everybody some-
thing at the end of the game. Student’s Book p. 50 - 51
Before working on the book, you can Exercise 1: Teacher will ask students to open their book
play Blind man’s buff by organizing the and will read the examples about Prepositions of Place
class in two groups. Each group chooses a given in the text for students to follow the examples while
representative who is blind folded to find they listen to.
and object which is hidden by the teacher. After listening, teacher will ask students to add their own
examples on prepositions to their picture dictionary. They
The other members of the group must
may take some minutes to observe their surroundings and
tell their representative where the object
draw what they see.
is. E.g. “It is under the board, between
Teacher should encourage them not to copy the images
the teacher’s desk and the wall, etc.”. The
from the book illustration but create their own.
representative who finds the object the first
scores for his/her team.
False Friends
The group who scores the most wins.
Answer:
Table: A piece of furniture with a flat surface to put
things on.

50
 Unit 3

Exercise 2: Teacher will ask students to

open their book and explore the pictures.
Then, he/she will ask the class to complete
the exercises.
Teacher will correct the exercise with the
class as a whole by pointing at the pic-
tures and making sure students understand
which the location of the different ob-
jects/people is.
Answers:
1. On. 2. Next to. 3. Under. 4. Behind.
5. In. 6. In front of.

Exercise 3: Unscramble the words. Teacher

will ask students to open their book and
organize the letters in order to get one of
the studied prepositions.
Answers:
1. Behind. 2. Over. 3. Under. 4. Between.

Extra Activities
 Design four sets of paper cards with unscrambled sentences with examples taken from
the classroom. Then, organize the class in groups of four (4) students each.
 Set a limit of 5 minutes to organize the sentences and ring a bell after the time is over.
When the bell rings, students might stop and the group which has organized the most in
a correct way wins.
 Prepare two-extra sets of sentences in case two groups end in a tie.
 The teacher tells students he/she will describe a very strange classroom to them. Students
listen and draw the classroom that the teacher is describing.
 Teacher reads the following text out loud for students: “My sister’s classroom is very
strange. They have no desks, they have cushions so students sit on the floor. There are
many starts painted on the ceiling and there is a window over the board. In each wall,
there are many shelves full of books and between each shelf there is a different type of
tree painted on it. It is strange, but my sister loves it. She says it is beautiful”.

51
 Oral Interaction

CEF
A1 LEVEL
 Understand short descriptions about
parts of a house.
 Identify people who take part in a
conversation.

Warm up
You can play a Tag game by giving every
student a badge with a different piece of
furniture or appliance name on it. Then
students must remain focused on what
teacher says.
After all students have been assigned with an
element, teacher says the name of one of the
pieces of furniture or appliances put in the
badges. The student who has it must chase
his classmates. Teacher allows this exercise to
go on for a couple of minutes and at the end
writes on the board the number of students
targeted by the student who was chasing.
At the end of the game, the student who
gets the highest score (number of targeted
students) wins.
You can ask students what their favorite toy
is and where they have it at home. They share
their answers to the class or to a partner. Exercise 2: Teacher will play the recording (Track 24) a
Show them an example on how they might first time and ask students to listen to it without reading
answer: “My favorite toy is a Barbie doll that the book.
I have on my bed; my favorite toy is a little red Teacher will ask students read exercise 2 sentences and
car that I have in my wardrobe; etc.” predict some possible answers according to the picture.
Teacher will ask students to listen and confirm their
Student’s Book p. 52 - 53 predictions.
Exercise 1: Teacher will play the recording Teacher will correct the exercise with the class as a whole.
(Track 23) and ask students to number the
Answers:
pictures according to what they hear.
1. Mother´s favorite object is the plant beside the sofa.
Answers:
2. Father´s favorite objects are the plant and the cabinet.
1. Chinese cabinet. 2. Bookcase. 3. Sofa
4. Plant. 3. Child´s favorite object is the bookcase.

52
 Unit 3

Exercise 3: Ask students to listen and

complete the sentences. Make them know
this listening exercise will describe a NON
CONVENTIONAL house, so they must
remain very focused to complete it.
Answers:
1. The oven is in the bathroom.
2. The bed is in the garage.
3. The car is in the kitchen.
4. The bath is in the back yard.
 Teacher will ask students to draw the
described house in their notebook.

Phonics
Play the recording and ask students to
listen and repeat. Ask students to practice
in pairs.
Exercise 4: Listen and practice.
Teacher will ask students to listen to the
conversation without opening the book
(Track 27).

Teacher will ask students some questions about the dialogue: “How many people are talking? Are the
people talking, boys or girls?, What are they talking about?”
Students will open their book, so you give students some time to understand the conversation.
Teacher will monitor reading and help students to solve questions.
Teacher will replay the recording and students will follow the reading while they listen to it.
Exercise 5: Listen and repeat.
Teacher will ask students to listen to the recording (Track 28) while they check the pictures.
Teacher will play the recording a second time and ask students to listen and repeat. Then, he/she will
explain that these words are adjectives and they are used to describe people, animals and objects.
Exercise 6: Listen and draw what you hear.
Teacher will ask students to listen to the recording a first time and try to understand it.
Teacher will ask students to draw the described room on their book.

53
 The Writer’s Corner

CEF
A1 LEVEL
 Write simple descriptions about
common places and belongings.
 Use adjectives properly to improve
writing skills.

Warm up
Use construction paper to design two dice
in a big size. Write the words: big, small, ugly,
beautiful, old, and new on one dice sides, and
the words: on, in, under, beside, in front of, and
behind on the other dice sides.
Ask students to stand up and organize a
circle. Let them take turns to throw the dice
and ask them to create a sentence using both
words they get in the dice. Encourage them
to take three examples from reality. E,g. The
TV I have in my bedroom is new, the stuffed
animal I have on my bed is beautiful, the
shoes I have under my bed are old.
If students feel afraid of playing, throw
the dice yourself and show them how to Exercise 2: Teacher will ask students to follow Exercise
do it. However, try not to use the most 1 to write sentences about their own room. (Answers may
simple examples, leave the basic vocabulary vary)
available for students: E.g. “The DVD I
have in front of my BOOKCASE is old”, Teacher will monitor students’ work and give them
instead of “The BOOKS I have in front of feedback about it.
my sofa are old”.

Extra Activities
Student’s Book p. 54
 Ask students to exchange books with a
Exercise 1: Teacher will read out loud the partner and read their partner’s descrip-
information in the box. tion about their room. Then, each student
Teacher will ask students to check the will draw his/her classmate’s room and
example and complete the other exercises. show it to him/her. His/her partner must
score the drawing from 1 to 10, according
Answers: to the resemblance to his/her room.
1. small. 2. big. 3. ugly. 4. old. 5. new.

54

Let’s Sing
Extra Activities
 Practice the song a couple of times
more without reading the lyrics. Help
students by showing them flashcards
when necessary. The objective is them
to memorize the song and learn the
vocabulary related.
Unit 3
Warm up
Teacher writes on the board a line, dividing
it in four parts. Each part should have a
label with the words: living room, kitchen,
garden, bedroom.
Teacher will give each student a badge with
an illustration and a word that represents
a different piece of furniture or appliance.
E.g. chair, table, desk, sofa, stove, fridge,
etc. Students must pay attention to the
teacher, who is going to tell a story about
his/her place: E.g. “Last weekend I was at
home, but I was lazy. So, I decided to stay
in bed and watch TV. However, my mom
wanted me to help her with the chores.
She told me to vacuum the sofa and the
armchair, but I don’t like vacuuming, so I
told her I would clean the stove and the
fridge if she vacuumed. She accepted, but
told me to do the dishes too…”.
When students hear the word in their
badge to be mentioned by the teacher, they
must stand up and stick it on the side of
the board which has the label of the room
where this object, piece of furniture, or
appliance is normally placed.
Student’s Book p. 55
 Play the song and ask students to listen
to it and try to follow the lyrics.
 Ask students to draw the different
pieces of furniture on their book beside
the lyrics.
 Play the song, a second time, and ask
students to sing as loud as they can. Sing
with them in order to correct pronun-
ciation.
55
 Project

 Objective:
Design your ideal house.

Warm up
The project for unit one aims to encourage
students to use their imagination and create
a dream house using the vocabulary they
have learnt in Unit 3.
In order to promote creativity you can
lead students trough a Lucid Dream short
session by asking students to lay on their
desks and imagine their dream house,
invite them to put as many rooms as they
want, as well as decorating it the way they
prefer.
Remember in order to make the Lucid
Dream technique work, you should make
students relax first. To get them to relax
you can play some classical music, while
they remain with their eyes closed.
Then, you invite them to imagine a place
they love, which could be the forest, a
river, a park, a mountain, etc., where they
feel happy and relaxed. In that place they
will see their “dream house” and they will
slowly access to that place, and start to
“see” which the rooms of that place are,
which their favorite colors in the walls are,
etc.
The purpose of this activity is to lead
students to picture their dream house in
their minds before they put it together in a
concrete idea.

56
 Unit 3

Student’s Book p. 56 - 57
Ask a student to read the steps and make
sure they understand what they have to do.
Remember to use non-verbal communica-
tion when necessary.
Encourage students to do their best
because they will be showing their work to
their partners.
Promote the use of recyclable materials for
the miniature elaboration.
During the exhibition session, students go
around the classroom and the student who
designed each miniature must explain what
his/her dream house is composed by.

Dreaming up
 Ask a student to read the question
Can you imagine the house of the
future? out loud and brain storm with
the whole class.
 Play Hot potato and ask the student who
gets the hot potato the question What is
your favorite room in your house? Ask
him/her to explain what he/she likes
about his/her favorite room. E.g. “I like
my bed because is big. I like my toys
because they are beautiful. Etc.”

Extra Activities
 Create a video with short sample sections of their presentations and send it for their
parents to appreciate their children’s work.

57
 Test Yourself

Warm up
You can present students the video you
create about their dream house.
In order to present it, modify the class-
room so as to make students feel thy are
at the cinema. This may motivate students
to see that what they have done for their
project is important. Besides, this exercise
gives students a sense of closure and moti-
vates them by “taking their work out of the
classroom”. This is, by showing them their
work can be used in other contexts, which
makes their work to become in more than
a piece of homework.

Student’s Book p. 58 - 59
This book gives students the chance to
practice for YLE test. The following are
the YLE types of questions you can prac-
tice with them. At this point, it is better to
give students some time to read and answer
the questions and options on their own.
Exercise 1: Check what you see in the
pictures and complete sentences.
Teacher will monitor students and solve
their questions, pointing at the examples
when necessary.
Answers:
New/old/beautiful/ugly.
Exercise 2: Choose the correct response.
Teacher will monitor students and solve
their questions, pointing at the position of
the objects when necessary.
Answers:
1. On the fridge.
2. Under the kitchen cabinet.

58
 Unit 3

Exercise 3: Check what you see in the

pictures and write the words.
 Teacher will monitor students and solve
their questions.
Answers:
a. Garage. b. Dining room. c. Living room.
d. Bathroom. e. Kitchen. f. Laundry room.

Exercise 4: Check what you see in the

pictures and complete the sentences.
 Teacher will monitor students and solve
their questions, pointing at the examples
when necessary.
Answers:
1. Beside.
2. In front of.
3. Between.
4. On
5. Behind.
Make sure students understand this activity
is not to assess them, but to realize what
they have learnt and which topics they may
need to reinforce. Make them feel relaxed
while they answer understanding to test
themselves is an important part of their
learning process.

Extra Activities
 Based on the monitoring you do while students work, decide which the most difficult
topic/s is/are and play with students to reinforce the vocabulary or grammar components
students are having troubles with.
 Play Symon says to allow students to practice prepositions.
 Play Hangman to allow students to review complex pieces of furniture and appliances,
such as: fridge, armchair, bookcase, wardrobe, etc. Include any word which may be so
long or contain multiple consonant combinations.

59
Unit 4

Having Fun

Warm up
Before starting the lesson, write the unit
title and standards on the board.
To start the lesson, tell student what you
do in your free time. Use non verbal com-
munication to make them get interested
in what you are saying. Bring some
pictures of yours to make your speech more
appealing.

Student’s Book p. 60 - 61
Read the unit standards out loud showing
students they have them in their book and
you have written them down on the board.
Explain students these are the skills they
will get at the end of the unit.
Choose 10 students to read out loud the
unit key words. Invite each student to
read one word the way they think it is
pronounced. After every student’s turn you
show students your book while pointing at
and pronouncing the word the student has
just read. Encourage students to point at
and repeat themselves.
Read the questions out loud and allow
some students to volunteer to answer it:
 How many people are playing in the
playground?
 Where are the people having fun
indoors?

60
 Unit 4

To make sure everybody understands,

teacher ask students to answer by coming
behind the class and pointing at the picture.
After pointing, the volunteer is encoura-
ged to answer using a complete sentence:
E.g. “When I want to have fun, I go to the
mall”.
It is recommendable that teacher mo-
dels the full answer by talking about him/
herself, but always using the most complex
vocabulary in his/her examples, this means:
very long words or words which have
multiple consonant combinations. E.g.
amusement park, bowling alley, etc.
Now, read the second question out
loud and allow a student to volunteer to
answer it: Which of these are indoors
activities?. To make sure everybody under-
stands, teacher ask the student to answer by
coming behind the class and pointing at
the picture while he/she counts. After
pointing, the volunteer is encouraged to
answer using a complete sentence: E.g.
“my favorite indoors activity is reading at the
library”.

Extra Activities
 You can ask students to organize a circle and sit on the floor. Then, play Hot potato by
saying the names of the places on the illustration pages. When you stop, the kid with the
hot potato in his/her hands must mention a real example of the place you decided to stop
at. The place student mentions must be a popular place in town. If the student does not
come up with an example, he/she goes out of the game.
 Depending on the number of students you may play this game with the class as a whole
or organize rounds, in groups, until you get finalists from the different groups.

61
 Let´s Read

 Achievement indicator:
Student reads and answers questions about
what people do in their free time.

CEF
A1 LEVEL
 Recognize words and simple
sentences about free time activities.
 Relate pictures and simple sentences.

Warm up
Teacher writes on the board the expression
“SCHOOL BREAK” and gives every stu-
dent a piece of paper to draw what hey do
during that period of the year. He/she ex-
plains students this is the time of the year
they do not have school.
Teacher collects students work and sticks
it on the board. Then, he/she asks volun-
teers to tell the class what his/her partner
is doing. E.g. “It’s school time. What is
SARA doing?”

Student’s Book p. 62
Teacher will ask students to explore the picture and
Students open their book and read the title answer what the different people on it are doing by
of the reading piece. pointing at them.

What How Why

With this strategy 1. Invite students to look at the Picture

you help students picture. exploration
understand they 2. Ask them the proposed question. makes students
PICTURE are about to read expectations limit
EXPLORATION a text which is 3. Invite students to draw on their to what the reading
related to the own the action which is not will be about, this
picture. represented in the book. limits make reading
easier to them.

Students will scan the text and circle the words they already know.

62
 Unit 4

Comprehension Activities

 Achievement indicator:
Student reads and answers questions about
what people do in their free time.

Warm up
Ask students to write the following
activities in their notebook:
Read
Write
Draw
Sing
Play video games
Ask student to number them from 1 to 5.
Being 5 their favorite free time activity and 1
their least favorite or the one they do not do.
Write the scores assigned by students to
these activities and decide which the most
popular free time activities for the class
are. Take advantage of the results to invite
students to reflect on the way they spend
free time.

You can present reading and writing as fun alternative activities. In order to show them how fun reading
can be, you can choose a simple children story and project it on the board allowing them to check on the
pictures while you read the story for them. This “story time” can become a nice habit in ESL class that
motivates them to read for fun, not just for school.

Student’s Book p. 63
Exercise 1: Ask a student to read the instruction out loud. Then, ask the class to check the example and
follow it to answer the exercise.
Answers:
1. Sing. 2. Draw. 3. Read.
Exercise 2: Ask students to answer the exercise on their own.
Ask students to compare their answers with a partner and give them feedback in order to correct mistakes.
Answers:
1. Father. 2. Little brother.
Exercise 3: Ask students to read and draw the activities in this exercise. Monitor their work and make
sure they have understood the meaning.
63
 Focus on Forms

 Achievement indicator:
Student talks about the way in which some
actions happen.

Warm up
Before starting the lesson, teacher plays the
song Follow the Leader by The Soca Boys and
invite children to dance while they listen.
The teacher must be the leader during this
exercise, showing students what to do.
Before working on the book, you can play
Follow the Leader with students, but giving
them different orders. Include adverbs pro-
gressively in your commands. E.g. “Hands
up, bend your right leg, run fast, walk
slowly, speak loudly, sing quietly, look at
your classmate angrily, sleep calmly, etc.”

Student’s Book p. 64 - 65
Exercise 1: Teacher will ask students
to open their book and will play the recor-
ding for students to read the examples
while they listen.
After listening, teacher will ask students
to add the prepositions to their picture Extra Activities
dictionary. They may take some minutes to
observe their surroundings and draw what  Ask students to create a special section
they see. in their portfolio picture dictionary for
false friends. Propose them to draw a box,
similar to the one in the book, but come
False Friends up with an idea to show these two words
Answer: do not have the same meaning.
Camp: A place where people stay in tents

64
 Unit 4

Exercise 1: Teacher will ask students to

open their book and explore the pictures.
Then, he/she will complete the exercise
with the class as a whole by pointing at
the pictures and using non verbal commu-
nication to emphasize the meaning of the
adverbs for students to make a decision.
Answers:
1. Yes, he is.
2. Yes, he isn’t.
3. No, he isn’t.

Exercise 2: Teacher will ask students to

open their book and answer the exercise on
their own. Teacher will correct the exercise
with the class as a whole
Answers:
2. loudly.
3. slowly.
4. angrily.

Extra Activities
 Student tells students he/she will describe a very strange classroom to them. Students
listen and draw the classroom teacher is describing.
 Teacher reads the following text out loud for students:
“My sister’s classroom is very strange. They have no desks, so students sit on the floor.
There are many starts painted on the ceiling and there is a window over the board. It is
strange, but my sister loves it. She says it is beautiful”.
The text may be read a couple of times for students to really get it.
 Teacher asks students to compare their drawings and then he/she shows them his own
drawing. Students must decide which one is more similar to the teacher’s sample.

65
 Oral Interaction

CEF
A1 LEVEL
 Understands short descriptions
about free time activities.
 Identify people who take part in a
conversation.

Warm up
You can organize a guessing game by
asking students to think of their favorite free
time activity and not tell anybody. Then,
you choose some students to act their
activity (no speaking) behind the class.
Once students have guessed what the student
is doing, you write the activity on the board.
You can play a Chinese whispers compe-
tition by practicing expressions with the
verb play. Draw on the board two mind
maps like the one in the exercise before,
and ask the first student in ech group
to run and complete the map with the
expression you have said to the last student
in his/her group line. Exercise 2: Teacher will explain students they will hear a
Remind students they must whisper the conversation and they must pay attention to details.
message. Teacher will ask students to listen the conversation
the first time, just to recognize which picture to color.
Teacher will ask students to listen to the conversation a
Student Book p. 66 - 67
second time to pay attention to details about how to color it.
Exercise 1: Teacher will play the recording Answer:
and ask students to complete the exercise
according to what the hear. A: Look! That is Alan. He is playing with his dog Yakko.
His dog loves that red and blue ball.
Answers:
B: Yakko is such a nice dog. I love brown dogs.
1. Play with your dog.
A: He is not brown but yellow!
2. Play chess.
3. Play video games.
B: Oh! He is cute anyway.

4. Play Hide and Sick. Exercise 3: Ask students to listen and match the names
5. Play the guitar. and the pictures, according to what they hear .

66
 Unit 4

Answers:
1. Library.
2. Pool.
3. Amusement park.

Phonics
Play the recording and ask students to
listen and repeat. Ask students to practice
in pairs.
/Ɔ/ Draw, straw.
Exercise 4: Teacher will ask students to
listen to the conversation without opening
the book.
Teacher will ask students some questions
about the dialogue: “How many people are
talking? Are the people friends?, What are
they doing?, Are they talking face to face?”
Teacher will ask students to open their
book and give them some time to under-
stand the conversation.

Teacher will monitor reading and help students to solve questions.

Teacher will replay the recording and students will follow the reading while they listen.
Exercise 5: Teacher will ask students to listen to the recording and match the two first columns.
Teacher will help students to deduce which picture is related to each match they have done.
Teacher will pay the recording a second time and ask students to verify their answers.
Answers:
1. Board game-dice. 2. Bowling bowl-pins. 3. Kite-pins.

Exercise 6: Teacher will ask students to listen to the recording about what three different families do in
their free time.
Teacher will play the recording a second time for students to complete the exercise.
Answers:
1. Travel. 2. TV room. 3. Cinema.

67
 The Writer’s Corner

CEF
A1
 Briefly answer what and where
questions when they refer to his/he
free time.
 Show he/she knows basic English
structures.

Warm up
Ask students to organize groups of four
and make plans for a perfect weekend
together. Tell them they are sleeping over
one of the group member’s place and they
must make a list of the best activities to do.
Socialize groups proposals and ask the
class to vote the best one. Then, ask
everybody to create an invitation card for
the option voted as the best. Give students
the materials they need to do this task.

Student’s Book p. 68
Exercise 1: Teacher will read out loud the
information in the box.
Teacher will write and example on the
board and underline the complements. E.g.
In my free time, I write (WHAT) in the
library (WHERE).
Exercise 2: Teacher will ask students to
write in the box where they spend their free
time.
Teacher will monitor students work and
solve their questions, reminding them they
can use the vocabulary they have studied
during Unit 4.
Extra Activities
 Model the exercise by asking a student
to ask you the questions. Answer him/
her out loud (behind the class) and take
advantage of this exercise to solve ques-
tions about the vocabulary and make sure
everybody understands the questions.
 Tell students to go around and ask these
two (2) questions to two (2) different
classmates. Check they write their class-
mates’ answers correctly.
 Ask students to report their partners
answers behind the class.

68
 Unit 4

Let’s Sing

Warm up
Ask students what their favorite free time
activity is. After, getting some answers
from the class, took those answers from
students who mention outdoors activities
and ask them what they do if it rains.
Write on the board the sentence: What to
do in a rainy day? and draw a rainy cloud
if necessary for students to understand.
Then, allow them to volunteer to write
on the board some options to do when it
is raining. E.g. sleeping, playing video games,
reading stories, seeing movies, etc. Finally, ask
volunteers who they usually do these activi-
ties with.
After brainstorming, ask students to draw
themselves spending their free time in a
rainy day. Then, organize the class in pairs
and ask them to tell each other what they
do in their free time, when it is raining.
Monitor and model students answers.

Student’s Book p. 69
Play the song and ask students to listen
to it.
Extra Activities
Stop the song each time a member of
 Play the song another time and stop it the family is mentioned and agree with
when students are performing a member them ways to represent (with their body
of the family. When you stop the music and voice) the different family members
they must freeze and you go around and mentioned in the song
choose the best performances according
Play the song, a second time, and ask
to the previous agreement.
students to sing by performing the family
 Touch the head of students who perform members the way you have agreed.
the wrong member of the family, move,
or are not actively doing it. Encourage the
ones who continue in the game to really
perform each member and play the song
until you get a winner.

69
 Project

 Objective:
Create a poster of the fun activities in your
neighborhood.

Warm up
The project for unit four aims to encou-
rage students to use the vocabulary in Unit
4 to promote their neighborhood free time
activities.
The first part of this activity requires
students to go out during after school
hours and walk around their neighborhood.
Therefore, it is quite important for you to
ask students where they live and who they
can walk around their neighborhood with.
Getting to know the possibilities students
actually have to do this exercise, would help
you to encourage them to commit to their
project. As well as presenting your “own*”
neighborhood agenda, which can additio-
naly help you to promote some free time
educational activities for your students.
*You can choose any neighborhood you
find convenient to model the exercise,
but trying not to make it so complex for
students. Show quotidian activities, such
as: local public festivals, library workshops,
etc., students may not know.

70
 Unit 4

Student’s Book p. 70 - 71
Ask a student to read the steps and explain
them to students.
Organize a presentation in the classroom
for the following class.
During the presentations session, stick
students’ posters around the classroom and
ask them all to go around and listen to their
classmate’s presentations.
At the end, give them 1 minute to stand in
front of the activities they have liked the
most.
The poster which gets more followers wins.

Dreaming up
 Ask a student to read the question Do
you think video games character can
come alive at some point in the future?
out loud and brain storm with the whole
class.
 Ask a student to read the question Can
you imagine your favorite free time
activities in 20 years? out loud and brain
storm with the whole class.
 Propose them some creative exam-
ples which allow students to picture
themselves as adults who can go to
parties, etc.

Extra Activities
 Ask the class to vote the best presentations and organize a tour with the winners in order
to visit other classes and promote their neighborhood free time activities there.
 Organizing this kind of institutional promotion makes students feel they are not just
doing another piece of homework, but they are actually working on a project which may
be rewarded if they do their best. Additionally, healthy competition is a good motivation
trigger among children.

71
 Test Yourself

Warm up
You can organize a memory contest in
which participants have 30 seconds to
mention as many free time activities as they
can. Students who get to mention more
correctly pronounced free time activities in
the assigned time classify to the next round.
If students struggle to remember the
vocabulary, you can quickly review it with
the class as a whole. At this point, it is quite
important to emphasize on pronunciation
rather than on spelling.
The first rounds may take longer since
everybody participates, but you must make
the pace as fast as possible to keep students
attention. Another possible strategy is
promoting cheering, asking students to go
for their favorite and scream his/her name
before each round starts.

Student’s Book p. 72 - 73
This book gives students the chance to
practice for YLE test. The following are
the YLE types of questions you can prac-
tice with them. At this point, it is better to
give students some time to read and answer
the questions and options on their own.
Exercise 1: Choosing the correct response: Exercise 2: One-word answers: Teacher will monitor
Teacher will monitor students and solve students and solve their questions, pointing at some clues
their questions, using non verbal commu- in the pictures when necessary.
nication as a hint for them to answer, when
Answer:
necessary.
1. Yes.
Answers:
2. Yes.
1. Angrily.
3. No.
2. Slowly.

72
 Unit 4

Exercise 3: Completing sentences:

Teacher will monitor students and solve
their questions.
Answers:
1. Writes.
2. Playhouse.
3. Watch.
4. Kite.
5. Reads.

Make sure students remember to add s

to the third person of the singular
Make sure students understand this
activity is not meant to grade them, but
to realize what they have learnt and which
topics they may need to reinforce. Make
them feel relaxed while answering under-
standing testing themselves is an important
part of their learning process.

Extra Activities
 Based on the monitoring you do while students work, decide which the most difficult
topic/s is/are and play with students to reinforce the vocabulary or grammar components
students are having trouble with.
 Play Duck, Duck, Goose to allow students to practice adverbs by performing different
orders give them when they are “goose”. E.g. “sing loudly”, “walk fast”, etc.
 Play Chinese Whispers to allow students to review complex games, such as: play board
games, play Hide and Seek, surfing the net, play chess, bowl, etc. Include any word which
may be so long or contain to multiple consonant combinations.

73
 Review Units 3 & 4

Warm up
You can organize students in a circle and
ask them to sit on the floor. Then, you
start a chain by clapping the student on
your right’s left hand and saying the word
“home”. He/she should do the same by
mentioning a new word which is related to
the one you said before and every student
does the same until everybody in the circle
has said a word.
Do the same exercise a second time, but
start saying the word “free time”. Change
the direction for this second round by clap-
ping the student on your left’s right hand.
IMPORTANT: Nobody can say a word
which has already been mentioned.

Student Book p. 74 - 75
Besides YLE test practice, every two units
you will find a review and a self-assessment
rubric you can use in order to permit stu-
dents to check what they have learnt.
These two pages are meant to be answered
in an individual way.

74
 Unit 4

Exercise 1: Teacher will monitor

students and solve their questions, using non
verbal communication as a hint for them to
answer, when necessary.
Answers:
Dining room: a. table. b. chairs.
living room: a. plant. b. sofa. c. lamp.
study: a. desk. b. bookshelf. c. plant.
Bedroom: a. bed. b. night table.
c. wardrobe.
Exercise 2: Teacher will monitor students
and solve their questions, pointing at some
clues in the pictures when necessary.
Answers:
1. Amusement park.
2. Bowling alley.
3. Cinema.
4. Kart track.
5. Mall.

Extra Activities
 Play a variation of the traditional children’s game Marco Polo. In that game a student, who
has his/her eyes closed, says the word “Marco” and his/her partners answer “Polo”. This
answers are the clue for “Marco” to tag someone, who will become the new “Marco”.
 We suggest to take into account the level of the class in order to propose a variation. Here
you have two different options to use, depending on the level of your students. Students
should feel challenged, but no frustrated.
 For basic learners, the variation of this game can be made using parts of words: E.g.
student A says “living” and student B answers “room”.
 For more advanced learners the variation can be made using names of places to have fun
at and activities you can do there: E.g. student A says “mall” and student B answers “go
shopping”.
 Then, student uses his/her classmates voices to guide him/herself and try to get them
with a ball. He/she keeps on saying the same place until he/she tags someone.
 The tagged student becomes the tagger.

75
 Self Assessment Units 3 & 4

Warm up
All along the last review part, students
will have a self assessment where they will
think about their own performance during
English classes. Also, they will reflect about
the way to improve their learning. Likewise,
parents may become more involved in the
learning of a second language.
You can use the last part of the class as
a way to give students the chance to think
about what things they did well, and what
things they didn’t do so well on. You can
ask them how they felt in the class and
what things can be improved in following
sessions.
You can play Hangman by writing on the
board thinking of furniture and equipment
words and asking the class to guess them in
order to avoid you to hang a man you draw
on the board.
Choose a volunteer that reads. Ask them if
they have any question or any doubt about
it.

76
 Unit 4

Student’s Book p. 76 - 77
Every two units you will also find two Self-
assessment rubrics students should use to
evaluate their own process.
Invite students to read the rubrics, one at a
time, and help them understand the diffe-
rent quantifiers in each statement. Use the
smiles to help them understand and ask
them questions if necessary to help them
get aware of their advances and difficulties.
Ask students to evaluate their process
during the unit.
Ask them that fill in the lines the feedback.
The purpose through assessment is to give
students the chance of reflecting about
their performance, taking into account
homework, participation in class, quizzes,
and class development in different sessions.

Extra Activities
 You can play music and ask students to mimic the action you say when you stop the music.
E.g. Stop the music and say “sing loudly”, “walk slowly”, “run fast”, etc. While the music
is being played and freeze when you stop it.
 Evaluate the academic process every class.
 Give students extra material like workshops, in order students can achieve their goals.

77
Unit 5

Outdoor Activities

Warm up
Give each student a card from the lesson
and allow students to answer the questions
with personalized, real answers. Prepare a
worksheet for students to fill out. List the
questions about sports in one column, and
the space for Yes or No answers to their
right. (E.g. Do you like soccer? Yes___
No___ .Do you like running? Yes___
No___). Students walk around the class-
room, asking each other the questions.
When they find someone who answers
“Yes”, that student should write his or her
initials in the space. At the end of the game,
write the most favorite sports or activities
of your class on the board.

Student’s Book p. 78 - 79
To start the lesson, have your students
direct their attention to the sports pictures
and introduce the vocabulary. Have the
students repeat them with you out loud,
and then call on some students randomly
to repeat the words individually. You can
help them with by showing sports-related
in flashcards or pictures.

78
 Unit 5

Divide the board into two columns,

writing one of the following questions on
each side:
What sports do you watch?
What is your favorite sport?
Read the questions out loud and discuss
them with the students and write the
answers they call out in each column on the
board. Remind the students the importance
to practice sports or hobbies.
Point out that these activities have
rules. Tell your students that in order to
participate in a game or activity, they have to
follow the established rules, and that this
does not only apply to sports and hobbies,
but in every situation of their lives.

Extra Activities
 The first activity is the game Charades. Here, divide the class into two teams. Start a
student off from one team by showing a flashcard or picture or whispering a sentence in
his or her ear about an activity or sport. This student then acts out the action while the
other students from the same team try to guess the activity. Then start off the other team
with a different activity of sport.
 The second activity is race of words. In this activity, make two sets of large copies of
vocabulary words from the unit, and cut each word into two pieces. Divide the class into
two teams. Give each group one set of the cut up words. Then pronounce a word out
loud while the teams race to find the two halves of the word.

79
 Let´s Read

 Achievement indicator:
Student reads the text silently and aloud
with fluency.
CEF
A1 LEVEL
READING SECTION
 Understand short, simple texts on
familiar topics of common everyday
events or job-related language.

Warm up
Play Step Away Lines. Have students stand
in two rows facing each other, so that each
student has a partner in the opposite line.
Have each partner pair say the sentence: I
like… /I love…/I hate… /I don’t like…
and add an activity or sports word. (E.g. I
love riding my bicycle.) . Each time the pair
completes the sentence; both partners take
a giant step back and repeat the sentence
again. Each time they do, they will naturally
need to speak louder in order to hear each
other. This activity encourages children to
speak loudly and clearly.

Student’s Book p. 80 - 81
Ask students what they think about the sports activities in
Make a chart with three columns on a large their school. Write their answers in the first column. Ask
piece of cardboard and stick it on a wall them what they would like to learn about sports in their
of the classroom. Label the columns: what school, and complete the second column. Throughout
you know, what you want to learn and what the unit, make sure you answer your students’ questions
we learned. about sports activities. Keep the chart in the classroom.
At the end of the unit, complete the third column of the
What you
What you What we chart with the class.
want to
know: learned: Play the track or read the story line by line, and have
learn:
students follow the words with their fingers as they read
along. Remember that this reading is intended to be
used as a basis for modeling correct pronunciation and
intonation of words and texts.

80

Comprehension Activities
Extra Activities
 Make students do a research in internet
about the different sports played at the
Olympics Games. Divide the class into
groups and ask them to present the 35
sports played at the Olympics. Make them
to choose a dynamic way to do a presenta-
tion to the class.
 You can explain also the sports students
have not heard yet. You can organize your
own presentation telling them what are
the sports you like the most or that you
are interested in practicing. For instance,
you can talk about wrestling, figure skating,
freestyle skiing, water polo, etc.
Unit 5
 Achievement indicator:
Student answers questions according to the
text.
Warm up
Play The Memory Game. Go around the
room and, one by one, have your students
announce what sport or activity they like
the most. Then, in turns, have students
try to recall what their fellow students said
their favorite sport was.
This kind of games allows students to
review the vocabulary from the previously
read text.
Student’s Book p. 81
Exercise 1: Have students read the text
again and write “True” or “False” next to
the questions. Remind them to use skim-
ming and scanning strategies to get the
correct answers. After you review their
answers, you can ask the students of the
sports which were mentioned, which ones
they’re good at.
Answers:
1. F; 2. T; 3. T; 4. F.
Exercise 2: Before answering, have the
students scan through the sentences and
think about the answers. Then tell them to
read the sentences again and fill in the gaps
with the correct information.
Answers:
1. nine years old
2. tennis
3. baseball
4. swim very well but he can’t run fast.
81
 Focus on Forms

 Achievement indicator:
Students express preferences and abilities
about hobbies and sports.

Warm up
Sports mime game “Likes and Dislikes”.
Display flashcards that show sports or
hobbies. Pick a card and mime the sport
or hobby and have the class guess what it
is. Now divide the class into groups and
distribute a set of flashcards to each group,
placing them face down on a desk. Then
have one student from each group look at
a flashcard and mime the sport or hobby
on the card while his or her group guesses
what it is.

Student’s Book p. 82 - 83
Encourage students to repeat the senten-
ces by using flashcards about sports or
hobbies. First, you can say the sentences
out loud and show the flashcard and have
students complete the sentences conside-
ring what they saw on the flashcards. E.g.
you read aloud: “He likes ________.”
while showing flashcard about soccer. The
students have to say “soccer”. Do this with
the other sentences and sports.
After that, have all the students repeat the False Friends
sentences together. Explain the difference
Answer:
between like/love/don’t like/hate. You can
do the same activities to explain can/can’t. Balloon: A thin rubber bag of air.

82
 Unit 5

Exercise 2: Explain to the students how

the chart works. Tell them how they can
pick a person and an activity and what to
do when that person likes or dislikes the
chosen activity. Then have students read
the sentences and get the information they
need to complete the sentences in the chart.
At the end, check the students’ answers.
Answers:
1. Sophie likes playing soccer and basket-
ball.
2. Carla likes swimming and playing
volleyball.
3. Joseph likes playing soccer, but he
doesn’t like swimming.
4. Sofie and Joseph like playing baseball.

Exercise 3: Have students unscramble the

words. Ask students to consider the subject
of the sentence as a clue.
Answers:
1. She can’t swim.
2. He can play soccer.
3. She hates the ice cream.
4. Carlos can’t play the guitar.

Extra Activities
 Using the vocabulary about sports and hobbies, have students compete by using their
knowledge of sports or hobbies. You can do this by playing trivia games in which the
students have to name famous players from different sports.

83
 Oral Interaction

CEF
A1 LEVEL

 Make use of expressions and phrases

to describe familiar surroundings and
preferences.

Warm up
Give your students the following listening
tip: “When you listen to a conversation,
don’t try to understand every single word.
Instead, try to identify the speakers, the
topic and situation in the conversation, and
any familiar vocabulary”.

Student’s Book p. 84 - 85
Exercise 1: Tell the students they are going
to listen to Michael, who is a school reporter.
Play the track and pause when necessary to
have students complete the sentences.
Answers:
1. Michael. 2. The Sports in my School.
3. Loves; baseball. 4. Soccer.

Exercise 2: Play the track and have stu-

dents listen. Tell them to try to remember
the names of the people and the sports
they hear. Answers:
Answers: Sport 1: Roller skating.
1. Maria/Roller skating. Sport 2: Soccer.
2. Richard/Basketball.
3. Jennifer/Tennis. Phonics
4. David/Volleyball.  Play the recording and ask students to listen and repeat
Exercise 3: Have students listen to the what they hear. Ask them if they know other words
audio and draw the sports they can identify with these sounds and write some examples yourself
from the track. Ask them to draw the main on the board.
details they hear.

84
 Unit 5

Exercise 4: Give students some time to

practice the dialogue in pairs while acting it
out. Monitor the activity by walking around
the classroom and choose some students
act out the dialogue in front of the class.
Exercise 5: Explain to the students that
they will listen to some children practicing
sports and they will have to guess what
sports the children like and will fill in the
blanks in their books with the names of
the children.
Answers:
 Charles can ride a bicycle.
 Nicole loves Roller skating.
 Tommy likes playing baseball.

Exercise 6: Have students listen to the

audio about what a boy can and can´t play.
Answers:
1. Yes, I can play volleyball, tennis and
basketball.
2. No, I can´t play tennis, swim and throw
the Frisbee.

Extra Activities
 Divide the class in groups of three or four students, and tell each group to do a little
presentation about planning a playdate. They have to choose an activity, think about the
objects they need to do that activity, and act out a short play about their playdate plans.

85
 The Writer’s Corner

CEF
A1 LEVEL

 Write short, simple notes relating to

immediate needs.

Warm up
Explain the usage of capital letters at the
beginning of a sentence and with proper
nouns. Write examples on the board using
different colored markers.
Make a sentence dictation game reading
short or long phrases out loud. Have
students use pens of different colors to
highlight the capital letters.

Student’s Book p. 86
Exercise 1: Have students walk around the
classroom and choose three classmates to
fill in the chart from their books about their
preferences. They have to write down their
partner’s name and complete the sentences
below the chart. You can do one yourself
with a student. Write some sentences based
on the information you get in order to
show the students how to create sentences
from the information in the chart. Extra Activities
Exercise 2: Ask students to write a short  Play the Find it Fast game. On the board,
report about their favorite sport. You can write vocabulary words from the unit
show them how to do it by talking about in a column. Write the same words in a
your favorite sport. second column, in a different order.
Encourage them to write capital letters and Student teams stand in front of each
punctuation marks with different colored column. Call out each word one at a time
pencil. and have students race to circle the word.

Check their spelling and grammar in their

completed report.

86
 Unit 5

Let’s Sing

Warm up
Explain to your students what a holiday
is. Tell them that each country has its own
holidays.
Make clear that we do not have four
seasons in our country. You can explain
students that we have mostly summer and
winter. Show them what we can do in each
of the seasons if there was the possibility
of living in a country with the four seasons.
Have them think about the holidays of
their country. You can make a list of the
holidays they say, and ask them what they
do during those holidays.

Student’s Book p. 87
Tell students that they will listen to a song
about holidays. Ask them to listen to the
words carefully. Play the song. Then play
the song again and have students sing and
follow along in their book. Play the song
several times and check students’ pronun-
ciation. You can make a choreography to
dance with the melody.

Extra Activities
 Ask predicting questions, reminding students to consider the title of the song. Then play
the track again. Have students form a circle, clapping their hands and singing the song.
 Ask questions based on the song or ask students to draw pictures about the song’s
message.
 You can socialize with your students what was told at the beginning of the class, when
you were explaining the four seasons. You can ask them to draw in their notebooks their
favorite season and how the climate is, what kind of clothes we have to wear, what is
usually done in this season… etc.

87
 Project

 Objective:
To make a soccer ball Frisbee.

Warm up
Tell the students what a polygon is and
show them a picture of one. Then with the
whole class, research information about
the origin of the Frisbee and tell the stu-
dents that there is a sport called Ultimate
Frisbee. Encourage them to find out more
about this sport so you can talk about its
rules.

Student’s Book p. 88 - 89
In this project you will have students
do a craft activity to have fun and play
Frisbee with their friends during break time.
Here you can talk about the shape of the
pentagon, which is a five sided polygon.
You can ask them where they see this shape
and finally get to the idea that this shape is
found on soccer balls.
This is a way to check students’ ability to
follow instructions.
They will draw first pentagons on the black
paper with a white color and then cut them
out. For this activity they will use a plas-
tic plate in which the small pentagons are
going to be glued on. Students will have to
place them forming a pentagon shape and
drawing lines between the pentagons so as
to make the soccer shape.

88
 Unit 5

Dreaming up
 Ask a student to read the question
What new games can you play with
your Frisbee soccer ball? out loud and
brainstorm ideas with the whole class.
Remind them of Ultimate Frisbee, the
sport you talked about earlier.
 Then ask a student to read the question
Can you create a new sport? out loud
and brainstorm with the whole class.
Point out that in order to create a new
sport or game they have to write down
the rules for it.

Extra Activities
 Make students think if every sport uses a geometric shape. Examine with them which
other sports are related with geometry. You can start off with the: chess board, the dart board,
the netball game, etc. Write some sentences describing the shapes of these sports and use
the following geometry terms: square, rectangle, semicircle, angle, circle, circumference,
arc, radius, etc.
 Make them first to do a research. As they have already searched the sports of the Olympic
Games, they will have now to go into detail about a sport and find the rules for practicing
it. It would be easier at the time to create a new one when students are explained about
the policies of any game.

89
 Test Yourself

Warm up
You can organize a memory contest in
which participants have 30 seconds to
recall as many free time activities as they
can.
Students who can think of and pronounce
correctly the most free time activities in the
assigned time move to a next round.
Continue the competition until you get a
winner.

Student’s Book p. 90 - 91
This book gives students the chance to
practice for the YLE test. The following
are YLE types of questions you can prac-
tice with them. At this point, it is better to
give students some time to read and answer
the questions and options on their own.
Exercise 1: Choosing the correct response.
Monitor the students and help them with
any questions, using non-verbal communi-
cation to help them when necessary.
Exercise 2: Writing words. Tell your stu-
dents to look at the pictures and ask them
to identify the sport each boy is practicing.
Have them write down the names of the
sports.
Answers:
1. Roller skating.
2. Basketball.

90
 Unit 5

Exercise 3: Choosing the correct response.

Monitor the students and help them with
any questions. Encourage your students
to look in their books for clues to answer
the questions correctly, in this case the
grammar section (Focus on Forms).
Answers:
1. I like playing volleyball.
2. Yes, I do.
3. No, I can’t.

Extra Activities
 Ask your students to make a list of all the sports and activities they can think of. Then ask
them, going through the sports one by one, if they like the sport, if they can practice it,
and if they don’t, if they would like to practice it in the near future.
 You can also make the students know each other at telling their favorite sports. For
instance, a student may choose a classmate and start telling what does his/her classmate
like to play and what she/he doesn’t like or what he/she is not good at. You can start
with an example by choosing one of your students and say: “Felipe likes to play soccer
very much. In fact, he practices every Saturday from 8:00 a.m. to 1:00 p.m. at the Foot-
ball School. He also loves to swim and on every Tuesday he goes to a swimming pool to
practice it. He can’t ride a horse because he feels a bit afraid of big horses, but he think
he could do it in the near future”.

91
Unit 6

My Body and My Routine

Warm up
Play Simon Says to review parts of the
body. Ask students to stand. Tell them
they have to touch the part of the body
you mention after saying “Simon says”.
E.g. “Simon says... touch your feet.” The
students who touch the wrong body part
or touch the right body part but when you
didn’t begin the order by saying “Simon
says” are knocked out of the game. The
last student standing is the winner.
You can have students who have been
knocked out of the game form a new
group, so that you don’t have students
sitting around doing nothing.

Student’s Book p. 92 - 93
Introduce the new body parts vocabulary
by touching and showing your own body
parts.

92
 Unit 6

Then explain to your students that they can

support their answers by giving relevant
examples or reasons or explanations to
support the topics they are talking about.
Give them some useful phrases such as:
In my opinion…, I guess that…, from my
point of view…, I think…, I consider…,
I believe that…, etc.
After that, write the following questions
on the board and discuss the answers with
your students: Which of your senses are
important in your daily routine? Can you
imagine a robot helping you with your daily
routine?
Have students open their books and look
at the picture. Ask them to point out to the
key words and read the vocabulary out loud
together. Have students think about what
the images describe.

Extra Activities
 Play games that test students’ use of their senses and ask them to identify each sense as
they use it.
 Make cards with some body parts drawn on them. Lay out the cards face down. Have
students take turns turning two cards face up. If the cards match, they keep them and
have another turn. If not, they turn the cards face down, in the same place. They must try
to remember what other students turned over.
 You can also draw a human body on the board and ask students to go and name each
part. For example you can ask. Where is the head? Where are the eyebrows? Where is the elbow,
etc. While you are asking for that, you can talk about the senses each part of the body im-
plies. For instance, you can make them discuss which parts of the body help them see? Or
which parts of their bodies do they use when they are near a flower, a dog, a perfume, etc.

93
 Let´s Read

 Achievement indicator:
Student reads the text silently and aloud
with fluency.
CEF
A1 LEVEL
READING SECTION
 Understand basic types of routine
letters and faxes (inquiries, orders,
letters of confirmation etc.) on
familiar topics.
 Understand short and simple texts.

Warm up
Ask your students to think about what they
do before going to school. You can ask
them what time they get up, what they have
for breakfast, etc. Point out that they do all
those things every day. Make a list on the
board about each daily routine:
Wake up, get up, brush your teeth,
take a shower, get dressed, have
breakfast, take the bus, go to work/
school, start work, have lunch, Student’s Book p. 94
finish work, arrive home, have dinner, Use photos or illustrations about body parts and routines
watch TV, go to bed. to elicit key vocabulary. Explain the importance of the
body parts in our daily life.
To make it easier for them to share this
Have the students listen to the audio of the text. Play the
kind of information, you can tell them
audio track (52). As they listen, ask them to think about
about your own daily routine before,
what connections they can make between the images in
during and after school.
the picture and their own daily routine.

What How Why

As there are four Teach them the Picture exploration

images related to the
PICTURE text, make students find
EXPLORATION the connections between
the sentences and the
images.
expressions we usually confines students
use to express the daily ‘expectations to what the
routines. As we wake reading is about. This limit
up, we take a shower, makes reading easier for
we have breakfast, etc. them.

94

Comprehension Activities
Extra Activities
 You draw on the board several clocks
with different times and then you teach
your students how to tell the time.
In the first clock you point out an hour
when it´s exact. You tell them that we
usually use an expression to say that time.
Ex: 6.00. We say: It´s 6 o´clock or six
sharp.
When it´s 6: 15 we say: It´s fifteen past six
or six fifteen.
When it´s 6:30 we say: it´s thirty past six
or six thirty.
Unit 6
 Achievement indicator:
Student reads and finds meanings of
unknown words in context.
Warm up
Without playing the track, read the story
again while students follow along in their
books, they mime the daily routine activi-
ties they find in the text and they touch the
body parts there are mentioned.
Student’s Book p. 95
Exercise 1: Read and answer True or False.
Explain to the students what they have to
do and read the instructions out loud. Have
students apply skimming and scanning
techniques. Then read the text again and
give students time to check their answers.
You can give the first answer as an example.
And make the students say the right answer
when it´s false.
Answers: 1. F; 2; T. 3; T.
Exercise 2: Have students completed the
sentences from the text. Encourage them to
use the most useful technique they consider
necessary. Students can circle or underline
the key words to find their answers. Have
them compare their answers with each other.
Answers: 1. alarm clock. 2. 5:00 in the
morning with our mouths. 3. Face, my
hands and my arms.
Exercise 3: For this exercise, you may have
to take time to explain how students can
tell time on a clock with hands. Then have
them draw and write the time according
to the text. Give them time to share their
answers with their partners while you
monitor the activity.
Answers: 1. 5:00. 2. 6:00.
95
 Focus on Forms

 Achievement indicator:
Student identifies daily routines and the
parts of the body.

Warm up
Bring a watch and a clock to the classroom
and show your students the difference.
Then draw a big circle on the board and
ask students questions about their daily
routine. When they answer, have them
draw the time they perform the activity
into the clock on the board. E.g. The time
they go to bed.
Before working on the book, ask the
students to make a short comic strip about
their daily routine. Tell them to draw what
they do from the moment they wake up to
the moment they go to bed at night. For
each picture, ask them to write the verb of
what they do, and the time they do it.

Student’s Book p. 96 - 97
Above the clock you drew on the board,
write “to” and “past” and explain the
use of these words for telling time. Then,
have students open their books and look False Friends
at the sentences and encourage them to
repeat the sentences after you. Choose some Answer:
students to read the sentences out loud. Arm: The upper limb from the shoulder to the elbow.
Then write some affirmative statements,
negative statements and questions in
simple present tense and explain to the
students the proper way to form these
different types of sentences. Use examples
about you.

96
 Unit 6

Exercise 2: Have students complete the

sentences correctly. Give them time to an-
swer and compare their answers with their
partners.
Answers:
1. get up.
2. take.
3. do.

Exercise 3: Ask students to look at the

picture in their books and write the parts
of the body. If they don’t remember the
name of a part of the body, tell them that
they can look it up in their books or their
dictionaries.
Answers:
eye; teeth; neck; hand; leg; arms

Extra Activities
 Ask your students to say what their favorite human cartoon character is. Tell them to draw
him/her in their notebooks as accurately as they can. When they are done drawing, ask
them to point out the different parts of the body and write it in their books.

97
 Oral Interaction

CEF
A1 LEVEL
 Communicate simple and routine
tasks using a simple and direct
exchange of information on routine
matters regarding work and free
time.

Warm up
Draw a silhouette of the human body on
the board and have students come up and
draw the specific part of the body you
define. Choose the student by having them
pass a ball around while reciting the chant:
“Eenie meenie miney moe, catch a tiger
by the toe, if he hollers let him go, eenie
meenie miney moe”.

Student’s Book p. 98 - 99
Exercise 1: Play the audio track and have
students repeat after you to elicit new
vocabulary. Then play the track again and
have students point to the picture and Answers:
correctly pronounce the body parts. 1. ears.
Exercise 2: The students listen to the 2. mouth; food.
audio track and all together repeat the five 3. With; see.
senses when they hear them.
4. legs; feet. Run.
Exercise 3: Make sure the students have
their books closed and play the audio track. 5. can; nose.
Then have students open their books 6. hands.
and play the track again. Ask students to
complete the missing words in their books.
Phonics
 Play the audio recording and ask students to listen and
repeat what they hear. Have students practice in pairs.
/-0/ teeth, with

98
 Unit 6

Exercise 4: Have students look at and think

about the picture. Then play the audio track
and have students listen to the conversa-
tions twice. Then have students practice
the conversation in pairs while you monitor
their pronunciation and intonation.
Exercise 5: Have students listen to the
conversation and draw Albert’s activities.
Have students draw in sequence exactly
how they hear it.
Answers:
1. Wake up.
2. Have breakfast.
3. Brush teeth.
Exercise 6: Have students listen to all three
conversations. Then play one at a time
stopping after each to ask the students what
they understand. Then tell the students to
draw hands on the clock faces based on
what they hear in the conversations
Answers:
1. 7:15
2. 2.30
3. 8:45

Extra Activities
 Choose a time of day and write it on the board. Ask the students to write down what they
normally do at that time of a day. After they have written down the activity they do at
that time, tell them to write the parts of their bodies they need to do that activity and the
senses they use. E.g. 6:30 a.m: I have breakfast. I use my hands, my mouth and my teeth.
I smell and I taste the food.

99
 The Writer’s Corner

CEF
A1 LEVEL
 Write short, simple notes and
messages regarding things of
immediate need.
 Write simple notes about personal
experiences.

Warm up
Divide the class into two teams. Say a sen-
tence about daily routine. Have the first
student from each team race to the board
to write the sentence on the board. If what
they wrote is correct, he or she gets a point.
If it is wrong, the other student from the
other team gets the chance to correct it and
earn the point.
Ask the students to write their personal
weekly schedule. Pick one schedule ran-
domly and point out that there are some
activities that we do at different regula-
rity. E.g. We always brush our teeth in the
morning, we sometimes watch movies in Exercise 2: Together with the students, make a schedule
the evening. Use these examples to explain of a normal school day. By doing this, the students will be
adverbs of frequency. able to see how regular things you do are described using
adverbs of frequency.
Student’s Book p. 100 Answers:
1. I usually have lunch at midday.
Exercise 1: Ask the students to look at the
pictures in their books and to think about 2. I sometimes finish classes at 2:00 p.m.
how many times a week they do these
activities, and if they do them at the same Extra Activities
time every day. Then tell the students to fill
 Have students organize the key vocabulary words
in the blanks in their books based on this
they have learned in the unit in two lists: I know
information.
this word and This is a new word. Encourage
Answers: students to write sentences for the words that
1. I usually wake up at 5:00 a.m. they already know. Divide the class into pairs and
have students compare lists with their partners
2. I never do exercise at night.
and read each other’s sentences.
3. I sometimes watch TV at 6: 00 p.m.

100

Let’s Sing
Extra Activities
 Have the students write down the lyrics
of the song in their notebooks and high-
light the clothes they hear mentioned in
the song. Then have them think about
other clothes that aren’t in the lyrics.
Challenge them to change the lyrics by
adding the new clothes to the song.
 Pick the best revised song and have the
whole class sing it.
Unit 6
Warm up
Ask the students about their favorite
clothes and explain to them that people
in the world have different cultures and
therefore, traditions and customs. Show
flashcards to elicit vocabulary about clothes.
Make them explain for instance, than in
Colombia people from different regions
usually have differences related to tradi-
tions and customs.
People from the North part of Colombia
wear different clothes because of the cli-
mate and people from the Amazon wear
other types of clothes or do not wear them
at all.
Student’s Book p. 101
Before listening to the song, write a list of
words about clothes on the board. Have
students read what you’ve written out loud.
Then point to the clothes they are wearing
and have them answer the question “What
are you wearing?”
Ask your students to ask and answer the
question in pairs.
Now make them to describe what kind of
clothes the characters in the illustration are
wearing and where they suppose they are
from.
For instance, the boy with the big hat and
with a colorful “ruana” is from Mexico.
The girl with a “burka” and a long dress
may come from Iran.
Afterwards, tell students to listen to the
song. Then sing it together. Ask them if
they can come up with a dance to practice
while they sing.
101
 Project

 Objective:
To make an apply vocabulary related to
clothes.

Warm up
Have the students do a little research about
the materials used to make clothes. When
they have a list of materials, tell them
to think about the clothes they are
wearing and to figure out what materials
those clothes are made of.
Encourage them to think of alternative
materials that clothes can be made out of.
You can create an example and choose
funny, inappropriate materials for certain
items. E.g. A hat made out of chocolate, a
dress made out of plastic bags, a skirt made
of recycled paper.
You can also make them watch a fashion
show. You can choose whether a Colom-
bian designer or a renowned international
designer. For example, Silvia Tcherassi,
Carolina Herrera, Yves Saint-Laurent. You
watch it first and choose the appropriate
segment to show your students off. Besides
you can check a collection in which strange
materials are used to present innovative
clothes and designs.
Make a discussion about what they think
was the most interesting and amazing
about the fashion show.

102
 Unit 6

Student’s Book p. 102 - 103

Show students the different materials need-
ed for the project. Explain any step you
think may be difficult for them. If you see
that a student has no problems following
the instructions, pair him or her up with a
weaker student to work as a team to finish
the project together.
If students are not well aware about how
to draw the shape of clothes, help them
by explaining on the board how to cut
out the different types of clothes they are
thinking to design on paper. For instance, a
long dress shapes a trouser shape, etc.
Finally, have students compare the clothes
they made with their classmates. You may
even propose to make a clothing exchange,
so that students can appreciate the clothing
of their classmates.

Dreaming up
 Ask a student to read the question
“What are your favorite clothes?” out
loud and then brainstorm thoughts and
ideas with the whole class. Tell them to
think about the clothes they are wearing
at the moment and the ones they have
at home.
Extra Activities
 Then, ask a student to read the ques-
 Ask students to prepare an oral presenta- tion “Can you imagine the clothes of
tion about the final product. Don´t forget the future?” out loud and brainstorm
to tell them, they must practice the gram- with the whole class. Ask them to
matical structures have seen in the unit. make some clothes again, but this time
creating designs they think clothes are
going to have in the future.

103
 Test Yourself

Warm up
Teach students how to capture a moment
using words by having the students write a
short description of their environment at
a particular time of the day. Tell them to
write down the exact time. Then have them
make a list of the clothes they would be
wearing at that time.
Then have them describe what they
imagine they would experience through
their senses at that time: what they would
see, smell, taste, hear and touch. Suggest
that they close their eyes and focus on what
they would feel through their senses.
When they finish writing their descriptions,
ask them to draw a picture to illustrate that
single moment in time.

Student’s Book p. 104 - 105

This book gives students the chance to
practice for the YLE test. The following
are YLE types of questions you can prac-
tice with them. For now, it is better to give
students some time to read and answer the
questions and options on their own.
Exercise 1: Completing sentences. Moni-
tor the students and help them with any
questions, using non-verbal communica-
tion for hints when necessary. Point out
they can use the images as hints too.
Answers:
1. see; eyes.
2. Smell; nose.
3. Taste; mouth.

104
 Unit 6

Exercise 2: Choosing the correct response.

Monitor students and have them look at the
clocks and choose the correct time, looking
at the images carefully.
Answers:
1. It’s nine o’clock.
2. It’s ten past ten.
3. It’s a quarter to five.
4. It’s half past twelve.

Exercise 3: Copying words. Tell students

to read the words from the box and then to
look at the pictures. Point out that these are
items of clothes they use every day.
Answers:
1. T-shirt.
2. Sneakers.
3. Pants.
4. Sweater.

Extra Activities
 Have them do the warm-up activity (Capturing a Moment in Words) a second time, but
have them do it for a different time of the day, and if possible for another day of the
week. Ask them to read the first composition they wrote and the last one. Tell them to
point out the differences and similarities between the two papers.
 Fashion show. Tell students to prepare their own fashion show bringing all together the
clothes they like the most from their own wardrobes. Divide the class into two groups; make
them choose two representatives who will present the designers and their tendencies.
 As a teacher you will be monitoring the whole activity, you will give advises and tips to
do the presentation. You will give them time to do a rehearsal and prepare themselves
to make a parade. You must encourage children to do very creative at presenting their
clothes, how to combine colors, garments and accessories.

105
 Review Units 5 & 6

Warm up
Play looking at the picture and guessing the
word. Divide the students into two teams.
Show the first student in each team a word
on a piece of paper. Use any word from
units five and six. Have these two students
race to draw a picture of the word on the
board, while their team guesses the word.
The first team to guess the word correctly
gets a point. Continue with other words
and students.

Student’s Book p. 106 - 107

Besides YLE practice, every two units
you will find some exercises to review the
studied contents. In this case, you can ask
students to work in pairs and then correct
the exercises with the entire class.
Exercise 1: Ask students to look at the
pictures carefully, to understand what
activities they represent and whether they
can practice them or not. Explain the usage
of can/can’t and their short answers to re-
inforce what they have previously learned.
Exercise 2: Have students write the sports
they like and don’t like. Before starting to
answer the questions have the students tell
you what they are going to write. Review
and elicit the sports vocabulary with flash-
cards or a Power Point presentation.

106
 Unit 6

Exercise 3: In this exercise, have students

complete the sentences according to what
the pictures represent.
Exercise 4: Make students number the
phrases in the logical order of a daily
routine. Have students read the time in
each phrase as a clue.. Bring a clock to the
classroom and review the time and give
them examples about daily, routine verbs.
Answers:
1. We always wake up at five a.m.
2. We shower at a quarter past five.
3. At five thirty a.m. we put our clothes
on.
4. At a quarter to six we have breakfast.
5. At half pas six we take the school bus.
6. We start classes at seven o’clock.

Exercise 5: Have students look at the

picture, read the sentences and choose
the best description. In this part, it is very
important to review vocabulary about
clothes showing pictures or flashcards.
Answer: 3.

Extra Activities
 Daily Routine’s Frieze: Have students bring small pieces of cardboard, pencils and tape
to the classroom. Ask them to draw their daily routine with the time and stick the small
pieces of cardboard together to make a frieze. Then have them make an oral presentation
about their daily routines.

107
 Self Assessment Units 5 & 6

Warm up
Encourage students by telling them that
they need to know what their strengths and
weaknesses are. Explain these concepts to
them. Tell students that it’s useful to know
their strengths and weaknesses to speed up
their progress and help them focus on the
skills that may need work.

Student’s Book p. 108 - 109

Every two units you will also find two
Self-assessment rubrics that students can use
to evaluate their own process.
Have students think about how they did
on the warm-up activity, and invite them
to read the rubrics one at a time, and help
them understand the different quantifiers
in each statement. Use the smiley faces
to help them understand and ask them
questions if necessary to help them
become aware of their progress and
difficulties during their learning process.

108
 Unit 6

Explain students there are three categories

in which are based on their progress. Con-
tent, Language and Creativity. So, they are
going to self-assess their own development,
the skills they have performed best, the
content they have studied and the use of
creativity to present and express their ideas,
opinions and preferences.

Extra Activities
 Check all the students’ lists and start a reinforcement and review process with the
students that are having difficulties, while giving some extra activities to the more
advanced students. This activity also will help you to identify “monitors” among the
students who can help the weaker students to improver in organized workgroups.
 This way you can lay out activities that focus on the weaknesses of some students, and
give them the opportunity to work with more advanced classmates. In doing so, the strug-
gling students watch their more proficient classmates solve exercise problems and learn
how better to solve problems and everyday situations themselves.

109
Unit 7

Delicious Food

Warm up
Play a concentration game. This activity is
useful to build memory skills. Bring a set of
cards with pictures and words about fruits,
vegetables and drinks to the class. Sepa-
rate students into groups of three or four.
Give each group two sets of cards; one set
with pictures and the other one with the
matching names of the pictures. Place them
face down in random order on the floor or
on their desks. One at a time, students turn
over two cards and try to find the pair of
cards that match the picture with its name.
As each student looks at the cards he or she
says the word that is shown. If the cards
match the student gets a point.

Student’s Book p. 110 - 111

Read the unit standards out loud and write
them on the board, showing students that
they have them in their book. Explain to
the students that these are the skills they
will acquire by the end of the unit.

110
 Unit 7

Choose ten students to read the unit key

words out loud. Have each student read
one word out loud. After each student’s
turn, show all the students your book while
pointing at the word and pronouncing it
correctly and clearly. Encourage students
to point at the word in their books and to
repeat it out loud.
Read the first question out loud and allow
some students to answer it: “Why do we eat
fruits or vegetables?” To make sure everyone
understands the question, ask students to
answer the question while pointing at some
fruits and vegetables from the picture in
the book. Explain from your own point
of view why is important to eat fruits and
vegetables as many as we can every day and
which are the health benefits.
Now read the second question out loud
and allow a student to answer it: “How do
you know if food is a fruit or a vegetable?” To
make sure everyone understands the ques-
tion, ask a student to talk about the diffe-
rences he or she can identify between fruits
and vegetables.

Extra Activities
 Start a conversation about meals of the day and what kinds of foods students eat during
each meal. From what is mentioned in the conversation, make a list on the board and
classify the foods into healthy and unhealthy groups.
Then talk about the importance that fruits and vegetables and their vitamins and minerals
have in everyday life. Encourage them to replace their unhealthy foods for some healthy
food options.

111
 Let´s Read

 Achievement indicator:
Student understands new words by
inferring information.
CEF
A1 LEVEL
READING SECTION
 Find specific information and
vocabulary in short texts related to
daily activities.
 Relate pictures to simple sentences.

Warm up
Play a vocabulary race using the same cards
from previous activity. Students place the
cards of vegetables and fruits face up in a row.
The first student begins by touching the card
at one end of the row and reading the word
out loud. At the same time, a second student
begins at the opposite end of the row. Students
work their way toward their opponent’s side,
touching cards and reading the words shown.
When students meet somewhere in the middle
(both students touch the same card), they play
Rock, Paper, Scissors. The winner continues to
move toward his opponent’s first card and the
loser returns to the beginning of the row and make a list in their notebooks of the words they could
starts again. The first student to move from understand and remember from the track. Then everyone
one end of the row to the other wins. opens their books and listens to the track again, following
along word by word and to compare to their list to double
Student’s Book p. 112 check the words they wrote down.
Make sure all books are closed and play the Ask students if they usually have activities outdoors and
audio track. After the track ends, students what they eat and drink.

What How Why

Helps students
understand they are
PICTURE about to read a text
EXPLORATION that is related to the
picture in the book.
Invite students to look at
the picture and recognize
the new vocabulary in it.
Make them to identify the
fruits with the words in
the text.
Picture exploration
confines students
‘expectations to what the
reading is about. This limit
makes reading easier for
them.

112

Comprehension Activities
Extra Activities
 Fruit salad. Organize the class in order to
make every student bring for next class
a fruit so as to prepare a delicious fruit
salad in the classroom. Make a list of the
fruits needed on the board and write the
name of the student who is going to bring
it to class.
 Teach in advance the verbs that are
required to prepare a salad. For instance,
peel off, cut into slides, cut out, chop up,
slice off, etc.
Unit 7
 Achievement indicator:
Students understand new words by
inferring information.
Warm up
Play Tic-Tac-Toe. Divide the class into
two teams and draw a tic-tac-toe grid on
the board. Have the teams choose whether
they want to be an X or O. The teams take
turns challenging each other to spell a key
vocabulary word from the reading text. If
a team spells the word correctly, they can
draw their X or O in the grid. The first team
to get a line of Xs or Os wins the game. To
make the game more difficult, require that
students use the word in a sentence.
Student’s Book p. 113
Exercise 1: Have students use skimming
and scanning reading techniques to answer
“yes” or “no”. When they finish, give them
time to read the sentences and answers out
loud and correct any mistakes.
Answers: 1. Yes. 2. No. 3. Yes. 4. No.
Exercise 2: Explain students the diffe-
rence between fruits and vegetables and
talk about their importance for healthy
living. Then have students fill in the grid to
classify the foods. Have students compare
their answers with their classmates.
Answers: 1. Fruits and vegetables: tomatoes,
onions, carrot, pear, strawberry, apple and
grapes. 2. Drinks: milk, tea, orange juice and
water. Other food: sandwich and pear pie.
Exercise 3: Ask students to look at the
pictures and complete the words. Have
students take into account the clues given
in the words. Then have students spell the
words out loud.
Answers: 1. Sandwich. 2. Milk. 3. Pears.
113
 Focus on Forms

 Achievement indicator:
Students talk about single and plural forms
of nouns.

Warm up
Ask the students to come up with as many
food-related words as they can. Choose
some of the words, making sure to include
words that begin with a vowel and others
that begin with a consonant so that you can
classify them. Explain that to talk about
one individual noun, you use the article a in
front of words that begin with consonant,
and the article an before words that begin
with a vowel. Give them examples such as
a carrot, and an apple.
Now use some of their words and write
them in plural. Then point out that with an
individual object (singular) we use there is
and for more than one object, we use There
are. Give them examples such as “There is
one onion on the table, but there are three
pears in the cabinet.”

Student’s Book p. 114 - 115 False Friends

Ask the students to read the sentences Answer:

together. Then choose some students to Pie: A baked dish of fruits or vegetables.
read the sentences again individually and
then explain the usage of a, an, some, any
with other examples. Then have students
complete. Fill in the blanks exercise of
your choosing.

114
 Unit 7

Exercise 2: Have students completed

the sentences in their books with a or an.
Monitor the activity and give them time
so they can complete it and check their
answers with you.
Answers:
1. an.
2. a.
3. a.
4. a.

Exercise 3: Ask students to look at the

picture in their books and identify the food
on the table. Tell them to read the senten-
ces, look at the picture again, and then
complete the sentences.
Answers:
1. There isn’t.
2. There aren’t.
3. There is.
4. There are.

Extra Activities
 Bring pieces of cardboard to the classroom. Share them with your students and have them
draw their favorite fruit or vegetable on them and decorate them with recycled mate-
rial. Ask students to describe and talk about their favorite fruit or vegetable. Display the
students’ work in a prominent place on the wall in the classroom.

115
 Oral Interaction

CEF
A1 LEVEL
 Improve vocabulary about food
preferences.
 Understand clear, speech regarding
familiar matters.

Warm up
Play Telephone Whisper. This game
allows students practice listening and
memory skills. Divide the class into teams
and have them stand or sit in a line, everyone
facing the same direction. Whisper
sentences using Would/ I’d like… she’d
like… I don’t like…She doesn’t like… I
want… I don’t want… structures, to the
first person in each row. Tell them that
when you say “Go!”, the first student will
whisper the word to the second student, who
will then whisper the word to the third stu-
dent, and so on, as quickly as possible. The
last student then runs to the front of the
class and whispers the word to the teacher.
The first team to deliver the correct word
to you wins.
Answers:
Student’s Book p. 116 - 117 1. apple.
2. onion.
Exercise 1: Play the audio track and ask
the students to repeat what they’ve heard 3. carrot.
individually. 4. tomatoes; grapes.
Exercise 2: Play the audio track and have
the students listen to the questions and
Phonics
answer them using an.
Exercise 3: Have students listen to the au-  Play the audio recording and ask students to listen to
dio track, and complete the sentences. Then and repeat it. Ask students to practice in pairs.
repeat the fruits and vegetables rhyme. /dʒ/ Orange, juice

116
 Unit 7

Exercise 4: Play the track and have your

students read the conversation out loud
along with the audio. Then have students
practice the conversation in pairs.
Exercise 5: Tell students you are going
shopping for some fruits and vegetables.
Have students listen to the audio track
and in their books, draw the fruits and the
vegetables into the basket.
Answers:
grapes, onions, carrots, tomatoes, strawber-
ries.
Exercise 6: Ask the students if they have
been to a picnic and what they need to
prepare for one. Then have your students
listen to the audio track and answer the
questions.
Answers:
1. On Sunday.
2. Orange juice.
3. No, he doesn’t.

Extra Activities
 Attach a piece of paper to the wall and write “True” on it. Then stick another piece of
paper to the opposite wall and write “False” on it. Say something true or false about the
meaning or spelling of one of the key vocabulary words. E.g. “An apple is a vegetable”.
Have students group themselves on the side of the room next to the appropriate word.
Students who move to the wrong wall are knocked out of the game and need to sit down.

117
 The Writer’s Corner

CEF
A1 LEVEL
 Identify the use of punctuation
marks in order to write coherently.

Warm up
Ask the students to draw their favorite
fruit in the center of a piece of cardboard
or craft paper, and tell them to write some
characteristics about their fruit. (Sour,
sweet, big, small, etc.) Paste their drawings
onto the walls and title the display: “Our
Favorite Fruits”.
Explain how to use an exclamation mark,
and show examples. An exclamation mark
usually shows strong feeling, such as
surprise, anger or joy. Make it clear that
an exclamation mark is used to represent
shouting or a raised voice when speaking.
Have each student give an example of a
sentence or phrase that would use an excla-
mation. Give also your examples.
 They exclaimed: “What a fantastic
house you buy!”
Answers: 1. carrot. 2. onion. 3. tomato. 4. strawberry.
 “Help!”
 “Stop!”
 “Hi! What ´s new?” Extra Activities
 Now that the students have discussed fruits
Student’s Book p. 118 and vegetables, encourage them to think about
and look up simple recipes, including an ingre-
Exercise 1: Tell students to write about dients list and step by step instructions. Have
their likes and dislikes regarding food and them write these recipes in their books.
drinks. Start them off by asking: What are
 Next class, you choose one recipe and make
your favorite fruits? Do you like…? What
the student present it to the class. The other
fruit don’t you like? Monitor the activity
students try to follow the steps one by one and
and have students exchange their opinions
then you choose one student who may be able
with their classmates.
to explain the recipe. You can develop listening
Exercise 2: Have your students unscramble skills in the students through this exercise of
the words in their books. Then have them attention and paraphrasing a simple text.
repeat the words all together, out loud.
118

Let’s Sing
Extra Activities
 Give your students small cards with di-
fferent phrases from the song on them.
Have some Scotch tape available. Play the
song, and when students hear a phrase
from one of their cards, they should go
up and stick the appropriate card onto the
board, in the order that it appears in the
song. When all students have stuck their
cards onto the board, play the song again
and have the students adjust the cards to
correct any mistakes they see.
Unit 7
Warm up
Show some flashcards or posters
about fruits and vegetables and have
students pronounce each one. Then lead a
discussion about the benefits of fruits and
vegetables in a healthy diet.
You can also do a research with your
students about different fruits that we have
in our country. You can divide the class
into groups according to the regions. For
instance, one group must search about the
fruits produced or consumed in the Atlan-
tic Region, other group will find out the
exotic fruits from the Amazon Region such
as: Bacuri, Cajú, guarana, pitanga, etc.
Each group will present these new fruits
to class in a creative and dynamic way. Stu-
dents will make the whole class appreciate
the products we have in our country and
even make them to longing for have a taste.
Student’s Book p. 119
With everyone’s books closed, write the
lyrics of the song from the book on the
board, leaving some words missing. Off to
the side, make a list of the missing words.
Then play the song and have the students
call out the missing words.
Then have students open their books and
check their answers. Play the song again
and sing it out loud with the students.
Ask them to talk about the different foods
and fruits are told in the song.
119
 Project

 Objective:
To make our puppet.

Warm up
Show the students a short film featuring
puppets. Try to show different kinds of
puppets, including human forms and ani-
mals, to let them know that many kinds of
puppets can be created.
Tell students that they will be making their
own puppets and will present a short play
to the class and possibly their parents about
the importance of fruits and vegetables in a
healthy diet. Therefore, students may have
already searched about the healthy proper-
ties found in fruits and vegetables and have
had this discussion with the teacher.
Students will teach to parents for
instance that eating cherries prevent muscle
soreness if you are going to practice a
sport. Or eating carrots gives your skin a
healthy glow because they contain a lot of
carotenoids.

Student’s Book p. 120 - 121

Practice vocabulary and pronunciation in
context. Have students design their own
fruit or vegetable puppets.

120
 Unit 7

To make the puppets, first show students

the materials they need. Make a puppet
with them, so they can follow your lead,
step by step. While you do your puppet,
describe your fruit or vegetable, and
encourage students to describe theirs.
First, they will have to think about their
favorite fruit and vegetable or the one they
have made a research about. Then, they
may choose the colors papers and cut out
the shapes of the fruit. Later, they draw
eyes, nose and a smiling mouth. After, they
put glue on the backs of the fruits and
paste the Popsicle onto them.
When all the students have finished
making their puppets, have everyone turn
to the song Are you hungry? on page 119,
and sing it again, now with waving and
dancing fruit and vegetable puppets.

Dreaming up
 Have a student ask the question “Why
should we wash fruits and vegetables
before eating them?” out loud to the
class and discuss their answers with the
whole class. You can relate this with
the importance of washing your hands
before every meal.
 Then have a student ask the question
Extra Activities
“What fruits or vegetables do you like
 Ask students to expose their project in in a salad?” out loud to the class and
front of their classmates. discuss their responses with the whole
class. You can ask different students to
describe salads with different ingredients
to review vocabulary and to show them
the many possible combinations availa-
ble and how delicious they are.

121
 Test Yourself

Warm up
Ask your students what they had for break-
fast. When they mention a new word that
isn’t in the unit, write it on the board and
work together to find its meaning.
They can also draw the new word on their
graphic dictionary with its meaning and
example.

Student’s Book p. 122 - 123

This book gives students the chance to
practice for the YLE test. The following are
types of YLE questions you can practice
with them. At this point, it is better to give
students a little time to read and answer the
questions and options on their own.
Exercise 1: One-word answers. Ask your
students to look at the picture and to
make a mental list of what they see. Then
tell them to read the questions and to
recall what they saw, but point out that they
can look at the picture to confirm their
answers.
Answers:
1. No. 2. No. 3. Yes. 4. No. 5. Yes.

Ask also what else are there in the baskets,

which vegetables they have not studied in
class yet. For instance, green pepper, cauli-
flower and red cabbage are vegetables.

122
 Unit 7

Exercise 2: Copying words. Before

students answer the questions, lead a
discussion with them about the differences
between fruits and vegetables. When those
differences are clear, ask them to read the
words in the box and to fill out the chart.
Answers:
Fruits: Pear, Strawberry, Apple. Vegetables:
Carrot, Onion, Tomato.
Exercise 3: Choosing the correct response.
Monitor the students and help them with
any questions, using non-verbal communi-
cation as hints when necessary.
Answers:
1. I’d like to drink orange juice.
2. Yes, I do.

Exercise 4: Copying words. Tell the stu-

dents to read the words from the box without
looking at the pictures. Then ask them to
imagine the objects those words refer to.
Then tell them to look at the pictures in
their books and answer the questions.
Answers:
1. Orange juice.
2. Apple.
3. Sandwich.

Extra Activities
 Ask your students to take out the food they brought to class for snack time. Make a list
of the different foods. Review the ones that they already know and introduce new words.
Encourage them to bring more fruits for snack time and more vegetables at lunch rather
than junk food.
 You can show a video where children suffer from overweight. Discuss with them the
medical report given by the experts and the recommendations children can follow to
avoid this terrible illness.

123
Unit 8

Meet our Friends, the Animals!

Warm up
To start the lesson you can ask students to
look at the pictures to elicit vocabulary and
ask the questions: What is a Safari? What
can you see in the picture? How do you
classify animals? What endangered ani-
mals do you know? What is the difference
between domestic and wild animals?
You can also ask the students if they
have any pets. Ask the ones that do to
describe them. This helps you introduce the
idea that different animals live in very
different environments and that an animal’s
environment can determine the relation-
ship between people and animals. Hence
you explain the differences between
domestic and wild animals. The topic will
help you to introduce new vocabulary.

Student’s Book p. 124 - 125

Ask your students to look at the picture
once more, but this time tell them to match
the key words list to the animals they see.
You can practice pronunciation by having
them say the words the way they think they
are pronounced. After this step, play the
audio with the key words. Then ask your
students to pay attention to notice any
differences between the way they said the
words and the way they heard them on the
audio. Finally, tell them to repeat each word
after they heard it on the audio.

124
 Unit 8

Ask the students the questions How do

you classify animals? What endangered
animals do you know? Encourage students to
discuss their answers. Even, if they have
been to a zoo, ask them how was that
experience and what wild animals they have
seen there.
Play the audio one last time and tell the
students to point at and name the ani-
mals in the illustration in their books. This
will help them reinforce the relationship
between the words and the animals.

Extra Activities
 Have students close their books and display flashcards or design a Power Point presenta-
tion about animals to review the new vocabulary. Have students guess which animal they
see when you show the pictures. Correct their pronunciation.
 Picture game. Divide the class into groups of three or four. Give scratch paper and
pencils to each group. One student from each group comes up to the front of the class
as a representative. Gather the representatives together and whisper an animal to them.
Then the representatives return to their groups and draw a picture of the animal. They
cannot speak or gesture, only draw. The first team to correctly guess the animal gets a
point. Three points wins the game.

125
 Let´s Read

 Achievement indicator:
Student reads a text to classify information
and identify the main idea.
CEF
A1 LEVEL
READING SECTION
 Identify specific information and
main ideas in simple written material.
 Comprehend descriptions in
brochures and short articles.

Warm up
Play Hangman. Choose a vocabulary word
and draw a line for each letter in the word.
Have students take turns guessing the
letters in the word.

Student’s Book p. 126

Have students look at the illustration in their
books and call out what they see. Then write
on the board the word “endangered”, say
it out loud and start a discussion about its
meaning with students. As they will notice You might explain them how people are trying to save
there is a list of endangered species which is these animals from extinction.
continually changing due to the unstoppable Then play the audio track and have the students follow the
impact of humans on earth. words line by line with their fingers as they echo the audio.

What How Why

The discussion 1. Invite students to look at the Picture

about picture exploration
endangered 2. Ask the proposed question and confines
animals may allow them to freely brainstorm. students’
PICTURE help students to - What is the forest ranger expectations to
EXPLORATION understand what doing? what the reading
they are about to He is looking after the animals. will be about, this
read in the text He is working, etc. limit makes
is related to the - What is the child doing? reading easier to
images. He is helping the ranger. them.

126
 Unit 8

Comprehension Activities

 Achievement indicator:
Student reads text skims and scans for
information.

Warm up
Play Scramble. This activity encourages
vocabulary memorization and listening com-
prehension. Students sit in their chairs
in a circle (or several circles for large
classes). There are two ways to play the
game. One way is to assign a different word
to each student. Then call out two words
at random. Those two students stand and
exchange seats. To cue all students to
change seats, call out “scramble!” The first
time you call scramble, remove one chair
from the circle. Now one student will have
to remain standing in the center of the
circle after everyone else takes a seat. When
you call out two new words, there would be
two students and they will have to race with
the student in the center to get a seat.

Student’s Book p. 127

Exercise 1: Have students read the passage on their own. Then have students read each statement out
loud and include their “yes” or “no” responses. Make them share their answers with the class. This will
allow students review their work and see how their classmates solved the exercises. Finally, write the
answers on the board.
Answers:
1. No 2. No 3. No 4. Yes
Exercise 2: In this task have students read the text and complete the information by inferring. Give them
hints if necessary. Give students time to offer their answer and discuss the answers with the students as
a group.
Answers:
1. turtles 2. monkeys 3. bears
Exercise 3: Have students read the animal descriptions and draw them. You can tell the students to pay
particular attention to the animals’ described features to help them draw it step by step.
Give the students time to draw and check their drawings. Their final drawing must be as accurate as
possible to the description given.
127
 Focus on Forms

 Achievement indicator:
Student identifies and applies grammatical
structures in context.

Warm up
Building sentences. Students practice
making longer, more descriptive sentences
about animals. Have students write va-
rious descriptions using adjectives. Help
students brainstorm different adjectives
they can use to describe animals and write
them on the board. The purpose is to
understand the position of adjectives
within a sentence. E.g. It’s a lion; It’s a big
lion; It’s an angry, big lion; It’s an angry,
hungry, big lion.

Student’s Book p. 128 - 129

Exercise 1: Write examples on the board
and have students read them out loud.
Remind them about the position of adjec-
tives within a sentence. Then explain what
the “possessive adjectives” are, and give False Friends
examples for each. After that, ask stu-
dents to identify in the examples where the Before doing this exercise, ask your students what they
“possessive adjectives” are and circle them think the word “fur” means. Tell them to draw a picture
with a different color marker. Explain the for you or to give you a short description. Then have
usage in other contexts. them look it up in the dictionary and give you a final defi-
nition according to what they read in the dictionary.
Display flashcards and have students
answer questions using can and can’t Answer:
related to what animals can and can´t do. Fur: The soft hair that covers the body of most animals.

128
 Unit 8

Exercise 2: Have students look at the

pictures in their books and think about the
dolphin’s habitat and what they need to
survive in it. You can also point out some
of the body parts of the dolphin.
Answers:
1. No, they can’t fly.
2. Yes, they can swim.

Exercise 3: Look at the picture in their

books and answer True (T) or False (F).
Ask students if they have ever seen a turtle.
They can refer to movies or TV as well as
seeing one in real life.
Answers:
1. T.
2. F.
3. T.

Exercise 4: Read the description and circle

the correct animal. Tell the students they
can read one line at the time and look at
each animal to check if it applies to it.
Using this method they can easily cross out
the wrong answers.
Answers:
Monkey.

Extra Activities
 Play The Guessing Game. Select one student at random and give him or her a flashcard
with an animal picture on it. Have the student hide the flashcard and describe the animal
using adjectives, possessive adjectives and can or can’t. . Have the whole class guess what
the animal is based on the student’s description.

129
 Oral Interaction

CEF
A1 LEVEL
 Use phrases and expressions to
describe animals more accurately.
 Handle short exchanges of dialogue
with his/her classmates.

Warm up
Divide the class into two teams. Have one
student from each team choose an animal
and come to the front of the class to mimic
or act likes the animal they have chosen.
Have the teams guess what animal is it and
discuss its characteristics with the class
introducing new vocabulary.

Student’s Book p. 130 - 131

Exercise 1: Have students look at the
picture in their books and identify the ani-
mals. Play the audio and ask the students
to listen carefully and write numbers next
to the animals, based on the order they
hear them mentioned. Play the track two or Exercise 2: Have the students close their books. Play
three times if necessary and give students the audio track and ask your students to listen with their
time to answer. eyes closed and guess what the animal is. Then have the
students open their books. Play the track one more time
Answers: while they circle the correct animal they hear.
1. Giraffe. Answers:
2. Crocodile. Giraffe.
3. Monkey.
Exercise 3: Have the students listen to the audio and
4. Elephant. draw the animal Thomas is talking about. Play the track
5. Parrot. as many times as needed and give students time to draw.
When everyone is done drawing, show them a picture of
6. Lion.
a dolphin and have students correct their drawing if they
7. Hippopotamus. drew a different animal.

130
 Unit 8

Phonics
Play the track and ask students to listen
and repeat the words Elephant and tiger.
Ask them what sound these words have in
common and if they know other words
that have that sound.
Exercise 4: Play the audio track and have
students read along with the conversa-
tion following a correct pronunciation and
intonation. After that, divide them into
pairs and listen to the dialogue again and
practice the conversation. Have them take
turns asking and answering. Have a pair of
students act it out.
Exercise 5: Explain to your students what
a riddle is. Have them listen to the audio
track and complete the riddle. Have them
compare their answers with each other. En-
courage students to memorize the riddle.
Answers:
The turtle.
Exercise 6: Have students listen to the
audio and write the names of the animals
they hear. Write the animals on the board
and ask students to correct any mistakes
they may have made. Spell out the name of
the animals with the students.
Answers:
1. Hippopotamus.
2. Elephant.

131
 The Writer’s Corner

CEF
A1 LEVEL
 Write short descriptions about
animals using adjectives correctly.
 Construct phrases using correct
grammar.

Warm up
Divide the class into small groups. Give
each group a set of magazine pictures or
small cards with animal pictures on them.
Have them display the pictures on their
desks. Within each group, have students
take turns describing an animal in one of
the pictures, while the other students com-
pete to identify the correct animal.
Divide the board into two columns. At the
top of one column, write “adjectives” and
at the top of other, write “nouns”. Explain
the meanings of those parts of speech. Have
students call out adjectives or nouns that
they know as you write them in the columns.
Then write sentences on the board about
animals using adjectives and possessives
adjectives and explain their position within them if they can find any animal names within the string
the sentences. Finally, have students write of letters. Check their work by writing the answers on the
sentences in their notebooks about their board and have students correct any mistakes.
favorite animal, using adjectives. Answer: Crocodile and giraffe.
Exercise 3: Unscramble the letters to reveal the animals.
Student’s Book p. 132
Ask the students to look at the individual pictures and
Exercise 1: Have students draw and des- think about what the animal is before writing.
cribe their favorite animals. They can use Answers: 1. Butterfly. 2. Bird.
the animals they wrote about in the warm-
up exercise. Encourage them to use con- Extra Activities
nector words to join the sentences together
in writing their descriptions. Write example  Tell your students to ask their classmates what
of connectors on the board if necessary. their favorite animals are. You can divide them
Check spelling and punctuation. into pairs, or just allow a general conversation.
Each student must make a short description
Exercise 2: Tell students to read the letters
of his classmate’s favorite animal.
of the “snake word” one-by-one, and ask

132
 Unit 8

Let’s Sing

Warm up
Have the students follow your movements
in a Total Physical Response exercise. Have
they move their heads, clap and march or
do other movements that you lead to help
them to loosen up their bodies.
You can also do pronunciation drills where
students practice saying the vocabulary
from the unit to help them become familiar
with the lyrics they are about to sing.
Combining the Total Physical Response exer-
cises with the pronunciation drills helps
students not only articulate words better,
but also prepares them to use words in a
rhyming fashion, as when signing a song.

Student’s Book p. 133

Have your students listen to the song and
read along with you line-by-line. After, play
the audio track again and sing the song
with the students. Tell the students to stand
up while you play the song a final time, and
have them incorporate the body move-
ments you have practiced in the warm-up
activity while singing along. Have the stu-
dents imagine they are in a jungle with all
the animals from the picture in their books.

Extra Activities
 Divide the students into groups and give them scratch paper or cardboard and markers.
Have them draw what they hear in the song. You can sing the song one more time with
them and ask your students to point out the animals from their drawings while they sing.
 Ask some students what their favorite animal from the song is. Tell them to say or to write
a short description explaining why that animal is their favorite.
 Come up with a simple choreography that mimics the animals from the song. Make sure
the students make a movement or a gesture that characterizes each animal in the song,
when the animal comes up in the song’s lyrics.

133
 Project

 Objective:
Follow instructions to make an animal
from a paper plate.

Warm up
Make a list of all the animals the students
know. Once you have a list of various ani-
mals, divide the list into two columns; in
one column write down the wild animals
and in the other columns, the domestic ani-
mals. Ask your students to help you to do
this task.
When you have the animals sorted into two
columns, ask the students the difference
between the two columns. You can initiate
this conversation by asking the questions
“What is the relationship between humans
and wild animals?” and “What is the rela-
tionship between humans and domestic
animals?”
Finally, pick the cat out of the domestic
animals list and the lion out of the wild
animals list. Ask the students to describe
the differences and similarities between
the two. And then tell them they are about
to make a lion, the so-called “King of the
Jungle” out of a paper plate.
Go through the objects in the materials list and one
Student’s Book p. 134 - 135 by one, describe their shape and the color. (E.g. The
construction paper is orange and brown and square-
Before following the instructions of the shaped). So before the students draw or cut anything out,
workbook, ask the students to make a they should understand the purpose of the materials they
sketch of a lion’s face in their notebooks, will be using. This will help them plan ahead and use the
and tell them to try and make their paper correct materials and the right amount for the right parts
plate lion looks like the one they drew. of the lion.

134
 Unit 8

Monitor how well they follow the instruc-

tions and help those students that struggle
with the process.
Finally, when the students have all com-
pleted their paper plate lions, have them to
compare the crafted lions to the drawings
they did earlier in their notebooks and ask
them how much they resemble each other.

Dreaming up
 Ask students to answer the question
“What can you do to protect endangered
animals?” out loud and then brainstorm
ideas with the whole class. Make a list
of endangered animals and tell the stu-
dents that together, everybody has to
do their part in protecting these animals
from extinction.
 Ask students to answer the question
“Can you imagine animals that live on
other planets?” out loud and brainstorm
answers with the whole class. Then have
students make a paper plate model of
the animals they imagined, following
the instructions of the paper plate lion.

Extra Activities
 Prepare an oral presentation about your project.
 Present the final product to your classmates.
 Ask students to use the grammatical structures have seen in the unit.

135
 Test Yourself

Warm up
Make the list again of the animals you did
on the warm-up for the project, but make
sure you include all the animals seen in the
previous unit.
This time, encourage your students to
make statements about these animals
using the grammar studied in this unit. You
can elicit statements by making a few state-
ments yourself and by asking the questions.
E.g. “Giraffes have four legs. Their necks
are long. They can’t fly. Birds can fly. Can a
turtle fly? Does a lion have three legs?”

Student’s Book p. 136 - 137

Exercise 1. Completing sentences. Have
the students look at the picture in their
books and complete the description.
Tell your students to remember the pro-
ject they did, and tell them to focus on the
lion’s body parts and the fact that it’s a wild
animal.
Answers:
lion
jungle
mane
tail
legs or paws

136

Extra Activities
 Ask the students if they have ever been
to a zoo where they have seen some of
the animals mentioned in the unit. If they
have, encourage them to talk about the
experience. If they haven’t, ask them what
animals they would like to see and why.
 After pointing out any incorrect answers
the students may have had in the unit
exercises, you can ask them similar ques-
tions using the same pictures, to check
that they have learned the vocabulary re-
lated to animals.
Unit 8
Exercise 2: Matching pictures to short
definitions. Write the number from the
definition next to the correct picture.
Before reading the definitions, tell the
students to look at the picture and to
write down as much as they can about the
abilities and body parts of each animal.
Then ask them to read each phrase and to
match it to the right picture.
Answers:
1. Dolphin.
2. Giraffe.
3. Turtle.
4. Crocodile.
Exercise 3: Choosing the correct res-
ponse. Circle the animal that can fly.
Again, tell the students to look at the pic-
tures and to say as much as they can about
the animal’s abilities and body parts.
Answer: bird
Exercise 4: Copying Words. Read the
story, then complete the sentences using
one word. Tell the students to identify the
animals in the picture, but tell them there
might be some animals that are hidden, so
they have to read the text extra carefully.
Answers:
1. funny.
2. lake.
3. monkeys.
4. aquarium.
5. throwing.
137
 Review Units 7 & 8

Warm up
Review the vocabulary about fruits, vege-
tables and animals by playing the game
“Misunderstanding”. To play this game,
you must follow these steps;
 Group the classroom in pairs and ask
the pairs to designate themselves person
A and person B.
 Give each Person a small piece of paper
with a word written on it (fruit, vege-
tables or animal) and give person B a
piece of paper and pencil.
 Person A must verbally describe the ob-
ject written on their piece of paper to
Person B, who has to draw it.
 After person B draws the object, the
pair checks the picture together, then
change places to do the exercise again.

Student’s Book p. 138 - 139

Exercise 1: Organize a dialogue by having
the students put the sentences in proper
order so the conversation makes sense.
Number them from 1 to 5.
Ask your students to read one sentence at
a time and to decide which one would start
the conversation, then which one would
follow, and so on.
Answers:
1. Hello! What would you like to eat for lunch?
2. I would like to eat a sandwich and a carrot salad.
3. Do you want to drink tea?
4. No, I don’t want tea. I want juice. And you?
5. I want to drink water.

138
 Unit 8

Exercise 2: Have the students look at

the pictures and read the sentences below
them. Next to them, write (T) for True and
(F) for false.
Tell the students to say what fruits and
vegetables they see in the baskets. Then tell
them to write the correct answers accor-
ding to what they see.
Answers:
1. T
2. T
3. T
4. F

Exercise 3: Tell your students to look at

the pictures and ask them if they can spell
out what animals they see. Point out that
they already have some letters to start them
off.
Answers:
1. bird
2. hippo
3. crocodile
4. dolphin

Exercise 4: Ask the students to look at the

pictures and read the sentences to answer
“yes” or “no”. Explain that it is very simi-
lar to answering “true” or “false”. Monitor
the activity and have students share their
Extra Activities answers in pairs.
 You can connect the two topics seen in Answers:
units 7 and 8 by asking students what kind
1. No
of food the animals in this unit eat. This
will allow you to not only cross-reference 2. No
the information they have been learning, 3. Yes
but to come up with similar activities that
reinforce the progress up to this point. 4. No
5. Yes

139
 Self Assessment Units 7 & 8

Warm up
Tell students that a self-assessment
helps them to think about their learning
process. Write the following statements
on the board to encourage students to be
conscious about the importance of self-
assessment.
What we learn.
How well we learn it.
What we can’t remember.
To address these statements, you may need
to read some parts on the book again to
help students remember the topics. Do
this with the whole class and have some
students read the exercises, while others
solve a few of them.
For this process, it’s very helpful to keep
track of the students that might have had
some difficulties in certain activities. Take
this opportunity to address these students
directly in order to ensure that they have
improved, or if they are still having the
same difficulties to design another activity.

140
 Unit 8

Student’s Book p. 140 - 141

Read the statements out loud and explain
to the students that they have to read the
chart again and reflect on what they have
learned.
Then check the student’s answers and
encourage them to review the topics they
do not understand.
Tell them that if they can’t remember
something, they can turn back to previous
pages and review all that they have seen so
far. They can even redo some of the exer-
cises to have a better assessment of their
strengths and weaknesses. Point out that
they can take some notes while they do this
review to help them accurately fill in their
self-assessment chart.

Extra Activities
 Encourage students to honestly reflect on their own performance to assess their progress
in communicative terms. For example, before doing a listening task, it can be useful to get
students to predict how easy or difficult they may think the exercise will be. Then after
they have finished the exercise, they can think about how well they did in relation to how
they thought they were going to do, and why it was easy or difficult.
 After each self-assessment, have students record their progress in a portfolio. This way
they will be ready to review their progress at any time, and you can check their progress
periodically and have a clear view of their learning process.
 Tell them to focus on the topics they have difficulty with, and after they study those topics
again, they should update their portfolio so it represents the latest state of their progress.
This helps them isolate new difficulties that may come up with new activities.

141
 SCRIPTS

UNIT 1 Camilo is trying to pay attention, but it is almost

impossible. The other students are talking too
Welcome to Our School much!
The teacher is welcoming the children and trying
to get their attention, but it is very difficult. The
Page 14 - 15 students just want to talk and play.

 Track 01 Page 20
Welcome to unit number 1. Welcome to our
school. Let´s practice and find these key  Track 03
words in the picture.
Oral Interaction
1. School bus
1. Listen and repeat.
2. School bus monitor She is writing.
3. Classrooms She is playing.

4. Bathrooms They are reading.

5. Playground
 Track 04
6. Hopscotch
2. Listen and number.
7. Slide
1. Mariana is talking.
8. Monkey bars 2. David is reading.
9. Swings 3. Julián is jumping rope.
4. Milena is writing.
10. Rope

 Track 05
Page 16
3. Listen and match.
 Track 02 Juliana and Sara are saying hello.
Let’s Read Clara and Fernanda are going to school.
1. Listen and read. They are playing hopscotch.
In the Classroom
It is school time! Students are happy because they  Track 06
are together again.
Phonics
Santiago is telling his classmates stories about his
Listen and pronounce.
vacation. Manuela is not listening, she is writing
her name on her notebook. Swing, Sing

142
Page 21 Tables, chairs,
pencils, pens,
 Track 07 teachers,
4. Listen and practice. blackboards,
 Good morning.
chalk and friends.

 Good morning. How are you? School is fun

 I am fine, thank you.
for you and for me.
School is fun for all of us.

 Track 08 Notebooks,
pencils,
5. Listen and complete.
books and songs,
Good morning! pictures, games,
Good afternoon! that´s all good fun!
Good evening!

 Track 09
Unit 2
6. Listen and answer.
Daily Life
 Good evening!
 Hello. Page 28 - 29
 How are you?
 Track 11
 I am fine. And you?
Welcome to unit number 2. Daily Life. Let´s
practice and find these key words in the picture.
Page 23 - 22
1. Traffic warden
 Track 10 2. Firefighter
Let’s Sing 3. Police officer
School is Fun 4. Businessman
School is fun 5. Businesswoman
for you and for me. 6. Doctor
School is fun 7. Nurse
for all of us.
8. Bus driver
9. Baker
10. Cook

143
 Page 30 sixty
sixty-one
 Track 12
sixty-two
Let’s Read
1. Listen and read.
sixty-three
Everybody is an Early Bird sixty-four
My sister and I go to grandma’s house. She is a sixty-five
housewife and lives in the countryside with our
grandpa. He is a farmer. sixty-six
But I can’t sleep late at grandma’s house, because sixty-seven
everybody is an early bird. That means they wake
sixty-eight
up very early.
I just want to sleep more, but down the road, there sixty-nine
is some construction work happening. An architect seventy
is shouting and some carpenters are hammering!
seventy-one
My sister and I wake up very sleepy. Grandma
gives us hot pancakes and grandpa gives us fresh seventy-two
milk.
seventy-three
Page 34 seventy-four
seventy-five
 Track 13
seventy-six
Oral Interaction
1. Listen and repeat.
seventy-seven

fifty seventy-eight

fifty-one seventy-nine

fifty-two eighty

fifty-three eighty-one

fifty-four eighty-two

fifty-five eighty-three

fifty-six eighty-four

fifty-seven eighty-five

fifty-eight eighty-six

fifty-nine eighty-seven

144
eighty-eight  Track 16
eighty-nine Phonics
ninety Listen and pronounce
ninety-one Dentist, First
ninety-two
ninety-three Page 35
ninety-four  Track 17
ninety-five
4. Listen and practice.
ninety-six
 Hi, Luisa. What is that?
ninety-seven
 This is my favorite doll. Her name is Milly and
ninety-eight she is a doctor.
ninety-nine  It’s a very nice doll.

one hundred  Thank you. May I play with those dolls too?

 Sorry, these are my sister’s dolls. We can’t play

 Track 14 with them.

2. Listen and color.

seventh: pink  Track 18
third: blue 5. Listen and say the words.
tenth: red
This
fifth: yellow
These
first: gray
That
eighth: black
second: orange Those
fourth: green
sixth: purple  Track 19
ninth: brown
6. Listen and complete.

 Who is this?
 Track 15
 This is my father. He is a baker.
3. Circle the occupations you hear.
 And who is that?
This is Clara, she is an excellent doctor.
He is Bob, the best firefighter in town.  That is my uncle. He is a bus driver.

145
 Page 37 Page 48

 Track 20
Let’s Sing
I’m a Policeman Dressed in Blue
I’m a policeman dressed in blue.
Here are some things I like to do.
Direct the traffic in your town.
Help to keep you safe and sound.
It’s my job and I like it fine.
No one has a better job than mine.
I’m a policeman dressed in blue.
I want to be a friend to you.
You can see me every day.
I will wave my hand and say.
It’s my job and I like it fine.
No one has a better job than mine.
 Track 22
Let’s Read
1. Listen and read.
Quality Time
My parents always say it is very important to spend
quality time as a family. That’s why on Sundays we
do many things together.
In the morning, we do chores. My little sister and
I make our beds and clean our bedrooms. My big
brother does the dishes and cleans the kitchen.
My big sister does the laundry and organizes
the living room. My parents go to the grocery
shopping. Everybody helps!
In the afternoon, we have fun together. We usually
spend time outdoors. We have a nice garden where

Unit 3
my dad does a delicious barbecue while we all play
together.
Home, Sweet Home
Page 52

Page 46 - 47  Track 23
Oral Interaction
 Track 21
1. Listen and number.
Welcome to unit number 3. Home, Sweet 1. The cabinet is in the dining room.
Home. Let´s practice and find these key words
2. The bookcase is in the study.
in the picture.
3. The sofa is in the living room.
1. Backyard
4. The plant is in the garden.
2. Garage
3. Laundry room
4. Dining room  Track 24
5. Living room 2. Listen and complete.
6. Kitchen  This is my favorite picture. I love it because
7. Bedroom here you can see our favorite objects. My mom
8. Bathroom loves the plant beside the sofa. My dad’s favo-
rite objects are the plant and the cabinet. And
9. TV room
my favorite object is the bookcase. I love to
10. Study read.
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 Track 25 Page 55
3. Listen and complete the sentences.
 Track 30
In my neighborhood there is a “crazy house”.
Everything is in a different place from where it Let’s Sing
should be. The bathtub is in the backyard and the
bed is in the garage! It’s amazing! The car is in the Fantasy House
kitchen and the oven is in the bathroom! People in
that house are crazy! The kitchen, the bathroom
my bedroom, the hall.
 Track 26 Upstairs, downstairs,
Phonics and a big front door.
Listen and pronounce.
The table, the chair
Furniture, Chair.
the cupboard, the lamp.

Page 53 Two sofas, two armchairs

a bed and a rug.
 Track 27
4. Listen and practice.
 I like your bedroom, Daniel. Unit 4
 Thank you. Having Fun!
 Wow! Your bed is so big! And you have very
beautiful toys.
 My favorite toy is that stuffed dog. It is very Page 60 - 61
small and cute.
 I think it is ugly and old. I prefer this new  Track 31
stuffed lion. Welcome to unit number 4. Having Fun!
 I like them both. Let´s practice and find these key words in the
picture:
 Track 28 1. Amusement park
5. Listen and repeat. 2. Racing track
A beautiful witch. An ugly witch.
3. Restaurant
An old TV. A new TV.
4. Bowling alley
A small cat. A big dog.
5. Sea world
 Track 29 6. Puppet show
6. Listen and draw what you hear. 7. Cinema
I like my sister’s bedroom a lot. She has a very big 8. Swimming pool
bed and a small sofa beside the window. That sofa
9. Library
is old but beautiful. The only thing that is really
ugly is an old TV she has in front of her bed. 10. Mall

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 Page 62 David and Tom are playing chess. Tom has the
white pieces and David has the black pieces.
 Track 32
Let’s Read  Track 35
1. Listen and read.
3. Listen and write the correct names.
It’s School Break!
Sara always goes to the library on Saturdays. She
Grandpa and grandma are visiting, and my parents
loves reading!
are also at home.
Nelson goes to his grandpa’s country house for
By the door, my mom is reading the paper while
school break. He and his family spend the whole
my sister is drawing with her friend Sarah.
day by the swimming pool.
My dad prefers to stay inside, surfing the net. He
My older sister loves going to the amusement
is the only one who can stand the noise my sister
park. She goes many times during school break!
makes when she is singing! She says she is writing
a new song.
Outside everything is joy! Some children are at the  Track 36
playhouse and others are playing video games.
I spend the afternoon playing board games with Phonics
my friends. And my brother listens to music for Listen and pronounce
hours! Draw, Straw.
Everybody is having a great time!

Page 67
Page 66
 Track 37
 Track 33
4. Listen and practice.
Oral Interaction
1. Listen and complete.  Hi, Paul. How are you?
1. Play with your dog.  I am bored.
2. Play chess.  What are you doing?
3. Play video games.  I am playing video games, but I feel like playing
4. Play hide and seek. outdoors.
5. Play the guitar.  My dad bought me a new board game. Do you
want to play?
 Track 34  Sure! We can try my new dice too.

2. Listen and color.  Great idea!

James is playing with his dog, Yakko. Yakko is a  See you in five minutes.
brown dog. James plays by throwing the green ball
 See you.
to Yakko.

148
 Track 38 Come again another day.

5. Listen and match. SISTER wants to play.

Rain, rain, go away.
I need dice to play my favorite board game.
Rain, rain, go away,
To go bowling, we need some pins and a bowling
ball. Come again another day.
In August I buy a lot of string for my kite. BABY wants to play.
Rain, rain, go away.
 Track 39 Rain, rain, go away,
6. Listen and complete the sentences. Which Come again another day.
is your family’s favorite free time activity? ALL THE FAMILY wants to play.
1. We are the Duartes. We go to travel. Rain, rain, go away.
2. We are the Smiths. We go to the TV room.
3. We are the Garcías. In our free time we go to
the cinema. UNIT 5
Outdoor Activities
Page 69

 Track 40 Page 78 - 79
Let’s Sing
 Track 41
Rain, Rain, Go Away
Rain, rain, go away, Welcome to unit number 5. Outdoor activities.
Let´s practice and find these key words in the
Come again another day. picture.
DADDY wants to play. 1. Running
Rain, rain, go away, 2. Baseball
Rain, rain, go away. 3. Volleyball
Come again another day. 4. Basketball
MOMMY wants to play. 5. Tennis
Rain, rain, go away. 6. Soccer
Rain, rain, go away, 7. Roller skating
Come again another day. 8. Bicycle
BROTHER wants to play. 9. Frisbee
Rain, rain, go away. 10. Swimming
Rain, rain, go away,

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 Page 80  Track 45
3. Listen and draw the sports that you hear.
 Track 42
Hi my name is Michael. I am 6 years old. This is
Let’s Read an interesting sport. You need a pair of skates, a
1. Listen and read. helmet and protective clothing. I am very fast. My
Fun Activities and Sports at School favorite sport is roller skating.

Michael is a reporter for the school’s magazine. Hi everybody! My name is Julie. I love this sport.
He is writing about the activities of his classmates. You have to run fast behind a ball. My favorite
sport is soccer!
Nicole is nine years old. She likes throwing the
Frisbee. Tom is eight years old. He likes playing
soccer and basketball. He plays baseball with his  Track 46
friends but he hates playing volleyball.
Phonics
Albert is a good student. He can swim very well,
Listen and pronounce.
but he can’t run fast. Nicole goes running all the
time. She can run very fast. Soccer, can
Patty loves playing tennis. She wins all the com-
petitions. Page 85

Page 84  Track 47
4. Listen and practice.
 Track 43
 Miss Paula, may I ask you a question?
Oral Interaction
 Yes.
1. Listen and complete the sentences.
 What is the favorite sport of the students?
Hi kids! My name is Michael. I am doing a
project called “The sports in my school”. I want  They love baseball.
to tell you a little bit about it. All the students in  Thank you, Miss Paula.
my school like baseball. I hate baseball but my
 You’re welcome.
favorite sport is soccer. I love swimming. This is
an interesting project!
 Track 48
 Track 44 5. Listen and write the correct name under
each picture.
2. Listen and match the words to the pictures.
Maria loves roller skating. Charles can ride a bicycle.
Richard likes playing basketball. Nicole loves roller skating.
Jennifer can play tennis very well. Tommy likes playing baseball.
David hates volleyball.

150
 Track 49
UNIT 6
6. Listen and complete the answers.
My Body and My Routine
 Hi Tommy! What sports can you play?
 I can play volleyball, tennis and basketball, but
I can’t play tennis, swim or throw the Frisbee Page 92 - 93
very well.
 Track 51
 Bye, Tommy.
 Bye, Nicole.
Welcome to unit number 6. My Body and My
Routine. Let´s practice and find these key
words in the picture.
Page 87 1. Alarm clock
2. Ears
 Track 50
3. Eyes
Let’s sing 4. School uniform
Holiday Time 5. Breakfast
Holidays, holidays, 6. Teeth
we like holidays. 7. Arms
8. Homework
In the summer,
9. Nose
in the winter,
10. Mouth
we like holidays.
Holidays, holidays, Page 94
we like holidays.
 Track 52
In July and in December
we like holidays. Let’s Read

Time to rest, 1. Listen and read.

My Daily Routine
time to play,
I am Tommy. My sister Nicole and I open our
time for fun,
eyes every morning when our ears hear our alarm
our work is done. clock. We wake up at 5:00 in the morning with our
Holidays, holidays, mouths yawning. Then we take a shower. I wash
my face, my hands and my arms.
we like holidays.
At a quarter past five our nose smells breakfast.
In the summer, After we eat, we brush our teeth at six o’clock.
in the winter, Next we run fast with our legs to catch the school
bus. In school, our lunch often tastes delicious.
we like holidays.
And after school, we do our homework before we
watch television.

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 Page 98  Track 56
Phonics
 Track 53
Listen and pronounce
Oral Interaction
Teeth, With
1. Listen and repeat the body parts you hear.

Ear Page 99
Nose
 Track 57
Neck
4. Listen and repeat the conversation.
Arm
Foot  Hello! I am Albert. Where are you from?
 Hello! My name is Susan. I’m from London.
Leg
 What time do you wake up?
Hand
 I always wake up at five a.m.
Mouth  I never wake up early and I am sometimes late
Eye for class. Oh! The bell is ringing. It’s six forty-
five. See you later.
Hair

 Track 58
 Track 54
5. Listen and draw Albert’s activities.
2. Listen and repeat the 5 senses.
Hi! I am Albert. Every morning I wake up at six
Sight o’clock. Later, I have a delicious breakfast at six
Taste thirty and I brush my teeth at six forty-five a.m.

Touch
 Track 59
Hearing
6. Listen and mark the time.
Smell Conversation one.
 Excuse me Tommy. What time is it?
 Track 55  It’s seven fifteen.
3. Listen and complete the sentences.  Thank you!
Conversation two.
1. I can hear the alarm clock with my ears.
 Hello Nicole! Can you tell me the time, please?
2. With my mouth I can taste the food.
 It’s two thirty.
3. With my sight I can see.
Conversation three.
4. With my legs and my feet I can walk
 Susan! It’s time to go to bed. It’s eight forty-
5. I can smell with my nose. five. Don’t forget to brush your teeth.
6. With my hands I can touch and say hello.  Ok Mom.

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Page 101 Page 112

 Track 60  Track 62
Let’s Sing Let’s Read
Look at my Clothes 1. Listen and read.
We wear clothes from our head to our feet. A Healthy Picnic with Our Toys
Look at my clothes, Alice and Takumi are having a healthy picnic with
they’re very, very sweet. their toys. They
Look at my hat, like fruits and vegetables because they have vita-
it’s very, very new. mins in them.
Look at my shirt, They are eating a delicious salad with tomatoes,
it’s very, very blue. onions and carrots.
Look at my jeans, It tastes good. Alice likes to eat some strawber-
they’re very, very clean, ries and Takumi likes to eat a sandwich. The teddy
Look at my sneakers, bear eats some grapes, the doll smells an apple
they’re, very, very green. and the robot eats a pear pie.
There isn’t any tea but there is some milk. When
they are thirsty they drink orange juice or water.
UNIT 7 They don’t like soda. They are having fun!

Delicious Food Page 116

Page 110 - 111  Track 63

Oral Interaction
 Track 61
1. Listen and repeat the questions and
Welcome to unit number 7. Delicious Food. answers.
Let´s practice and find these key words in the
1. What would you like to eat?
picture.
I’d like to eat an apple.
1. Apple
2. What do you want to drink?
2. Pear
I would like to drink orange juice.
3. Grapes
4. Strawberry
5. Tomato  Track 64
6. Onion 2. Listen to the questions and write your
7. Carrot response using an.
8. Orange juice
1. What would you like to have for breakfast?
9. Sandwich
2. What would you like to have for lunch?
10. Milk

153
  Track 65 Page 119
3. Listen and complete the sentences. Then
repeat the fruits and vegetables rhyme.  Track 70
I am the apple that you can bite. Let’s Sing!
I am the onion, I make you cry, Are You Hungry?
Would you like to eat a carrot pie?
Are you hungry?
Tomatoes and grapes they are so nice.
Yes, I am.
 Track 66 Me, too. Let’s eat!
Phonics Are you hungry?
Listen and pronounce. (Are you hungry?)
Orange Juice Yes, I am. (Yes, I am.)

Page 117 Are you hungry?

(Are you hungry?)
 Track 67 Yes, I am. (Yes, I am.)
4. Listen and practice. Mmmmm, a banana!
 Would you like to eat some strawberries?
 Yes, I’d like to. Do you want a sandwich? Yum, yum, yum, yum, yum,
 Yes, I do. Yummy…yummy! yum, yum, yum, yum!
 Do you like carrots, onions and tomatoes? Are you hungry?
 Yes, I like them because vegetables are healthy. (Are you hungry?)
Yes, I am. (Yes, I am.)
 Track 68
5. Listen and draw into the basket the Are you hungry?
vegetables and fruits that you hear. (Are you hungry?)
Grapes - Onions - Carrots - Tomatoes - Strawberries. Yes, I am. (Yes, I am.)
Mmmmm, watermelon!
 Track 69
6. Listen and answer the questions. Yum, yum, yum, yum, yum,
 Hi Nicole! Don’t forget the picnic. It is on yum, yum, yum, yum!
Sunday.
Are you hungry?
 OK Tommy. What would you like to eat at the
picnic? (Are you hungry?)
 Hmmm…I’d like to eat pears and grapes. What Yes, I am. (Yes, I am.)
would you like to drink?
Are you hungry?
 I’d like to drink orange juice
(Are you hungry?)
 Me too, but I don’t like tea.
Yes, I am. (Yes, I am.)
 Ok Tommy, see you on Sunday.
French fries!
 See you, Nicole.

154
Yum, yum, yum, yum, yum, 3. Giraffe
yum, yum, yum, yum! 4. Monkey
5. Crocodile
Are you hungry?
6. Turtle
(Are you hungry?)
7. Forest Ranger
Yes, I am. (Yes, I am.)
8. Parrot
Are you hungry? 9. Bear
(Are you hungry?) 10. Hippo
Yes, I am. (Yes, I am.)
Spaghetti! Page 126
Yum, yum, yum, yum, yum,  Track 72
yum, yum, yum, yum!
Let’s Read
Are you hungry? 1. Listen and read.
(Are you hungry?)
Yes, I am. (Yes, I am.) Our School Trip
I’m Thomas and today we have a school trip on a
Are you hungry? safari where they protect endangered animals.
(Are you hungry?) There are lions with whiskers, big and strong
Yes, I am. (Yes, I am.) elephants with their trunks, giraffes with long necks
Ice cream! eating plants, funny monkeys jumping and swing-
ing on trees, noisy parrots with wings and colorful
Yum, yum, yum, yum, yum, feathers and crocodiles with big fangs in the lake.
yum, yum, yum, yum!
Next to the lake, we can see slow turtles. The
I’m full! hippos are drinking water. There are beautiful
birds and butterflies everywhere.

UNIT 8 We can’t see bears because they hide in the

forest, but I know they have soft fur; they smell
Meet our Friends with their snouts and catch fish with their claws.
This is an amazing trip. I love animals!

Page 124 - 125

Page 130
 Track 71
 Track 73
Welcome to unit number 8. Meet our Friends,
the Animals! Let´s practice and find these key Oral Interaction
words in the picture. 1. Listen and write the numbers next to the
1. Lion
correct animal in the order you hear them.
2. Elephant
Giraffe – Crocodile – Monkey – Elephant –
Parrot – Lion – Hippo

155
  Track 74  Track 78
2. Listen to and circle the correct animal you 5. Listen, and see if you can figure out the
hear. riddle.
It has a long neck, and a short tail. It has four legs I have something heavy on my back, I am slow,
and small ears. I can’t fly, but I can swim and I eat plants. What
am I?

 Track 75
 Track 79
3. Listen and draw the animal Thomas is
talking about. 6. Listen and write the name of the animals.
I can see a friendly and smart animal. It lives in the 1. Hippo
water, it has fins. It can swim and it likes to play
2. Elephant
with a ball on its nose.

Page 133
 Track 76
Phonics  Track 80
Listen and pronounce Let’s Sing!
Elephant Tiger Jungle Beat
Sitting in the jungle
Page 131 having lots of fun.

 Track 77 Ahh! There’s a chimpanzee!

Run, run, run!
4. Listen and repeat the conversation.
 I am very happy in this school trip. Sitting in the jungle having lots of fun.
 What is your favorite animal? Ahh! There’s an elephant!
 My favorite animal is the lion because it is the Run, run, run!
“king of the jungle”.
Sitting in the jungle
 I love bears because they are cute and they
have soft fur. having lots of fun.
 Can they swim? Ahh! There’s a crocodile!
 Yes, they can, and they catch fish with their Run, run, run!
claws.

156