MET2 L1 Teaching Notes

Teaching Notes
S 1
Macmillan Education
© Editorial Estrada S.A. 2022
ISBN Nº 978-987-672-681-8
Queda hecho el depósito que marca la Ley 11.723.
Texto escrito por Laura Caperochipe, Beatriz Damiani, Mónica Gandolfo

y Karina Pérez
Nuevos textos para segunda edición: María Paula Gravano, Romina
Mangini (notas sobre Readers), Paula Czajka (notas sobre Projects)
Maqueta original: Eclipse Gráfica Creativa
Nueva maqueta y diagramación: María Natalia Bellini
Imagen de tapa, portada e índice: 123RF y Martín Melogno
Gerencia editorial: Marianela Alloatti
My English Trip 2nd edition 1 : Digital Teaching notes / Laura Caperochipe ... [et al.] ;
contribuciones de Paula Czajka ; María Paula Gravano ; Romina Mangini. - 2a ed. -
Boulogne : Macmillan, 2022.
Libro digital, Book “app” for Android
Archivo Digital: online

ISBN 978-987-672-681-8
1. Inglés para Niños. 2. Educación Primaria. I. Caperochipe, Laura. II. Czajka, Paula,
colab. III. Gravano, María Paula, colab. IV. Mangini, Romina, colab.
CDD 372.6044
No se permite la reproducción parcial o total, el almacenamiento, el

alquiler, la transmisión o la transformación de este libro, en cualquier
forma o por cualquier medio, sea electrónico o mecánico, mediante
fotocopias, digitalización y otros métodos, sin el permiso previo y escrito
del editor. Su infracción está penada por las leyes 11.723 y 25.446.
Producido en Argentina.
Segunda edición.
Esta obra se terminó de producir en mayo de 2022.

CONTENTS
S 1 2 3
Annual planning 4
Introduction 10
Components walkthrough 14
Teaching Notes:
Introductory story 23
Unit 1 24
Unit 2 36
Activate & Explore A 48
Unit 3 50
Unit 4 62
Activate & Explore B 74
Unit 5 76
Unit 6 88
Activate & Explore C 100
Games 102
Final project (Reader) 104

PLANIFICACIÓN ANUAL 1
VARIEDAD TEXTUAL: HABILIDADES

TIEMPO CONTEXTOS/ÁREAS PRÁCTICAS/USO LO LITERARIO Y LOS SOCIALES
UNIDAD EXPONENTES LINGÜÍSTICOS NAP
ESTIMADO DE EXPERIENCIA DEL LENGUAJE TEXTOS DE LA VIDA CONTENIDOS DE
COTIDIANA LA ESI
1 10 a 15 Vida cotidiana: yo Saludar. Saludos: Hello! Hi! Historieta (Pupil’s La sensibilización hacia la Conocer
Hello! horas y mi escuela. Presentarse. Book y Reader) presencia de diversas lenguas los propios
Mis útiles Deletrear. Sentimientos: angry, bored, y variedades lingüísticas que sentimientos y
escolares. Nombrar, describir happy, sad, tired circulan en la comunidad. las situaciones
y contar los que los disparan,
útiles escolares Colores: black, blue, brown, El inicio en la reflexión, con la y conocer los
(colores). Expresar green, grey, orange, pink, ayuda del/la docente, sobre cambios físicos
sentimientos. purple, red, white, yellow algunos aspectos fundamentales que provocan.
Dar instrucciones del funcionamiento de la lengua
Útiles escolares: backpack,
o invitar extranjera que se aprende, por Iniciar una
book, eraser, pen, pencil,
(imperativo). ejemplo: conversación.
ruler
` la entonación como portadora
Proyecto: hacer Números del 1 al 10 de sentidos; Ser amigable y
un póster How many (pens)? ` la relación entre ortografía y brindar ayuda.
presentándose. pronunciación.
Artículo indefinido: a pen/
an eraser El reconocimiento de algunas
similitudes y diferencias en
Imperativo: Spell your
relación con el español.
name, please.
be: What’s your name?

I’m (Eddie)./My name’s
(Eddie).
How are you today?
I’m OK/fine/sad.
Is it a (pen)? Yes, it is. / No,
it isn’t.
There are several foci in this plan. The idea is that you pick and choose to develop your own annual planning according to your context and to the demands made on you
1
by the authorities at different levels.
4 Annual planning TEACHING NOTES

B S 1
PLANIFICACIÓN ANUAL (continuación)

COTIDIANA LA ESI
2 10 a 15 Vida cotidiana: yo Presentar a la Miembros de la familia: Historieta La transcripción de textos Solicitar ayuda y
My family horas y mi familia. familia. baby brother/sister, breves, reemplazando diferentes colaborar con la
Describir una brother, dad, grandma, Textos descriptivos elementos (acciones, cualidades, familia.
persona (edad y grandpa, mum, sister breves escenarios, entre otros) con la
apariencia física). ayuda del/la docente. Identificar los
Solicitar ayuda. Adjetivos: edad y estatura: Narración (Reader) sentimientos de
old/young, tall/short El reconocimiento de la otros (miembros
Proyecto: hacer Canción vinculación entre la lectura y la de la familia).
un póster sobre Solicitar ayuda: Help me, escritura como modo de favorecer
la familia y please. el proceso de aprender a escribir. Reconocer
presentarla. distintas
Sentimientos (revisión) configuraciones
familiares y roles
be: Who’s this? This is my dentro de la
(mum), (Alice). familia.
Tom is (young).
He’s (George). / She’s Romper
(Maria). estereotipos en
She isn’t my (sister). She’s los roles familiares.
(10) years old.
TEACHING NOTES Annual planning 5

S 1 2 3

COTIDIANA LA ESI
3 10 a 15 Actividades Expresar habilidad Acciones/Habilidades: Historieta La aproximación a la comprensión Respetar las

I can do it! horas cotidianas y para hacer algo. climb a tree, ride a horse, de que un texto oral puede preferencias de
actividades del Preguntar acerca rollerblade, sing, skip, Textos descriptivos abordarse aunque no se conozca los otros y sus
tiempo libre: los de las habilidades swim / play basketball/ breves el significado de todas las habilidades.
deportes, canto, de otros. football/tennis, play the palabras que lo constituyen, y de
tocar instrumentos Describir las drums/piano/recorder/ Parodia de cuento que el sentido de un texto no Dejar de lado
musicales. habilidades de violin de hadas (Reader) depende exclusivamente de las prejuicios
otros. palabras que lo conforman. y actitudes
can: I can (rollerblade). discriminatorias.
Proyecto: armar I can’t (ride a horse). La escucha de diferentes textos
un libro pequeño She can (swim). He can’t orales expresados por el/ Romper
referido a “Héroes (skip). They can (Sing). la docente o provenientes de estereotipos
Reales”. Can you (play football)? fuentes diversas (grabaciones de respecto de
Yes, I can. / No, I can’t. audio y video, entre otras). Esto preferencias y
supone: habilidades.
` el inicio en la identificación
de la situación comunicativa,
los interlocutores y el tema
abordado, es decir, de
elementos relacionados con el
contexto de enunciación.

B S 1

COTIDIANA LA ESI
4 10 a 15 Vida cotidiana: yo Dar información Mascotas: bird, cat, dog, Pósters La formulación de anticipaciones Respetar a los
I love horas y mi mascota. sobre mascotas y goat, hamster, rabbit e hipótesis sobre el sentido de animales y asumir
animals! El mundo objetos propios. Textos descriptivos los textos a partir de palabras la responsabilidad
alrededor nuestro: Preguntar sobre Adjetivos de tamaño: big/ breves o expresiones relacionadas con del cuidado de
la naturaleza. mascotas u small el tema, del tono de voz de ellos.
objetos. Rap quien habla, entre otras pistas
Describir un Números del 10 al 20 temáticas, lingüístico-discursivas, Reconocer la
animal. Poema narrativo paraverbales y no verbales. diferencia entre
Pedir disculpas. Colores (revisión) (Reader) animales que
Alertar sobre pueden ser
peligros. have got: I’ve got a (cat). mascotas y otros
I haven’t got a (bird). que no.
Proyecto: hacer She’s got a (small brown
tarjeas para jugar cat). He hasn’t got a (dog). Reconocer la
“Pet Hunt”. Have you got a (goat)? importancia de
Yes, I have. / No, I haven’t. adoptar animales
Has she got a (goat)? abandonados.
Yes, she has. / No, she
hasn’t. Tomar decisiones
informadas y
Revisión: He can (run). He’s respetar las
(brown). opiniones de
otros.

S 1 2 3

COTIDIANA LA ESI
5 10 a 15 Vida cotidiana: yo Expresar agrado y Alimentos: bananas, beans, Historieta El inicio en la reflexión, con la Ser respetuoso
Yummy or horas y mis gustos. desagrado. carrots, oranges, peppers, ayuda del/la docente, sobre y tener buenos
yucky? La comida. Solicitar algo. salad, tomatoes / cereal, Textos descriptivos algunos aspectos fundamentales modales.
Vida personal y Agradecer. chips, chocolate, fish, breves. del funcionamiento de la lengua
social. Preguntar sobre hamburger, pasta, pizza, extranjera que se aprende, por No herir los
La alimentación gustos. rice, soup Narración (Reader) ejemplo: sentimientos de
saludable. ` el uso de conectores básicos. otros.
Proyecto: Solicitar algo: Bananas,
escribir un texto please. Here you are. La apreciación del ritmo y Respetar los
sobre gustos y la musicalidad en los textos gustos de otros.
preferencias para Agradecer: Thank you. trabajados.
jugar a “Dictation Reconocer la
Race”. Conectores: and/but importancia de
una alimentación
Revisión: colores, saludable y
miembros de la familia, variada.
big/small
like: Do you like (fish and

rice)? Yes, I do. / No, I
don’t.
I like (vegetables) and
I like (fish).
I don’t like (oranges).
I like (vegetables) but
I don’t like (fish).

B S 1

COTIDIANA LA ESI
6 10 a 15 Vida personal y en IInformar sobre la Lugares: city, countryside, Historieta La comprensión y construcción Valorar a los
My home horas sociedad: yo y mi propia vivienda town / beach, desert, de sentidos del texto escrito amigos (a las
hogar. El hogar de y la de amigos y island, mountains Textos descriptivos apelando a diferentes estrategias. personas en
mis amigos. vecinos. breves Esto supone: general) por sobre
Mi barrio/ciudad/ Preguntar sobre Tipos de vivienda: cabin, ` la identificación del género; sus posesiones.
provincia/país. el lugar donde flat, house Receta ` la identificación, con la ayuda
Las casas y el alguien vive. del/la docente, del tipo de Ser amigable
alojamiento. Revisión: big/small, old, Canción lectura requerida –global o (con nuevos
La ciudad, el Proyecto: armar miembros de la familia, focalizada– acorde con el compañeros o
campo, las un “Celebrity mascotas Entrevista propósito comunicativo; vecinos).
montañas, la playa. Quiz” para jugar
` el recurso a pistas que brindan
Otros hábitats. en clase. Preguntar sobre el lugar Poema (Reader) Respetar distintas
los textos y su paratexto;
donde alguien vive: formas de vida,
Where do you live? ` la confirmación o modificación tradiciones,
I live in a (flat) in (the city). de las anticipaciones e valores y
I live in (an old town) but hipótesis formuladas. creencias.
she lives in (a big city).
They live in a (cabin). La lectura de textos breves Ejercer el derecho
Ica is a big desert in Peru. instruccionales, relacionados con al juego y
The (city) is (old). situaciones de la vida cotidiana aprender a adaptar
I live with my (dad). de los niños/as y con áreas del los juegos a las
currículum como, por ejemplo, posibilidades con
folletos, invitaciones, historietas, las que se cuenta.
instructivos, listados.

S 1 2 3
Principles in the NAP that will be recurrent in class. Make sure you praise these contributions
Introduction My English Trip 2nd Edition: publicly. These actions will help pupils become
aware of how cultures and languages are
Welcome to My English Trip 2nd Edition Teaching ` Plurilingual and intercultural perspective1 inextricably bound and provide different
Notes. We would like you to see these materials as It is important to highlight the emphasis on perspectives on the same phenomena so they
a guide, a source of extra activities and ideas rather the development of the awareness of shared understand how each widens the other. This will
than a set of instructions to be followed step by language features. In My English Trip 2nd Edition, help them to understand that differences enrich
step. The simultaneous look at the Pupil’s Book and the awareness between L1 and L2 is present our possibilities to comprehend and, so, learn to
the Teaching Notes for one or two lessons, should throughout. Some connections with other foreign respect and value these differences.
take no more than 5 minutes and, a couple more languages are also made and we would like to
to be added if you want to download some of the ` Listening and speaking
encourage these connections with whatever
photocopiable material to have them ready for fast language you or your pupils have knowledge of. › Identification of the communicative situation
finishers. We are all teachers and know how short of that gives rise to language.
A real example will come in handy. A young trainee
time we are, so we wanted these Teaching Notes to teacher2, a native speaker of Portuguese, used L1 › Identification of gestures, tone of voice,
be helpful but not overloaded. (Spanish) in the classroom to deal with a difficulty pauses, pitch, volume to contribute to
of understanding. A pupil noticed a different accent understanding the message.
The background for My English Trip 2nd Edition and asked about it. The teacher quickly wrote on › Listening for gist and for specific details.
in Argentina – NAP the board cachorro and showed them how that › Listening to become aware of rhythm and
The ‘Núcleos de Aprendizaje Prioritarios’ (NAP) word transparent for Spanish and Portuguese had a musicality in the foreign language.
produced by the Ministry of Education were different phonological realization in each language.
› Anticipation as a key listening strategy.
published in 2012. They are the supporting It was a great moment of awareness for the children
that helped them to see that knowing one language › Participation in classroom exchanges.
framework that includes the guiding principles
frequently helps to learn others without having to › Text variety (rhymes, songs, poems, riddles,
for the teaching of foreign languages in the
start from scratch all the time. This realization should etc). Throughout My English Trip 2nd Edition,
educational system. We will be referring to
be extended to varieties of Spanish present in the you will find brochures, magazine articles,
different parts of the NAP within these Teaching
classroom to make sure none are devalued. Even posters, and many other text types in an
Notes to show how the content and activities in
if the formal educational system must guarantee attempt to expose pupils to a diverse
My English Trip 2nd Edition take them into account.
the exposure of pupils to the so-called standard collection of texts that circulate in our
• •
varieties of languages, this must not be done to the everyday lives. You will find specifications of
N A P detriment of the varieties spoken by pupils. the varieties in the annual planning section.
“El inicio en la reflexión, con la ayuda Also, if any speakers of indigenous or

` Reading and writing
del/la docente, sobre algunos aspectos autochthonous languages are present in your
class, make sure you ask about connections or › Progressive exposure to a variety of short
fundamentales del funcionamiento de la lengua
equivalents for lexical items focused on and/or for texts (brochures, magazine articles, dialogues,
extranjera que se aprende, por ejemplo: [...] El
views about the themes under discussion in your etc).
uso de signos de puntuación en la lectura y
escritura de los textos trabajados;” › Identification of images, gestures,
1 http://www.coe.int/t/dg4/linguistic/Source/LE_texts_Source/ morphological and syntactic clues to get
EducPlurInter-Projet_en.pdf (retrieved in February 2022) meaning.
2 Carolina Drummond Chevrand, ENS en LV Sofia Broquen de
Spangenberg
10 Introduction TEACHING NOTES

B S 1
› Relationship between reading and writing: This being said, we would like to emphasize b. Working with songs
texts that can serve as models/sources for the importance of maximizing meaningful and
Properly dealt with, songs are a very useful asset
pupils to produce their own. contextualized exposure to L2 in the classroom.
in the foreign language classroom. Songs are
› Socialization of texts written by pupils. With respect to meaningful exposure to L2, we enjoyable to the young learner and they are a way
would like to add that, as far back as the 80s, the to learn and have fun at the same time. Unless
` Language and culture awareness need had been established for the message to be you choose nonsensical combinations to practise
› Reflection on the situations that give rise to understood. No learning – of any subject matter – certain sounds, a song should be meaningful;
particular texts. can take place if pupils do not understand. It is up pupils should understand the lyrics and the
› Reflection on how sound features, grapho- to us to guarantee that the message gets across. vocabulary should be accessible. They may not
phonic relationships, punctuation and If that happens, chances are that the exposure understand every single word, but they need to
capitalization, and basic connectors have will become a learning opportunity. Lack of know what it is about and the ‘message’ it conveys.
helped to understand. understanding increases anxiety in young learners.
In My English Trip 2nd Edition, there are some
Make sure you provide a safe environment in
› Reflection on the features of language that songs geared to expanding pupils’ experience
terms of understanding and increase the amount
are shared with and/or different from Spanish with the foreign language in a different form. For
of L2 as you go if pupils are reluctant initially. The
and other languages pupils may know. those contexts with very few periods a week, this
philosophy behind My English Trip 2nd Edition is: we
› Reflection on the differences and similarities will be more than enough to have pupils become
want pupils to feel they can learn so they want to
of the lifestyles of the characters in the Pupil’s familiar with this form of language use.
go on learning in the future.
Book and of the different members of the An interesting source for extra songs (pupils could
There are a few words and phrases that are part
class. try them out at home or they could be accessed
of the everyday classroom language that the
in class if there is a good internet connection and
teacher should start saying in the L2 from the
enough time) is: http://learnenglishkids.britishcouncil.
General considerations: beginning, eg: look, underline + gesture. Some
org/en/songs. In most cases, the language in
other phrases/chunks for routines are highly
the songs will not fully coincide with what pupils
a. The use of L1 recommended, eg: See you tomorrow! Have a
know, but there are many ways to deal with this.
nice weekend! Sit down! Come in! Line up! Clear
It is important to highlight the need to use L1 to For example, in the ‘Chocolate cake’ song on the
gestures that accompany speech are highly
discuss the issues underlying the theme of a unit, as website mentioned above, the introduction will
clarifying. You will soon see pupils begin to use
well as to comply with one of the required elements need to be explained but the song itself contains
them themselves! Remember you teach each and
of the NAP: reflection on language. a number of words pupils are taught in My English
every pupil in your class; not only the ones who
Since ‘English only’ is a very well-established myth Trip 2nd Edition 1, Unit 5. They can play with
can easily understand and respond.
in ELT, it is important to share some sources that recognition (there are some vocabulary activities
deal with the issue. There is general agreement there) or they can even read the lyrics first and then
today that there is no reason to ban the use of Schweers, C. William, Using L1 in the L2 Classroom, English start the listening. Add exaggeration of the gestures
Teaching Forum, Apr-Jun 1999. Available at: http://okt. and pupils will be completely ready for it!
L1 in the classroom. Most studies indicate that kmf.uz.ua/atc/oktat-atc/Bakalavr/MELT/Readings_III-5/
judicious use of L1 can be positively beneficial3. Schweers_19999.pdf (retrieved in February 2022)
` Songs for your daily routine
Kandel, Analía 1999. ‘Should we use Spanish in the EFL
classroom?’ (28/09/99), ‘ELT Agony Column’, in Chalk it up, My English Trip 2nd Edition includes three routine
3 http://www.birmingham.ac.uk/documents/college-artslaw/ The Buenos Aires Herald Educational Supplement. Analia
cels/essays/matefltesldissertations/milesdiss.pdf (retrieved in Kandel holds an MA in TEFL form the University of Reading songs for the purpose of helping you manage
February 2022) and is a former President of APIBA (Asociación de Profesores classroom organization (see the lyrics on page 12).
de Inglés de Buenos Aires).
TEACHING NOTES Introduction 11

S 1 2 3
The ‘Hello’ and ‘Goodbye’ songs call pupils’ Hello song usually a good idea: it could result in mumbling
attention to two specific moments of the class. Hello teacher, hello teacher! and it makes the lines more difficult to remember.
The former prepares them for the day’s work, the How are you, how are you?
latter may serve to keep them focused while they How are you today? c. The development of life skills
are putting away their things. How are you today? Life skills have been defined by the World
Depending on their context and upbringing, many Fine, thank you! Health Organization as ‘abilities for adaptive and
pupils will enjoy an opening song as a routine for Fine, thank you! positive behaviour that enable individuals to deal
starting the English lesson well into 5th form. This Goodbye song effectively with the demands and challenges of
is one way to make sure they tune into English. everyday life’. My English Trip 2nd Edition covers
Bye, bye, children!
In some schools, we have observed children start four main groups of skills, which are:
Bye, bye, children!
singing as soon as they see their English teacher at › thinking skills such as: creativity/imagination,
Off we go! Off we go!
the door. This signals an acknowledgement of their problem solving, decision making, self-
See you next class!
teacher’s presence and of his/her teaching purpose knowledge, critical thinking, accessing and
See you next class!
– which is a good starting point. Also, a closing analyzing information;
Have a good time!
song, as we have just suggested, can help you get
Have a good time! › collaboration skills such as: waiting for one’s
them organized again so they get ready to leave.
Silence song turn, respecting other opinions, sharing or
But it is important to remember that the opening socializing one’s production;
song should not be a substitute for making Are you happy?
Are you fine? › social skills such as: social responsibility, cultural
contact with each pupil – this can take place as
Open your ears. awareness, social development, respecting
you sing, by scanning your class, searching for
Open your eyes. diversity; and
eyes that may not be looking at you or for mouths
that may not be moving. When the song ends, as Close your mouth. › emotional skills such as: self-management, and
you check attendance, you can approach these Close your mouth. self- and social awareness.
pupils and probe into their feelings or watch for Hush, hush, hush!
With regards to thinking skills, activities
physical signs of poor health, etc. Hush, hush, hush!
throughout My English Trip 2nd Edition marked
If children stop paying attention to the song and ` Possible ways to deal with the ‘teaching’ of with foster the development of critical thinking
start mumbling undistinguishable sounds or not songs by having pupils categorize, discriminate, make
singing at all, you should consider discontinuing conclusions and inferences, discover meaning and
Start with the tune of the song and let pupils hum
this practice. These pleasurable moments should use information in different ways.
along; then deal with the message, lyrics, etc.
be brief and varied in style, eg: some days you Collaboration is promoted in My English Trip
Alternatively, you can start with the lyrics (if there
can sing loudly, others in a hush. 2nd Edition by simple role-play activities, games
are words pupils should recognize either aurally or
As regards the third song, it helps to call pupils’ by reading) and then have them listen to the song. and projects that give pupils the chance to work
attention to the task when they are noisy or have collaboratively with others and, therefore, make
In general, after any of these two global
lost concentration, with the added benefit that it them respect others’ work and opinions.
approximations, you will ask pupils to focus on a
includes vocabulary on feelings. It is up to you to References to the type of social-emotional skills
line and get them to repeat that one only as you
include other songs you may find useful and even dealt with in each unit in My English Trip 2nd Edition
play the song until it is acceptable and then add
have pupils work out their own songs. have been included in the Annual planning.
a new line. You can also select chorus lines first.
Singing all the song from the beginning is not
12 Introduction TEACHING NOTES

B S 1
Social-emotional skills4 are related to the way we during the process. It also allows their teachers to We suggest you consider the objective of the
interact with others. Developing social skills in see where some scaffolding might come in handy. activity and consider it globally – complying with
children is about getting them to feel comfortable 70% of that activity successfully should be a pass,
and be able to perform competently in the social ` The tests in My English Trip 2nd Edition eg:
situations they will face. But most importantly, as The tests included in My English Trip 2nd Edition › In a vocabulary recognition activity, recognizing
responsible adults in charge of children, we should are an instance of measurement of learning, 70% approximately is a pass.
show them how they can deal with conflicts, but they are not (and cannot be) a complete
help them to express their needs and also lead › In a vocabulary production activity, getting 70%
evaluation of each pupils’ performance. The
them to listen carefully to the expression of the right approximately is a pass. Please read below
tests, however, are a formal instrument for pupils
needs of others, or guide them to notice their what we should understand by getting it right.
themselves to become aware of their growth and
indications about pleasure or displeasure in the Note on spelling: English is one of the least
also of their need to go over some items, with
absence of expression. transparent languages in the world in terms of
your guide.
its grapho-phonic relationships. Thus, errors at
The inclusion of feelings in My English Trip 2nd All the tests go from receptive to productive this level are to be expected and accepted and
Edition 1, Unit 1 is intended to focus on emotions activities. Production is guided/free, depending should not be a major component of the final
to help pupils identify and express their feelings on the number of units where the item in question grade. As long as the word can be recognized,
in constructive ways, thus preventing violent has been worked on. the answer at this stage should count as
action to solve problems that may arise with
` Marking correct. You might consider a minor global
others. The possibility to talk about their feelings
discount for spelling when rounding off the final
will also help them to confront their own personal As you will see, no points have been assigned mark.
frustrations without violence. to each activity. This is because we would like
› In a choice activity involving understanding 70%
to avoid a widespread practice of dividing items
d. Evaluation of learning in My English Trip would mean getting 3 right – that would be an
according to their number to come to a final mark
2nd Edition acceptable result as it would allow you to see
related to adding individual points.
that the item in question is understood.
Throughout these Teaching Notes, there are We would rather suggest that facing each test,
› It is very important that you go over the
references to how activities may be carried out you consider the demand of each activity and
instructions and the pictures in the tests before
in ways that help pupils become meta-cognitively how much the impact of that particular activity
you start.
aware of their achievement and their shortcomings. should be in the final mark.
› In a guided or free productive activity, make
Evaluation5, in its formative role, is seen as a way All the tests included in My English Trip 2nd
sure you focus on the overall purpose. If it
to help pupils get control over their learning Edition go from the receptive dimension to the
is clear that the main difference, function or
productive dimension, making sure it coincides
4 https://www.psychologytoday.com/us/blog/growing- text type has been internalized, that should
with the view of learning as a process: what is
friendships/201108/what-are-social-skills be a pass. You can consider higher marks for
https://pathways.org/topics-of-development/social-emotional/ recognized today may be produced in the future.
those who can provide more detail and/or who
https://casel.org/casel-sel-framework-11-2020/
The tasks that require full production are the are also accurate. Within the communicative
(all websites retrieved in February 2022)
5 http://www.buenosaires.gob.ar/areas/educacion/curricula/ most challenging ones and their evaluation should perspective, achieving communication should
dle_web.pdf (p.248) not be centred on point deduction for mistakes, be the priority, especially in the beginning
http://servicios.abc.gov.ar/lainstitucion/organismos/ but rather on the message being achieved and,
consejogeneral/disenioscurriculares/primaria/2018/dis- stages, to motivate children to continue:
curricular-PBA-completo.pdf (p.296) eventually, on the richness and the level of ‘Nothing succeeds like success!’
accuracy, too.
TEACHING NOTES Introduction 13

S 1 2 3
In each Unit Opener in the Teaching Notes, you will Lesson 2 has a focus
Components walkthrough find web links and suggestions for the discussions on vocabulary related
that may arise if you have time to go deeper into to the main theme,
the issues or you find your pupils are particularly while in Lesson 3 that
Pupil’s Book
interested in any of them. lexis is integrated
a. Introductory story into a pattern. This
c. Lessons order guarantees
In My English Trip 2nd understanding of
Each Lesson 1 in My
Edition 1 & 2, a comic the messages being
English Trip 2nd Edition
strip introduces the conveyed. From then
1 & 2 contextualizes
main characters in on, the focus of each
the language to be
the book, who will lesson may vary
learnt in the unit. The
accompany pupils according to the needs
aims of this lesson is:
through their learning of the topic of each
› to activate prior
journey and will help unit. In each lesson
knowledge in
to introduce the theme where a grammar
case pupils have
of each unit in the Unit pattern or structure
had English
Openers. is taught, you will
classes in
previous years; find a section called
b. Unit Opener ‘Grammar Trip’ that
› to recycle
The Unit Opener fosters pupils’ self-
language learnt in previous units;
functions as a ‘hook’ discovery of structures.
to the content of the › to show pupils that they can do activities Pupils solve activities
unit so as to help without knowing all the words and, in this that help them reflect
pupils to frame their way, help them to gain confidence in their on and internalize the
thinking and focus on abilities; and structures right after
the theme that will › to foster their inference skills by resorting having seen them at work.
give unity to each to visual and aural clues (eg: in Level 1, Many activities also
series of lessons in Unit 2 pupils have not formally learnt the help pupils integrate
the unit. At the same familiy members yet but they can solve the new language with
time, it always includes activities by paying attention to the gender the language taught
images that lead to reflection on the theme, thus of the names and the order in which the in previous units (and
providing the possibility of developing critical people are mentioned – same order as they in previous levels, as
thinking and culture awareness. appear in the photos; also the words ‘baby’ the series progresses).
In every unit, there is always a return and ‘mum’ are quite transparent, so pupils Being able to constantly
p15
to the Unit Opener, providing pupils will be able to relate them to their L1). reuse what they learn
with the opportunity to use the new in different contexts will
language. This circular organization give pupils a sense of
within the units helps pupils become achievement which is
aware of their growth. vital for learning.
14 Walkthrough TEACHING NOTES

Writing activities start d. My practice trip e. Activate & Explore
to appear gradually as
Every two units, there is
from Level 1 and are At the end of the book, there is a section called
a section that recycles
carefully graded and ‘My practice trip’ (MPT), which provides additional
themes and language
modelled, allowing pupils practice for each unit.
seen in previous
to integrate the language
classes but presented
learnt in each unit.
in a different and new
context. The ‘Activate’
page concentrates
on integrating and
expanding the
language already learnt.
Lesson 8 has a focus
on social skills and
includes emotional
language and other The ‘Explore’ page
everyday expressions goes a bit further
that will help pupils Each unit within this section finishes with an ‘Exit into new content
communicate more Ticket’, where pupils are asked to recap what they and challenges. Still,
naturally in the L2. In have learnt and, in this way, become aware of because My English
almost all the units, this their own learning. One important aim is to make Trip 2nd Edition 1 is
lesson also introduces pupils notice how responsible they have been with for young learners,
the characters of the their own work. We recommend that you spend a the challenges will be
corresponding story in couple of minutes to do this activity all together controlled. Remember
the Reader. after finishing each unit so pupils get used to tasks should always be
reflecting on their learning process. achievable to promote
confidence rather than
Each unit finishes with frustration.
a Project which can
This section serves more than one purpose: it
be used not only for
shows pupils they can grasp more language than
language integration
they believe they can; it helps them practise more
but also to promote
than one reading strategy; it makes them look for
collaboration among
further information, and so on. Also, here is where
pupils and to stimulate
they will get the largest text variety.
their creativity through
different craft activities
(especially in the first
levels of My English
Trip 2nd Edition).
TEACHING NOTES Walkthrough 15

S 1 2 3
f. Special features: ` Games and cut-outs in a foreign language to further develop their
language skills and integrate relevant linguistic
On the back cover
` ‘My English Trip en familia’ items. Thus, readers of varied kinds play a
flap of My English Trip
This section offers significant role in the teaching and learning
2nd Edition 1, 2 & 3,
advice and tips in of a foreign language, as they present new
there are two board
Spanish for families contextualized uses of the target language.
games accompanied
to accompany pupils However, these are not the only benefits. The
by a set of cut-outs at
in their learning systematic reading of tailor-made or adapted
the back of the book
journey, even though texts in the English Foreign Language (EFL) lesson
for pupils to play
they do not know or plays a fundamental role in the development of
using the vocabulary
understand English. competent, motivated and independent readers
and structures they
for life, which is one of the most important
learn. These games
objectives in education.
can be used after
finishing each unit or Depending on the type and theme of the readers,
to integrate what has they may either provide useful insight on a topic
been learnt in several or area of study, or they can help pupils enter a
units allowing pupils to practise the language in a semi or whole imaginary world, which they will
` My Grammar Summary
fun and entertaining way. enjoy as they read along. Some readers may help
The inside of the back cover flap in My English pupils raise cultural, intercultural and personal
Trip 2nd Edition 1, 2 & 3 includes a summary of the Reader awareness, by broadening their views of the world
grammar patterns introduced, in the form of tables and enhancing understanding of oneself and
to facilitate self-study and analysis by pupils. What are readers? And, why use readers in the
others. The reading of different materials, like the
EFL lesson?6
stories in My English Trip 2nd Edition Readers, can
(Graded) Readers are literary and informational provide pupils with varied stimuli to develop both
texts that have been especially created (that personal growth and social-emotional skills, these
is, originally conceived and written) or adapted being one of the core conceptual dimensions of
(for example, a simplified version of a classic Global Citizenship Education7. It is worth pointing
story) to help learners of a certain age and level out that social-emotional skills involve recognizing
one’s emotions, behaviours and values, showing
6 Bishop, R. (1990). Mirrors, Windows, and Sliding Glass Doors. understanding and empathy for others, and making
In Perspectives: Choosing and Using Books for the Classroom.
ethical choices about personal and social behaviour.
Vo. 6, no 3. Available at: https://www.readingrockets.org/sites/
default/files/Mirrors-Windows-and-Sliding-Glass-Doors.pdf. Readers can take pupils to visit and learn about
Collie, J. & Slater, S. (1987). Literature in the Language other cultures, traditions, ways of being and
Classroom: A resource books of ideas and activities.
Cambridge: CUP.
Lazar, G. (2005). Literature and Language Teaching. Cambridge: 7 Global Citizenship Education, UNESCO: en.unesco.org/
CUP. themes/gced
Macmillan: Using Graded Readers in the Classroom. Global Citizenship Education: Topics and learning
Available at: http://www.macmillanreaders.com/wp-content/ objectives, published by UNESCO in 2015. Available at:
uploads/2010/07/UGRIC-web-2014-Macmillan.pdf unesdoc.unesco.org/ark:/48223/pf0000232993
(all websites retrieved in February 2022). (both websites retrieved in February 2022)

B S 1
feeling, and thus promote understanding. On top of this, they provide teachers with an b. Encouraging reading aloud
The more varied the reading materials, the more introduction of general, linguistic and non-linguistic
Reading aloud is a demanding task which, more
chances pupils will see themselves, a friend, a objectives of each story. They also include extra
than usual, implies focusing on pronunciation
relative, a neighbour or, simply, others, represented information on what social and intercultural skills,
(reading ‘correctly’) rather than on understanding
in some of the stories or characters. In other words, values and/or contents of CSE each story intends
what is being read. Therefore, our first suggestion
readers can become another door to the teaching to address and develop, so that teachers can
is not asking pupils to read aloud the text as a
and development of social-emotional skills, make pupils pay special attention to them. Specific
first time read. On the contrary, we suggest the
values, intercultural competence and contents of reference to contents of CSE can be found inside
following steps:
Comprehensive Sexuality Education (CSE) in the EFL a box called ‘ESI contents’. As the CSE contents
class, if they cater for diversity, interculturality and are extracted from the document Lineamientos 1. Tell pupils to read the story on their own silently
include a gender perspective. The stories in My Curriculares para la Educación Sexual Integral to check predictions from the pre-reading stage.
English Trip 2nd Edition Readers have been devised (Consejo Federal de Educación, 2008), they are in
2. Play the recording and make pupils follow the
as both complements and extensions to each unit their original language (Spanish).
oral text by pointing to each picture (sequence
of the Pupil’s Books, allowing new opportunities
of illustrations) in each story or line in the poems.
to learn, revise and practise previously presented General guidelines on using My English Trip
grammar and vocabulary. But, above all, these 2nd Edition Readers (Levels 1, 2 and 3) 3. Conduct finger-reading by encouraging pupils
Readers have been conceived and written with to follow you as you read aloud. Tell pupils to
a close eye on the teaching of values and social- put their index finger up and place it on the
a. Working with the illustrations
emotional skills, as well as on the inclusion of first letter of the title, line or paragraph and run
contents of CSE, aiming at a holistic approach to Readers at these levels are made up of both simple it along the letters and words as they hear you
language learning and to the social-emotional, language and colourful and clear illustrations. The reading. To check that they are able to follow
cultural and intellectual development of pupils. reason behind the use of these kinds of illustrations you, you may want to stop at a certain word so
is to provide pupils with further context and aid that pupils have to say it aloud (complete the
What do these Teaching Notes have to offer? to the understanding of the plot and language reading).
The teaching notes included at the end of each in use in each story. So, as a general suggestion,
when reading the stories with pupils, teachers can 4. Conduct choral-reading (reading all together)
unit intend to offer teachers an extra guide on
exploit these illustrations the most, as a pre-reading by encouraging pupils to read with you while
how to use and work with the stories in My English
activity (encouraging pupils to look at the pictures finger-reading.
Trip 2nd Edition Readers. They include ideas,
suggestions and directions on how to prepare and make predictions about what the story is about
5. Encourage pupils to read aloud: they can either
pupils for the reading activity or activate their and/or brainstorming vocabulary connected with
take turns to read out parts of the text or
previous knowledge (pre-reading stage), how the pictures), a while-reading activity (asking pupils
they can role play the stories, especially those
to enhance pupils’ comprehension of what they to identify the characters and/or elements of the
which have dialogues. Reading aloud will be
are reading (while-reading stage) and how to story in the pictures and label them) or post-reading
less intimidating if pupils become familiar with
help pupils integrate and apply what they learn activity (asking specific questions about a picture
the story first, or if they do this once they
and read in a productive and creative way (post- to foster visual literacy and/or asking pupils to
are acquainted with the methodology of work
reading stage). choose the picture which best illustrates the story,
around readers.
explaining the reasons for their choice).

S 1 2 3
Teaching Notes In each lesson, ‘optional lesson starters’ are Starters should be short and accessible. They
The organization of your class is a diverse and provided. Optional, because you are the only one should give every pupil a feeling of success, so
ever-changing reality. Whether you have a who can decide what is the best thing to do for make sure there is at least one answer that they
45-minute lesson or a 50-minute lesson or two your pupils on a particular day. can get right. If pupils are frustrated at the start
such periods in a row or interrupted by a break, There is a lot of debate on whether a starter (some of the class, they will most probably lose interest.
you all know that 99% of the time the real teaching people will talk about a warm-up) is necessary or Remember: nothing succeeds like success!
time is somewhat shorter (pupils need to go up whether it could use up pupils’ most energetic But the most important thing to remember
or down the stairs or along a long corridor to moment; whether it should be related to what was when starting a class is to make contact with
reach their classroom, or the head teacher scolded recently taught (a revision) or whether it serves to your pupils. Do they all/Does one of them look
them for misbehaving during the break) and your recall what will be necessary in the coming lesson. different – sad or bored or angry? If you notice,
pupils are never the same (whether the lesson is Is it really necessary to add this to the lesson per you can help them by noticing and helping them
on a different day or on the same day during the se? If anything, before starting a new lesson or to express what is wrong if they want to. Precisely
second period; whether or not the second period even taking up one that could not be rounded in Unit 1, basic emotions are introduced, so they
comes right after the first one or after a break). off the previous class, we need to get pupils will be able to express their feelings in English.
This is why only you can decide whether you will into the picture, so to speak, we need to grab Anyway, remember that L1 will be necessary if you
follow the suggestions offered here to the letter or their attention somehow. Some people talk about or they need to go a bit further into the issue,
not. Use your teacher expertise. ‘lesson hooks’. This is all about creating suspense, unless these are comments about minor changes
about arousing interest. Can you ask a question, (haircut, new pencil case) where gestures will do
a. Optional lesson starters the answer to which will be found after dealing to establish meaningful communication.
with the content? We have suggested different
types of starters: some bring forward elements b. Learning strategies
that will be needed for the development of that
lesson, others are just songs that can form part of
a routine and still others recycle material that will
be useful later on in the unit.
Routines are a very good tool for the younger
groups. Singing a short ‘Hello’ song (see notes on
page 11) brings them into the English lesson. You
can sing it in a very loud voice if you feel they
need waking up or in a very low voice if they are
too excited about a previous event. But watch
it! This must be carefully checked so pupils who
do not join in at all (they may not sing as long as
they clap or move their mouths/heads) are invited
to do so. No pupil should be left out of some form
of participation in a group activity.

B S 1
Throughout the units you will find learning Then have pupils say those numbers and think c. Tips
strategies mentioned several times. They are of what prominent sounds will help them to
These are ideas we would like to share with you
intended to highlight opportunities to provide hear the difference. Or if there are two written
words as options, make them consider what from our experience as teachers:
pupils with tools to develop their autonomy as
letter sounds will help them realize which one › Encourage pupils to ‘play with the language’
learners. We have included a specification of
is being mentioned. and tell them not to be afraid of making
what we are trying to help pupils learn, when
mistakes. It is good for them to know that
appropriate, in each unit (becoming morphologically › Intelligent guessing and inference: there will be
anyone can learn from mistakes.
aware, becoming phonologically aware, etc). a lot of intelligent guessing in My English Trip
2nd Edition. Intelligent guessing is not wild trial › Accept diversity of answers, even if they are not
Since we assume you would like to help pupils
and error. It is the use of the available (known) the ones you wanted to get. Listen carefully to
become independent learners, we suggest you
clues9. This practice will lead pupils to become their ideas. Pupils need to connect learning to
bear in mind the following:
critical thinkers who can understand, evaluate their own lives10.
› Rubrics/instructions: allow pupils to discover
things by themselves. Guide them so they learn and make decisions. › Don’t ask pupils to read and listen at the same
how to become independent. This may take some › Punctuation and capitalization: pupils should time (at least for the first time).
time (especially at the beginning of the course) be made aware of the use of punctuation from › Ask the questions first and then nominate a pupil.
but it will pay off in the end when they need little the very start. Punctuation is one of the ways This way they will all be on the alert to answer.
or no help to decipher what they have to do. writers help readers understand what they want › If you plan to correct on the board, make sure
› Anticipation: anticipation is a key moment in to say. At this stage, full stops, exclamation you walk around while pupils are working to
reading8 and listening. No information that can and question marks need to be internalized. spot things that might never come up. Pupils
Make pupils aware of capitals as well, as English will tend to keep quiet if they notice they have
be anticipated from previous knowledge, title,
and Spanish do not always coincide (take the a different answer and will just copy the one
visuals or known language should be left for
personal pronoun ‘I’, for example!) established as correct on the board, discarding
the reading proper. Anticipation helps learners
to make up a kind of scaffolding that will › Decision making: it is important that pupils a possible good response they may have.
support them in their detailed reading of the discuss and decide. In particular in writing, where › When you check comprehension, do not just ask
lines. In listening, it is vital to anticipate the there is time to think, any writer may choose to whether pupils have understood. It is unusual
elements that will help the listener discard some omit some information or add something and for a child to say they have not (they are
of the possibilities before or during the activity. pupils are no exception. So please make sure frequently not aware). Verify comprehension by
They can analyze the options provided and they do not use the texts provided to support eliciting the expected answer or performance.
consider what the differentiating elements are. their writing as rigid models to be filled in with
› Whenever there are two forms available, eg: I’m…,
If they will be listening to numbers concerning their data, but as sources of input for them to
My name’s…, encourage pupils to choose one
the ages of children, let them look at the scaffold their productions.
for production, maybe the one they feel more
pictures and consider what the ages could be. comfortable with.
9 de Leon-Abao, E. (2014) Teachers’ Instructional Competence 10 Perkins, David. American Educator: The Professional Journal
8 http://es.slideshare.net/ireitalia/cuadernillo-de-ct-ingls- on Students’ Comprehension Skills and Critical Thinking of the American Federation of Teachers; v17 n3, pp. 8,28-
version-final (retrieved in February 2022) Ability. Open Journal of Social Sciences, 2, 334-339. doi: 35, Fall 1993 http://www.exploratorium.edu/IFI/resources/
10.4236/jss.2014.24037. (retrieved in February 2022) workshops/teachingforunderstanding.html (retrieved in
December 2010)

S 1 2 3
› Make a list of expressions and words that 3. When dealing with repetition of vocabulary, 5. Association of sounds and spelling will help
appear in this course like: Help me, please. Be follow this pattern: chorus, individual volunteers pupils to learn how to pronounce new words
careful! etc, and add them to your daily class and then non-volunteers. If somebody refuses and to find connections between words with
vocabulary whenever appropriate. to speak in a loud voice, go near them and tell shared meanings. If this activity is done as
› Please keep competition to a minimum. There is them to whisper the word/answer in your ear a matter of course, pupils will, in the end,
a popular belief that competition is motivating, make the association and produce the correct
› Special phonology tips: pronunciation by themselves. Make it lively
but there is evidence that any external reward
might be detrimental to intrinsic motivation11, 1. Do not split meaningful groups. Pauses and it will pay off. This becomes helpful in
the one we would certainly try to promote the included where they should not go make words they have heard and said but have
most in language learning. There is evidence comprehension difficult. Sentences read word never before seen in writing, eg: Please. If
to the contrary in sports, but only when it is by word stop the flow of communication. they are reminded of another word where the
between well consolidated teams. combination ea appears – read – they will
2. Pupils should be taught that the words that recognize the word as \pli…z\.
› Special vocabulary tips for memory:
carry meaning in an exchange are heard
more loudly, ie: they are stressed. This 6. Remember that when doing a listening
1. Test vocabulary regularly. Ideal ways are
helps them feel secure when listening and activity you are TEACHING pupils listening,
touching and pointing games, eg: you point,
facilitates comprehension. Little by little, not testing. This means that it will imply
pupils say, or they point and you say. In this
pupils will become aware, with your help, of playing the track as many times as necessary,
case, you can make some mistakes on purpose
the particular rhythm of the English language. especially at the beginning of the course, to
to see if they can spot and correct them.
allow pupils to understand. We are interested
2. Arrange subgroups for vocabulary practice. 3. The tone of voice and the gestures used by in what information they can get through
If there are six new items, do not work pupils when acting out should reflect the listening not in what they cannot get. This
on all of them together. Arrange them feelings intended in the text. will give them a sense of achievement and
into subgroups of two or three. Whenever they will not be afraid of any listening task.
4. Words should be pronounced as close to
possible, group them according to some
the correct English version as possible. 7. While listening, ask pupils about words they
special feature (eg: transparent food words,
It is better to exaggerate certain sounds recognize, (probably Hi, Hello). This trains
food words ending in ‘-s’, etc). Make pupils
at the beginning than to correct faulty their ear to search for the known.
aware of this so it can become a learning
pronunciation later on. It is important to show
strategy, too! 8. Go from the general to the specific when
pupils that many words in English end in a
consonant other than the ones common in listening. Ask about noise, number of
Spanish and these sounds should be heard, participants, voices, context. Then go to
11 Maurice E. Stucke, Is competition always good?, Journal of eg: it is better to say \faIf\ than \faI\. the exchanges and finally, if necessary, to
Antitrust Enforcement, Volume 1, Issue 1, April 2013, Pages individual words.
162–197, https://doi.org/10.1093/jaenfo/jns008
https://www.verywellfamily.com/competition-among-
kids-pros-and-cons-4177958#:~:text=Positives%20of%20
Competition&text=Aside%20from%20preparing%20
them%20for,encourage%20others%2C%20and%20
develop%20empathy.
(both websites retrieved in February 2022)

B S 1
i. Optional activities and Tips Student and Teacher App
Throughout the lessons, additional optional My English Trip 2nd Edition offers digital resources
activities and tips are included to give you further both for pupils and teachers in the Macmillan
ideas to supplement and exploit the materials in Student and Teacher apps, respectively. To
the book as much as possible. get the apps, pupils (through their parents
or tutors) and teachers have to go to www.
macmillaneducationeverywhere.com, register their
account and then they will be able to download
the apps and access all the digital content.
The Student App includes:
› the Digital Pupil’s Book with all the audio

tracks and a Picture dictionary for all the
vocabulary presentations.
› the Digital Reader with the audio recording
as well as a video of the story in each unit.
› On-the-Go Practice – these are engaging
gamelike interactive activities for pupils to
practise what they have learnt in each unit
(see samples of activity types on the right).
› access to the Student’s Resource Centre,
where pupils will find:
› downloadable audio files of the songs.
› all the extra practice activities so that
you can ask pupils (or their families) to
download and print out the worksheets
and, therefore, save on photocopies.

S 1 2 3
The Teacher App includes:
› the Digital Pupil’s Book (see description on

page 21).
› the Digital Reader (see description on
page 21).
› On-the-Go Practice (see description on
page 21).
› access to the Teacher’s Resource Centre,
where you will find:
› the annual planning.
› the Teaching Notes in digital format.
› downlodable audio files of the listening
activities and songs.
› Visual Aids to be used as projectable
material for vocabulary presentation.
› photocopiable material, which includes
extra practice activities for each unit.
› a set of tests on PDF format – one per
unit plus a mid-year test and an end-
of-year test with the corresponding
downloadable audio files.

B S 1
INTRODUCTORY STORY
` In this short comic strip, we ` Ask pupils if they can recognize
meet Cathy and Trip. The story the word written on Trip’s
is very clear in terms of how Trip tummy. They have probably
came to exist. been using it but may never
` If pupils do not get the story on have seen it written down. If any
their own, point to the clues or of them says, Pero dice \elo\,
cues in the pictures: they will be giving you your
first opportunity to discuss
1. Cathy clearly looks bored!
differences between L1 (Spanish)
She is lying on her back,
and L2 (English).
not doing anything, but the
gesture on her face does not
indicate relaxation, so… • N A P •
2. Then she has an idea (point EJE: EN RELACIÓN CON LA
to the light bulb). We can see
REFLEXIÓN SOBRE LA LENGUA
there is a toolkit and also
QUE SE APRENDE
some used materials in a box.
“La reflexión, con la ayuda
3. We can see her here using
del/la docente, sobre algunos
her tools and some materials
aspectos fundamentales de
to build something.
funcionamiento de la lengua
4. She has covered something
extranjera que se aprende, por
now. She is probably going
ejemplo: […] la relación entre
to present it as a surprise to
someone. Ask pupils if they ortografía y pronunciación;”
can guess who: Mum? Dad?
A sister? A brother? A friend?
5. She uncovers a robot. Her
robot, Trip. He will be her
partner in the different stories
in the book, in her journey.
Page 4
TEACHING NOTES Introductory story 23

S 1 2 3
•
Optional lesson starters
a. Sing the ‘Hello’ song (see ! TIP
Introduction, page 12). Pupils should be exposed to
b. Pupils have already met Cathy classroom talk from the very
and Trip in the comic strip. Ask first day of school. Use language
in L1, Did Cathy say anything to related to the here and now,
him? (No.) What do you think she perfectly understandable in context.
may say to him? What do you Expressions like Good morning! How
say when you greet someone? are you today? Come. Please, stand
What new forms of greeting up. etc should come up naturally and
each other have we implemented it is advisable to get the class to use
after the pandemic? Have them them whenever possible. Make sure
realize that people from different the demand is playful, not punitive!
cultures greet each other in a
different way. Also reflect on ` Even though at this early stage
the importance of greeting most of this class will be carried
people as a social behaviour out in L1, make sure you use
to show respect and love. English for the here and now.
Make sure your words are
• •
understood by the group so you
N A P do not scare pupils. Do not mix
both languages yourself although
EJE: EN RELACIÓN CON LA
the group may and will do it –
REFLEXIÓN INTERCULTURAL
and that’s perfectly OK!
“La sensibilización hacia la
presencia de diversas lenguas
y variedades lingüísticas que
circulan en la comunidad.”
• N A P •
“Durante la Educación Primaria
Make sure pupils see the
y Secundaria, la escuela
similarities and differences
ofrecerá situaciones de
between cultures. Make sure
enseñanza que promuevan
you ask about and praise any
en las y los estudiantes: la
knowledge pupils have about
comprensión, la expresión y la
any other language or culture.
interacción contextualizada y
significativa en la(s) lengua(s)
extranjera(s) que aprenden.“
Page 5
24 Unit 1
B S 1
will realize what it means.) They will say that ‘name’
LESSON 1 and ‘Eva’ are the important ones. Have them clap
their hands at the words that sound stronger. Then
Optional lesson starter ask them to underline those words in the book when
they hear them.
Ask pupils to imagine how Trip would greet people.
Have them work in pairs and then call some pairs to
the front to show the greeting.  Learning strategy
Make pupils aware of these peculiarities of the
1 02 language as the stress and rhythm systems are
very different from those in their L1. Show them
` Analyze the pictures. Make sure pupils notice that by paying attention just to the stressed
they show two school situations. words they will understand the message
` Tell them to look for names. The clue for pupils because these are the words that carry
to discover the answer is that all of them start in meaning. Let them find out for themselves how
capital letters and they are not at the beginning it works, whenever there is a listening activity.
of the sentence.
` Focus on the question marks. Ask, What can 2
each person be asking the other? Make them
notice the word ‘name’ in both questions. ` Ask pupils to read the mini-dialogues in Activity
` Play track 02 and have pupils follow in their 1 again. Then read out the sentences in Activity
books. 2 and explain what they may not understand.
` Play the track again for pupils to match the Introduce the word ‘classmates’. Tell them they
dialogues to the pictures. Then they read the have to complete the sentences by writing the
mini-dialogues again and write each name. names of the people in the pictures in Activity 1.
Answers: 1 Picture of children greeting; 2 Picture of teacher ` Once you make sure they know what to do,
and girl greeting / a Sasha; b Eddie; c Eva; d Marie give them 2 minutes to write the names. After
Page 6
that check as a class.
• •
•
Answers: 1 Sasha/Eddie, Eddie/Sasha; 2 Eva; 3 Marie
N A P
“El inicio en la reflexión, con la ayuda ! TIP 3
del/la docente, sobre algunos aspectos It is important to ask pupils how they came to realize
fundamentales del funcionamiento de la lengua and to make the rest aware of the different ways in
` Invite pupils to work in pairs and act out the
extranjera que se aprende, por ejemplo: […] which they can gather information or learn new facts
mini-dialogues in Activity 1. Have some volunteers
El uso de signos de puntuación en la lectura y even if they do not know the language. Encourage
come to the front to share their performances.
them to use cues at every level of analysis; visual
escritura de los textos trabajados;”
or sound cues that help create the situation, words
that are morphologically or phonologically similar to
MPT p71
Spanish. Ask pupils what the important words are in
‘My names’s Eva’ and ‘I’m...’. (If they have been able 1 1 Hello! / What’s your name? / I’m Tom. 2 I’m your teacher. /
to spot that ‘name’ also appears in the question they My name’s Frida.
TEACHING NOTES Unit 1 25

S 1 2 3
Audioscript/Answers
LESSON 2 1
Boy 1: Spell your name, please.
Jesi 1: J-E-S-I .
Optional lesson starters 2
Boy 1: Spell your name, please.
a. Go back to Lesson 1, Activity 1 and have pupils Erik: E-R-I-K.
read the mini-dialogues. Then they can act 3
them out. Boy 1: Spell your name, please.
Sean: S-E-A-N.
b. Divide the class into six groups. Each one will 4
represent the characters and people they have Boy 1: Spell your name, please.
seen up to now: Trip, Cathy, Sasha, Eddie, Eva Mandy: M-A-N-D- Y.
and Marie. Trip and Cathy will greet the others
and ask for their names. The others will answer 3
either Hi!/Hello! I’m/My name’s...
` Tell pupils that you are going to play a spelling
1 03
game. Read out the dialogue between the girl
and the boy and have them practise it in pairs.
` Ask pupils to look at the alphabet in Activity 1. ` Direct their attention to the names on the left.
Explain that they will listen to it in English. Tell them that they can choose from those
` Play track 03 a couple of times for pupils to names to play the game. You can also suggest
•
identify each letter. Then play it once more and others on the board.
have pupils repeat after each letter.
` Have them practise several times so that they
can internalize the sound of the letters.
! TIP
If pupils have used My English Trip 2nd Edition
Starter you may have them ask, Are you (Taylor)?
2 04 (Yes, I am./No, I’m not.)
Page 7
•
` Direct pupils’ attention to the student ID cards in ` Move around and monitor while pairs play the
Activity 2 and tell them that they have to listen game.
and identify each student’s name from the two
options. For the last one, they have to listen and ! TIP ` Invite volunteers to act out the scene. They can
use their own names or the ones suggested in
write the name according to the spelling. If pupils find this activity difficult, especially the
name corresponding to the last card, you may the activity.
` Play track 04 a couple of times.
spell out the names yourself so that pupils can
look at your lips while they hear.
MPT p72
2 1 D; 2 T; 3 N; 4 F
26 Unit 1
B S 1
LESSON 3 ` Have pupils circle the answers in each scene.
Then play track 06 for them to check the
Optional lesson starter answers.
Greet one another; include yourself in the greeting. Answers: OK, sad
You can include Good morning! or Good afternoon! ` In pairs have pupils practise and act out the
if you have been habitually using them in class. exchanges. Take turns to role play the teacher.
1 05
3
` Make sure pupils understand how Trip is feeling
in each drawing first. ` Pair up pupils and have them practise the
exchanges using their own feelings at the
•
` Play track 05 and have them point to the faces moment.
first. Then include the repetition of the words.
Finally, have them reproduce the faces/feelings
! TIP
•
as they hear.
Allow the class to use only the feelings (without
! TIP ‘I’m’) for production at the beginning if they have

had no English before.
Group the words into smaller groups and have
pupils work with only those. ‘Happy’ and ‘sad’ will
be internalized fast. For ‘bored’, make them go
back to page 4 and look at Cathy before creating Optional activities
Trip. For ‘tired’, you can pant and drag your feet. 1. Guessing game: A pupil/you will act out a
These two will take more time. Work on those later. feeling and the rest can guess what it is. See
‘Angry’ will be easily internalized. the Introduction for tips on how to alternate
Page 8 work with volunteers and non-volunteers.
2 06 This game can serve as an ‘activator’ when
` If you presented the exchange to the class pupils are a bit down because it involves
` Have pupils look at the pictures and tell you what in previous classes as a part of the classroom feelings and acting.
the teacher is doing. Narrow the scope by asking interaction, they will have no problem with the 2. Have pupils say a word and you pull the face.
if she is saying ‘Hello’. Call their attention to the pronunciation of ‘fine’. Read each exchange out Have them draw masks with the expressions
fact that you also ask them something else after and have them repeat after you. and work in groups. One group puts up the
you say ‘Hello’ (if you have been doing it). Focus ` Make pupils look at Cathy’s face in the second picture, the other says the word.
on the children in the picture now and make scene and have them compare it with the face
them notice their answers. Tell them there is a of the other children in the previous scene. Ask,
word they might know (‘OK’) and another word Is she fine? Is she OK? Allow different answers.
they do not know (‘fine’). MPT p71
They may not interpret the facial expression.
` Enquire about the meaning of ‘OK’ and tell ` When someone says triste in L1, repeat it after 3 Pupils’ own answers
them ‘fine’ is another word for ‘OK’. them in English. Make sure you produce the
smiling \œ\ clearly and elicit it from the class.

S 1 2 3
` Have pupils read out the dialogue in the
LESSON 4 correct order.
` Direct pupils’ attention to the ‘Grammar Trip’
Optional lesson starters section and point out that the incomplete
sentences belong to the dialogue they have
a. Use masks (it can be Trip’s faces or emoticons)
just listened to and read.
depicting the desired feeling to revise the
vocabulary. ` Have them complete the sentences. Tell them
that if they need help, they can look at the
b. Ask pupils one by one, How are you today?
dialogue in Activity 2. Then check as a class.
Tell them they can ‘lie’ and act out a different
feeling. Answers: 1 What’s, I’m; 2 name, name’s; 3 How, I’m
` Have pupils work in pairs. They assign the roles

1 07
in the dialogue and practise it. Have volunteers
come to the front to perform for the rest of
` Remind pupils of Cathy and Trip and how she the class.
built the robot one day she was feeling bored.
` Tell pupils they will listen to the first conversation
3
between Cathy and Trip – they’re introducing
each other. ` Pair up pupils and have them practise the
dialogue in Activity 2 (or part of it if you
 Learning strategy think it may be too long for them) using their
own names or any other names they want to
It is not advisable to give pupils a listening
choose.
activity without telling them anything about
what they are going to listen to. Either tell
them what it is going to be about or give MPT p72
them definite information to listen for. It is ideal
to anticipate the options that seem possible, Page 9
4 2 My name’s Lucy. 1 What’s your name? 4 I’m fine. 3 How
review the vocabulary involved, think of the are you today?
particular difficulties that may arise. 5 1 What’s your; 2 Cathy; 3 How are you; 4 fine/OK/happy
2 07
6 Pupils’ own answers
` Play track 07 once and have pupils write

the name next to each character. In this first ` Read out the sentences. Then play track 07
listening, have them pay attention to the spelling again and have pupils pay attention to the
of the names. Play the track more than once if order of the sentences in the dialogue. Point
necessary. out that the first one is given as an example.
Answers: a Cathy; b Trip ` Play the track a couple more times. Check as
a class.
Answers: 5, 7, 1, 4, 9, 6, 3, 2, 8
28 Unit 1
B S 1
` Tell pupils to complete the speech bubbles.
LESSON 5 Check as a class.
Answers: 1 your name?; 2 I’m/My name’s; 3 How; 4 bored/
Optional lesson starters tired/sad
a. Divide the class into groups. A pupil in one group

calls out a feeling and the rest of the group p5
makes the face. The second group watches out
to see if their classmates make a mistake.
b. Talk about how pupils are feeling today. Make ` Pair up pupils and tell them to go back to page
it real, look at them, detect special faces. 5 and choose one of the photos. Have them
imagine the dialogue the people in the photo
1 may be having (using what they have been
practising so far) and invite them to role play it.
` Recap with pupils the structures and vocabulary ` Have some volunteers come to the front to
they have learnt so far. role play for the rest of the class.
` Read out speech bubbles a–c and have pupils
predict what questions these sentences could
be answers to. Then have them complete speech
bubbles 1–3. Check answers as a class.
Answers: 1 name; 2 Spell; 3 you
` Have pupis read questions 1–3 again and then

match them with answers a–c.
Answers: 1 c; 2 a; 3 b
2 Page 10
` Tell pupils that the speech bubbles in Activity 1

are part of a conversation between two children. 3
` Have them analyze the expressions of the
children in the pictures and decide which one ` Have pupils look at the picture and speech
better matches with the conversation. Help them bubbles in Activity 3. You may tell them, Look at
by making them notice that the one answering is the boy. What’s his name? How does he feel?
a girl (because she is called Mary) and she says Invite them to say, in L1, why they think he is
that she is feeling tired. feeling that way. You may accept more than one
Answer: Picture 3
answer as long as they can justify it.
` Have volunteers come to the front to act out the

mini-dialogue.

S 1 2 3
pronounce as close to the target language as
LESSON 6 they can. Remember that \b\ is a plosive sound in
English. Use the paper trick. Put a piece of paper
Optional lesson starter in front of their mouths and if it does not move
when they are saying the sound it means they
Make small talk in L1 about current events: a rainy are not saying it right. Do not worry for now if it
day, a birthday – in which case the starter could sounds close to a \p\.
be singing ‘Happy Birthday’, etc.
1 08
` Play the track again and have pupils colour the
school objects accordingly. Then tell them to
look at the picture and complete the phrases
` With books closed, rely on pupils’ previous with the missing colours.
knowledge and check how many colours they
know or remember. Audioscript/Answers
` Place cards of different colours on your desk 1 Trip : What’s this? 4 Trip: What’s this?
Cathy: A blue backpack. Cathy: A green pencil.
and ask volunteers to go to the front and 2 Trip: What’s this? 5 Trip: What’s this?
pick one they know how to say the colour of Cathy: A pink ruler. Cathy: A black pen.
in English. Then have others who know it put 3 Trip: What’s this? 6 Trip: What’s this?
up their hands and call them in turn to say it. Cathy: A yellow book. Cathy: An orange eraser.
Finally, have those who do not know repeat it.
` Play track 08 twice. With books open, make ` Refer pupils to the ‘Look!’ box and have them
pupils point to and repeat the colours. notice that when a word/noun starts with a
vowel the article that precedes it adds an ‘n’
 Learning strategy (‘an’ instead of ‘a’).
Colours are difficult for pupils to say and
remember. ‘Black’, for instance, because of its 3
proximity with the Spanish word blanco, may
be easily confused; so at the beginning do not Page 11 ` Elicit that the children are playing and what
use it near ‘white’. As regards pronunciation, it the game consists in. Invite pairs to play. Walk
up whenever they hear a word they know. Stop around and check.
can help to have a word you can fall back on
the track and have a pupil draw the object on
when a new word appears, eg: you can use ` After that, play the ’I hide, you guess’ game
the board. Invite another pupil to say it.
‘fine’ or ‘nine’ to show them the combination i first as a class, then in groups. Put an object
+ consonant + e in ‘white’. This way they begin ` With books open, play the track once more. behind your back for them not to see it.
paying attention to grapho-phonic regularities. Invite pupils to listen, point to the objects Or show a tip of the object, or the object
and repeat chorally. Try to get them to say \ wrapped up, or in such a way that it is not
2 09
pensl\ and not \pensil\. Walk around detecting clear what it is. Finally, they practise in pairs.
mispronunciation or error in pointing. Then
•
nominate some pupils to repeat individually.
` With books closed, play track 09 and invite
MPT p73
!
pupils to listen to the words. They should
recognize those which have probably been TIP
mentioned in class. Ask them to put their hands When practising pronunciation, see that pupils 7 Pupils circle each word with the corresponding colour.
30 Unit 1
B S 1
` Help pupils realize that when the objects are
LESSON 7 more than one, the word that refers to the
object takes an ‘s’ at the end. Show them by
Optional lesson starters contrasting ‘one pink eraser’ to the rest of the
phrases.
a. One pupil calls out a school object and the rest
pick it up and show it. A variation is to write
the name of the object on the board. Optional activities
b. Play a ‘Touching/pointing/showing’ game with 1. Pick up small groups of objects and
flashcards, as suggested in the ‘Vocabulary’ nominate pupils to describe them. This can
section in the Introduction. Always remember to be done as pair work as you walk around,
do so in groups before you mix all of them up. depending on the group.
2. Draw on the board a few school objects,
1 10 some single ones and some repeated. Have
pupils copy them into their notebooks and
` The spelling of numbers in English is particularly classify them. Ask them to write the ‘s’ in a
confusing for Spanish speakers. Make pupils different colour.
pronounce as close to the target language as
possible. It is better for them to say \faIf\ than
to say \faI\; \eitS\ to \ei\. It is easier to improve an
Time for a game
exaggerated sound than to correct incorrectly
learnt sounds. The sound \v\ is a sound we do Play Colour Tic-Tac-Toe: Draw a square and divide
not distinguish from the bilabial sound \b\. You it into nine three by three squares. Show on the
can have pupils place their teeth against their board as you explain. Have pupils work in pairs.
lower lip and say the sound. Make them see that Ask them to use a different colour for each
if the sound is correct, the lower lip will tickle square. They can choose different combinations
and then they can say the word \”sevn\. Page 12 of colours. Let them choose the easy ones at the
` With books closed, play track 10 once. Tell pupils beginning. Then see that they do not leave out the
they may know some of the words (they may colours that are less frequently used. Remember to
have used the previous levels of the series or be careful with ‘black’ and ‘white’.
their parents or siblings may have taught them
3
the numbers). Ask them to put their hand up ` Tell pupils to look at the pictures and identify MPT pp73 & 74
when they hear a word they know. Stop the track the school objects and their colour.
and invite some pupils to write the numbers on
` Ask them to count how many items of each 8 Pupils’ own answers
the board. Have somebody else say them.
type of object there are and tell them to 9 b eight; c seven; d six; e five
complete the phrases by writing the correct 10 1 one; 2 seven; 3 two; 4 three; 5 four; 6 five
2 number. Make them notice, by pointing to the 11 Pupils’ own answers
` Pupils can play this game as shown in the book example, that they have to write the words for
or two pupils show the fingers, a third says, eg: the numbers.
nine and one, and a fourth says the result, ten. Answers: a two; b five; c four; d one; e three; f six

S 1 2 3
Answer: 2
LESSON 8
` Discuss with pupils about the value of being
friendly. Listen to their comments on their
Optional lesson starters experience. Allow the use of L1.
a. Stay in the playground after the break and make
pupils stand in three or four rows. Each line
should have no more than ten pupils. Stand in Optional activity
front of one of the lines and have pupils number Divide the class into groups of four (one
themselves 1–10. If a pupil makes a mistake, pupil per character in the story). Have them
nominate someone from the next line to help rehearse the story. In turn, they come to the
out. Then the numbering starts again. The other front and act it out for the rest of the class.
lines check. Competition is not recommended, You may have them vote for the funniest or
just a clap for the ones who get it right or help. most creative performance.
b. Make pupils form a circle and number themselves
1–10. Appoint a leader. When they call a number,
eg: seven, those who have the number run round Note: Ask pupils to bring the project materials for
the circle once. the following class.
c. Tell pupils you can’t speak (you can make
gestures) and they have to guess. A pupil goes
to the front and mimes, eg: seven backpacks.
The class has to guess what it is. The first to
solve it comes to the front. If you wish, write
what you want pupils to mime on slips of paper.
1 11
` Tell pupils to look at the picture of the two Page 14

robots and ask, What are the robots doing?
Answers: 1 Shay; 2 Pey; 3 Roy; 4 Ray
Why are they shaking hands? How do they
look? Use gestures to help convey meaning. ` Tell pupils that this story introduces two of the
` Tell them that every time they see this picture characters they will find in Unit 1 of the Reader.
in a unit, you will be working on social skills
(attitudes and behaviours that are important for 2
life in society).
` Assign roles among volunteers and have them,
` Play track 11 and have pupils listen and follow
in turn, read out the comic strip. As they read,
in their books.
correct possible errors.
` Ask pupils to identify each character’s name
` Read out sentences 1–3 and have pupils discuss
and write it down. Check as a class and have
which they think the message of the story is.
volunteers spell out the names.
Allow L1 for their justifications.
32 Unit 1
B S 1
paper. Then they can think of extra information
LESSON 9 they might like to include, such as their pets,
or the animals and the food that they like, draw
Project starter pictures and write a short caption or simply one
•
word, eg: Look! My pet. / Blackie.
Write these words on separate strips of paper and
!
stick them at random on one side of the board:
Hi – Dundee – tired – colour – five. Then copy TIP
the following text onto the board: Guide pupils to think of their audience. Advise
__________! My name’s __________. D-U-N-D-E-E. them to choose attractive and contrasting colours
Today I’m __________. My favourite __________ is to draw their audience’s attention and tell them
orange and my favourite number is __________. that what they write should be readable and
Call volunteers to come to the front in turn and legible to others.
stick each word in the corresponding place. Read
the text aloud as a class. 4. Invite pupils to sit in groups. They can take
turns showing their posters as they read about
Project steps themselves aloud. Then volunteers may come to
the front and present their posters to the class.
Ask pupils to open their books at page 14 and
draw their attention to the sample poster at the
bottom of the page. Explain that they are going Digital tools
to make a poster about themselves. Go over the
Pupils may visit websites, such as PosterMyWall
list of materials with the whole class and ensure
(www.postermywall.com), Canva (www.canva.com)
all pupils have what they need to start working on
or Genially (genial.ly), to access plenty of eye-
their project. Then read the instructions aloud and
catching templates and create their own digital
encourage pupils to ask questions for clarification
•
posters.
if needed.
! TIP Page 14
Pupils who do not have a photo can draw a picture

of themselves. 2. Encourage advanced learners to develop
and expand on the ideas provided, eg: Hi!
My name’s Lucía. I’m nine years old. Today is
1. As a draft, have pupils complete the text with
Friday. I’m happy. I love Fridays! My favourite
the required information. You may wish to
colour is green. Look at my green backpack.
copy the text onto the board and complete
My favourite number is ten.
it with the whole class to show pupils how to
approach it. Then ask pupils to exchange their 3. Give pupils some minutes to sketch their ideas
books for peer correction. They should focus and to organize their poster layout. They should
their attention on the correct spelling of the decide where to stick their photo or picture
words. and where to write their text. Some pupils may
prefer to write their text on a striped sheet and
then cut it out and stick it onto the cardboard

S 1 2 3
` Tell pupils to open the Reader at pages 2 and
READER – UNIT 1 3 and look at the pictures without reading. Ask
ESI contents
Trouble on the farm them if they want to make any changes to their
` Presentar oportunidades para el
General objectives: predictions.
conocimiento y el respeto de sí mismo/a
` To identify the situations which trigger emotions y de su propio cuerpo, con sus cambios y While reading
and how these are manifested physically. continuidades en su aspecto físico como
` To evaluate what being friendly and helpful ` Play track 02 or read the story aloud. You can
en sus necesidades, sus emociones y also use the Story video in the Digital Reader.
involves. sentimientos y sus modos de expresión
Linguistic objectives: Encourage pupils to do finger reading while
(p. 14). you read aloud or play the track.
` To recognize and produce feelings (angry, sad,
disgusted, scared, calm), colours (red, blue, ` Desarrollar competencias para la ` Identify the different emotions Shay feels
purple, black, green, white), numbers 1–10 and verbalización de sentimientos, necesidades, based on what each part of the story says and
the connector ‘because’. emociones, problemas y la resolución de the colour they adopt.
` To recognize the grammatical structure for conflictos a través del diálogo (p. 14).
After reading
suggestions (Let’s...).
` To recognize and produce the grammatical ` Check pupils’ predictions.
Warm-up ` Reflect on the different colours adopted by
structure to express feelings and reason
(I’m… because…). ` Play the ‘Parachute Game’ with different words Shay to show feelings. Ask pupils to look at the
Non-linguistic objectives: from the story, eg: ‘sheep’, ‘pig’, ‘sad’, ‘angry’, emotions colour wheel on page 26 of the Pupil’s
` Social skills: To be friendly and helpful – when ‘purple’. As pupils guess the words, write them Book (Explore A). Compare these to the colours
friends are in trouble, we should ask them what on a list on a side of the board. Once the that represent emotions in the story. You can also
the problem is and see if we can help them. game is finished, ask them how they imagine have them compare them to the colours used
` Observations on: these words are connected with this lesson. in The Colour Monster by Anna Llenas (youtu.
• Contextualization of emotions and feelings: Note: This is a politically correct version of be/Ih0iu80u04Y) and Inside Out by Pixar (youtu.
the importance of identifying and expressing ‘Hangman’. Draw a stick figure wearing a be/1S0RKRRyqhQ) (both websites retrieved
our feelings under different circumstances. parachute with some water underneath and in February 2022). Pupils should come to the
• Identification of physical manifestations an island near it. Show how many letters are conclusion that feelings can be represented
caused by emotions: there is a connection needed by using dashes. When a pupil says an differently according to people’s own personal
between feelings and physical manifestations incorrect word, write it on the island and erase experience. Pupils can also describe what colour
because, according to neuroscience, an a string from the parachute. When they guess best represents each emotion for them.
emotion is a stimulus for action*. correctly, fill in the letter above the dashes. ` Analyze the body language and face expressions
• Healthy habits: the importance of a good night’s Before reading presented in the story in association with each
sleep (at least 8 hours) and good habits to fall feeling. This way, pupils will develop awareness
` Tell pupils you are going to read a story called
asleep (not playing video games or watching of their own emotional responses and detect
‘Trouble on the farm’ (write it on the board)
TV before going to sleep; reading a book). which situations trigger them. At the same time,
and that the words from the Parachute Game
they will also understand that this can happen to
are part of that story. Pupils predict what
* According to neuroscientist Antonio Damasio, an emotion is other people, thus fostering empathy.
the story might be about. Write the different
a complex set of chemical and neural responses produced by ` Discuss how Pey helps Shay go to sleep. Create
the brain when it detects an emotionally competent stimulus
options on the board so that pupils check their
which causes the body to react in order to survive and keep predictions once the story is over. a list of ‘good and healthy sleeping habits’ with
its well-being (2005. En busca de Spinoza, neurobiología de la pupils.
emoción y los sentimientos. Barcelona: Editorial Crítica).
34 Unit 1
B S 1
` Analyze characters’ attitudes: As Shay explains
what the problem is every time they feel bad
3
and Pey is a good friend by helping Shay, make ` Write the following questions on the board:
pupils focus on what good friendship consists How are you today? Are you feeling...? and
of. You may ask, What do good friends do to invite pupils to come to the front, think of a
one another? feeling and act it out. You can model the game
by being the first one to act out a feeling.
Think, share and play! Encourage pupils to ask you, Are you feeling…?
1
4
` Have pupils read the sentences and write ‘T’ or
‘F’ according to whether they are true or false. ` Tell pupils to complete each sentence with the
correct feeling according to the explanation
Answers: 1 F; 2 F; 3 T; 4 T; 5 F; 6 T Shay provides.
Note on the singular and neutral use of Answers: 1 angry; 2 sad; 3 disgusted; 4 scared; 5 happy;
‘they’/’their’/’theirs’/’them’: Singular ‘their’ 6 calm
in item 3 is used as a neutral, therefore non-
binary, pronoun in English, to mark the animals
as neither male or female. To know more about 5
singular ‘they’, you can visit this website: www.
teachingoutsidethebinary.com/blog/quick-guide- ` Reflect on the different situations which cause
to-singular-they (retrieved in February 2022). Shay’s emotions so that pupils identify which
ones trigger these feelings in themselves. Ask,
What makes you feel angry/sad/disgusted/
2 scared/calm/happy? Allow the use of L1.
` Tell pupils to look at Shay’s faces and write the ` Tell them to draw what makes them feel happy
correct emotion below each face. Then they and angry in the boxes.
colour in the faces according to the story.
Answers: 1 sad (blue); 2 angry (red); 3 disgusted (purple); 4
scared (black); 5 happy (green); 6 calm (white)
` As a follow-up activity, tell pupils to look at

Shay’s faces and ask, How do you recognize
Shay’s feelings? What happens to our mouths,
noses and eyes when we feel like this?

S 1 2 3
Optional lesson starter A quote from Pope Francis: ‘In your
Invite pupils to look at Cathy and journey as a family, you share so
Trip at the bottom of the page. many beautiful moments: meals,
Remember to use L1 to make sure rest, housework, leisure, prayer,
pupils understand what is going on. trips and pilgrimages, and times
Focus on what Cathy and Trip are of mutual support… Nevertheless,
doing and make pupils guess what if there is no love then there is no
the she is saying. joy, and authentic love comes to us
from Jesus. He offers us His word,
 Learning strategy which illuminates our path; He gives
Becoming morphologically us the Bread of life which sustains
aware: Make pupils realize the
us on our journey.’
morphological similarity between
the word ‘family’ and its
equivalent in L1: family/familia. For every school
Stonewall Education Guides –
` Discuss the different pictures in Including different families:
L1. If children have had English www.ilga-europe.org/sites/default/
before, they may identify the files/guide-_including_different_
family roles in English. Discuss families.pdf (retrieved in February
the concept of ‘family’. Listen 2022)
to their ideas. Make sure you ‘... families come in all shapes and
make room for difference and
sizes. The majority of families still
promote noticing that not all the
have a mum and a dad but different
families are made up of the same
members or the same number of families exist too. These include, for
people but they all look happy. example, those with single parents,
gay parents and children living with
their grandparents.’
These are some links to ‘Children from different families
guide your discussion or to
generally enjoy school but they can
have access to support in case you
experience certain issues that stop
confront difficult issues or attempts
at bullying that may come up: them from fulfilling their potential.
The use of casual homophobic
language, in particular phrases such
For Roman Catholic schools
as “that’s so gay” or “you’re so gay”,
www.marriageuniqueforareason.
can be upsetting as it equates their
org/tag/pope-francis/ (retrieved in
family with something negative.’
February 2022)
http://ncronline.org/blogs/francis-
chronicles/popes-quotes-family-
Page 15
journey (retrieved in February 2022)
36 Unit 2
B S 1
LESSON 1 2
` Ask pupils to look at the expressions of the
Optional lesson starter
people in the photos in Activity 1 and describe
If this lesson is taught on a different day from the how they think these people are feeling. In
Unit opener, make sure you go back to the idea L1, ask them why they think these people are
of ‘family’. You can write on the board the word feeling that way. Accept several possible answers
F_M_L_ and ask pupils if they remember. They can that will reflect their own experiences at home,
answer, family/familia and you will happily answer thus allowing for reflection on emotions.
Yes. Then tell them to open their books and move ` Read out the sentences in Activity 2 and tell
on to Lesson 1, Activity 1. pupils to circle the correct emotion in each
sentence. After circling the right words, pupils
repeat the words aloud.
1 12 Answers: 1 tired; 2 sad; 3 happy
` Tell pupils that they will listen to a boy, Dan, ` You can then ask them, Are you happy/angry/
introducing his family. Ask them to close their bored/tired/sad? Accept Yes/No for an answer.
books and listen.
` Play track 12 once. Play the track again and 3
ask what words they recognize – probably ‘Hi’,
‘photo number 1/2’, ‘baby’. ` Ask pupils to look at the rubric.
Audioscript  Learning strategy

Dan: Hi, I’m Dan. Look at photo number 1. This is my mum,
Celina, and my sister, Zoe. Building semantic relationships: When pupils
And look at photo number 2. This is my dad, Roger, read the rubric do not focus on ’s. Just focus
and my baby brother, Chris.
on ‘Dan’ and ‘family’. Use L1 to ask who they
Page 16
have to circle. This activity is just to recognize
family relationships.
 Learning strategy Answers: 2; 1
This attention to the known elements and the
identification of features of the context trains ` Tell pupils to write the name of each of Dan’s ` Have pupils look at the close-ups and identify
their ear to search for known information. family members. Help them, if necessary, with who the members of Dan’s family are. Check the
If pupils know some of the vocabulary from clues on who each one is, ie he mentions them activity with the whole class. Call volunteers to
previous years, they should identify a couple in the order in which they appear in the photos. introduce who each of Dan’s family members
more words. Answers: a Roger; b Chris; c Celina; d Zoe are by using the sample sentence in the rubric.
Answers: 2 Zoe; 3 Chris; 7 Roger; 8 Celina
` Have pupils open their books, play the track
again and invite them to listen and number
the photos.

S 1 2 3
LESSON 2 2 14
` Before they listen, make pupils look at the

family tree and identify the family relationships
Ask pupils to go back to the pictures of Dan’s according to the position of the photos in the
family (in Lesson 1) and ask, Is this Dan’s family? tree. Then have them read the names aloud.
Remember that children do not know this pattern ` Play track 14 for pupils to do the activity.
but if you stress ‘Dan’ and ‘family’, they will realize
and answer, Yes. Audioscript
Sam: Hi, I’m Sam and this is my family. Ben is my brother.
1 13
Susan is my grandma. Rachel is my mum. Carol is
my sister. Bill is my grandpa. John is my dad.
Answers: 1 Bill; 2 Susan; 3 John: 4 Rachel; 5 Ben; 6 Carol
` Tell pupils to open their books at page 17. Point
to the picture in Activity 1 and ask, Is this Dan’s
family? Pupils will say, No. Tap into pupils’ prior 3
knowledge and check whether they already
know any of these words. ` Pair up pupils. One of them points to a photo
in the family tree and the other one says the
` Play track 13 and point to the different members
corresponding word.
of the family as pupils listen. Have them pay
attention to the pronunciation of some of the ` Go round the classroom listening to pupils’
new words. Highlight the pronunciation of ‘th’ in exchanges and helping out when necessary.
‘brother’. Tell pupils to bite their tongue when Try to intrude as little as possible unless you
they produce it. Then focus their attention on the see a child is paralyzed. Some pupils feel more
sound \ø\ in ‘mum’ and ‘brother’. confident if an adult is not listening.
` Encourage chorus repetition after each word is ` Alternatively, work with the whole class. You
•
said. Then volunteers can do it individually. point, they say or they point, you say. In this
Page 17 case, you can make some mistakes on purpose
!
to see if they correct them.
TIP
For new tasks, ask for volunteers first; those who Time for a game
are shy may feel intimidated if you insist and might MPT p75
shut off just out of fear. After one or two volunteers, Say a number and pupils say the name of the family
member. Then you can reverse the order. You can 1 1 grandpa; 2 mum; 3 dad; 4 grandma; 5 sister; 6 brother
call on others. Walk near them and let them talk into
•
2 1 b; 2 b; 3 a; 4 b
your ear if they do not want to speak publicly yet. decide on having chorus, pair or individual answers.
! TIP
It is difficult to detect who has answered and who
has not with chorus answers. Use this technique
first and then go back to pair or individual answers.
38 Unit 2
B S 1
` Walk around as pupils are working. Help by
LESSON 3 making them look at the correct order of the
words in the dialogue in Activity 2 if you notice
Optional lesson starter some difficulty. If you check answers on the
board, make sure to invite more than one
Tell pupils to look at the picture in Activity 1 and volunteer. If the answers are incorrect, just make
ask them if they recognize any of the characters. If them go back to the dialogue in Activity 2.
they don’t, remind them of Cathy and Trip from the
` Have pupils work in pairs. They assign the roles
Introductory story and Unit 1.
in the dialogue and practise it. Have volunteers
come to the front to perform for the rest of
1 15 the class.
` Elicit in L1 what pupils think Cathy is doing.

Then play track 15 and have them check their
3
predictions.
` Pupils can bring a picture for description or
` Play the track again and ask pupils to write the draw at least one member of their family. Pair
names of Cathy’s family members. them up for them to describe their picture to
Answers: 1 Paul; 2 Alice; 3 Jessie; 4 Rob one another. Have them follow Cathy and Trip’s
dialogue as a model.
2 15
MPT p76
` Play track 15 again; this time ask pupils to listen
and complete the dialogue between Cathy and 3 1 is; 2 my; 3 This, Stella; 4 This is my grandpa; 5/6 This is
Trip using the words from the box. You can my brother/sister, Vito/Patty.
4 Who, this / is my brother
also have them complete the dialogue first and
then listen to check their answers.
Page 18
•
Answers: dad / mum / sister / brother
` Have pupils look at the ‘Grammar Trip’ section.

Ask if the order of the words is correct. Make
them compare with Cathy and Trip’s dialogue ! TIP
and put the words in the correct order. Then Remember to use L1 if necessary. You need to
tell them to add the punctuation marks; have guarantee understanding.
them identify which is the question and which
the answer.
Answer: 1 Who’s this? 2 This is my father, Paul.

S 1 2 3
is stronger and ‘is’ will not be stressed at all.
LESSON 4 You can model one for them. Try to avoid their
struggling to read word by word. Tell them that
Optional lesson starters in English we stress only the important words.
You can:
a. Write on the board: m_m, d_d, gr_ndm_,gr_ndp_, • Write out the sentences on the board and
s_st_r, br_th_r and ask pupils to guess the word. underline the stressed word.
b. Ask two or three pupils to come to the front • Clap or click your fingers on the stressed
and share their description of their family words.
(Activity 3, page 18) with the class.
3 17
1 16
` Read the sentences and try to get pupils to
Before listening guess the correct word for each sentence. Tell
` Have pupils look at the pictures and ask them them that ‘father’ is another way to refer to ‘dad’.
to describe in L1 how Trip looks. Play track 16 ` Play track 17 once or twice and have pupils
once and have pupils point. Play the track a check and correct the wrong guesses.
second time. Pupils listen and repeat. Make
sure they pronounce the words correctly. Audioscript/Answers
•
My grandma is old. My brother is short. My father is young.
After listening I’m tall.
` Check comprehension. Draw two people on the
board, one short and one tall. Then draw pupils’
attention to the pictures of Trip. Ask, Is Trip ! TIP
young in number 1? Is Trip old in number 4? Remember you are practising understanding, not
The required answer would be just Yes/No at testing. Make pupils realize they will never hear the
this stage. A facilitating alternative is to provide exact same sounds they can produce. Ask them to
options, eg: Tall or short? with the right option look for/anticipate the differentiating factors.
Page 19
as the second element to remind them of the
•
word at this stage.
4
2
! TIP
` Have pupils work in pairs to describe their
Remember that these adjectives are always ` Invite pupils to look and circle. Make pupils read family following the model in Activity 3.
relative so use comparative sizes as different as the sentences they have framed.
possible. Accept pupils’ views although they may ` You may have volunteers share with the class
Answers: 1 tall; 2 short; 3 young; 4 old their descriptions or you may ask pupils to
be different from the expected answer.
write down the descriptions in their notebooks.
 Learning strategy
Getting rhythm in English: Ask pupils to say what
the important words are. They will probably say MPT p77
Maggie and tall. They should read with only two
stresses Maggie and tall – the second stress 5 1 young; 2 old; 3 young; 4 old; 5 short; 6 tall
40 Unit 2
B S 1
` Have pupils read and do the activity in the
LESSON 5 ‘Grammar Trip’ section.
Answers: He / She
Note: We have not introduced the pronoun ‘it’
Call out the names of the members of the family together with ‘he/she’ because in our teaching
and point to one child. They should produce an experience, we have observed the difficulty
adjective that describes that member of their that the learning of a gender-neutral pronoun
family, eg: tall/short. represents for young Spanish-speaking pupils.
Since the thematic content of this unit – the
1 18 family – supported the use of ‘he/she’, the
decision was made to include ‘it’ in some chunks
` Tell pupils a boy called Ken is introducing George or expressions not formally taught or focused on.
and Brenda. Ask them who they think they are ` Direct pupils’ attention to the ‘Look!’ box and
and invite them to describe the boy and girl have them notice that in this case ‘s is the
by providing alternatives: Young or old? Tall or same as ‘is’.
short? and pointing to the children in the picture.
` Write George and Brenda on the board: 2
` Play track 18. Invite pupils to look at the picture
and read the text. Have them check predictions ` Ask pupils what words they have to complete
and complete the information about George and with and where they can get that information.
Brenda below each name on the board. Focus pupils’ attention on the ‘Grammar Trip’
section. Check.
• N A P • Answers: 1 She; 2 She; 3 He
EJE DE LA LECTURA “La comprensión y
construcción de sentidos del texto escrito 3
apelando a diferentes estrategias. Esto Page 20
•
supone: la identificación del género; el ` Ask pupils to imagine they are Ken or Tina and
recurso a pistas que brindan los textos y su to describe the pictures of ‘their’ family without
paratexto;”
T: ¿Se repiten las palabras ‘George’ y ‘Brenda’?
! TIP looking at the texts.
Do not expect the correct pronunciation of ‘he’

P: No. and ‘she’. Some pupils may not have heard them MPT p77
T: ¿Qué te ayudó a darte cuenta que se yet. You can pronounce the words correctly
trataba de George y Brenda para completar immediately after they have answered. You can
6 1 He, He, He; 2 She, She, She
en el pizarrón? P: Que en uno decía brother make them play with a mirror or a window pane Pictures b and c
y el otro sister. in front of their mouths to make them see the
T: ¿Qué palabra se repite en el lugar donde quality of the sound \h\ versus the Spanish sound
debería estar el nombre? P: ‘He’ cuando es ‘i’. Make them notice how the mirror gets blurry
George y ‘She’ cuando es Brenda. when you pronounce \h\ well. Also, you can use
the gesture for silence in sh \S\.

S 1 2 3
LESSON 6 3
` Have pupils work in pairs. Get pupils to say
Optional lesson starter what they have to do and where they have the
necessary information. Give them 5 minutes to
Do a short review of numbers using flashcards.
read the texts in Activities 1 and 2 and decide
Elicit chorus answers first and then elicit individual
on what they want to say about Cathy and
answers.
Maggie. If this is too much time or too little,
correct timing on the go.
1 19
` Have pairs come to the front to say their
•
` Invite pupils to look at the picture for a minute sentences.
and have them tell you what it is about.
` Play track 19 and have them listen and
read Cathy’s speech bubble. Ask general
! TIP
Try to time the activities as much as possible.
comprehension questions about what Cathy It helps pupils concentrate.
says: Who is she talking about? Is Maggie
Cathy’s sister? How old is she? Is she tall?
•
They can use English to say the age. MPT p78
! TIP 7 1 isn’t; 2 isn’t; 3 is; 4 is

8 1 isn’t, She, old (Picture b); 2 isn’t, He, is, young (Picture a)
If pupils ask about the form ‘isn’t’, which has 9 Pupils’ own answers
appeared in the previous levels of My English Trip
2nd Edition, make sure they understand it is the
same as ‘is not’.
` Have pupils read sentences 1–4 and decide
•
Page 21
whether they are true or false.
!
Answers: 1 F; 2 T; 3 F; 4 F
TIP
Whenever possible, ask pupils to tell you what
2 they have to do. In this case, they should have no
problem in doing it or completing the activity on
` Write on the board is/isn’t. Ask pupils to find their own by following the example in Activity 1.
where these words appear in Activity 1. Tell You could use peer plus group correction.
them that now Maggie is showing a picture of
Cathy and is talking about her. Make sure pupils ` Ask pupils to read the resulting text aloud.
understand the meaning of the sentences.
Answers: 1 is; 2 isn’t; 3 isn’t; 4 is
42 Unit 2
B S 1
LESSON 7
Guessing game: Slowly write the first letter of a
word (family member) until a pupil calls it out or
turn and nominate individual pupils to guess the
word.
1
` Have pupils look at the text and the box with
words. Give them 2 minutes to read the text
and invite them to complete the sentences.
Answers: 1 This; 2 She; 3 He; 4 tall/young; 5 She; 6 young/
tall
2
` After talking about the pictures with pupils
read the rubric. Tell them they have to re-read
the text in Activity 1 and tick the photo that
shows what the text says.
Answers: Picture 1
Page 22
3
p15
` Read the rubric and make sure pupils
understand what they have to do.
` Have them pay attention to the punctuation
marks (or lack of them) in sentences 1–4 to ` Tell pupils to read the instruction at the bottom
guide their matching. of the page. Focus on the word ‘similar’, the
` Check as a class. phrase ‘Cathy’s family’ and ‘p15’. Try to get
pupils to realize what they have to do.
Answers: 1 c; 2 d; 3 b; 4 a
Answer: Second family from the top, on the right column
of photos – mum, dad, two sisters and a brother

S 1 2 3
LESSON 8 2. Invite pupils to look for things that can be
improved at school and make signs that
say, Help me, please! with a drawing. They
Optional lesson starter may stick them around the school. It could
Ask pupils to name the members of the family be a sign and a drawing to stick on the
they can see in the comic strip. Ask, Is Dad young dustbin so people throw papers in there,
or old? Is Mum tall or short? etc. for example.
1 20
Note: Ask pupils to bring the project materials for
` Direct pupils’ attention to the picture of the the following class.
robots shaking hands and ask them if they
remember what this section deals with.
` Play track 20 and invite pupils to listen and
follow the text of the comic strip in their book.
` Ask pupils to identify the characters and point
to them in the scenes.
` Have some volunteers read out the comic strip;
each pupil impersonates a character.
2
` Have pupils work in groups; they read the
comic strip again and discuss what its message
is. Allow them to justify in L1.
Answers: 2 Page 23
` Ask them about the value of helping others or
receiving help. Listen to pupils’ comments on
•
Optional activities
their experience.
1. Pupils can create their own story based
! TIP on helping people, eg: someone falls
down, another one can’t close the window
Make sure the new language is later used in because it is too high, etc. Pupils can also
class. You can make a kind of glossary with the draw any situation chosen – a sketch will do
expressions and words like: ‘Help me, please.’ – and record the new dialogue in writing.
‘Sure!’ ‘Of course!’, etc and add them to your daily
class vocabulary.
44 Unit 2
B S 1
their descriptions for peer correction as you
LESSON 9 walk around and monitor their work. At this
stage, some pupils may require assistance or
Project starters help with specific vocabulary.
Note: You might need to introduce words for
a. Engage pupils in a class discussion about the other family members, such as ‘uncle’, ‘aunt’ or
role of family. Reinforce the idea that each family ‘cousin’.
can have a different composition and size, and
2. Pupils organize their poster layout. They stick
that all family structures must be valued and
their family photos or pictures on coloured
respected.
cardboard paper and then display each
b. Show pictures of your own family to the class and description next to the corresponding family
•
encourage pupils to guess who each member is. member.
!
3. This stage allows for creativity. Encourage
TIP pupils to decorate their posters with stickers,
Talking about family can be a sensitive topic in glitter, markers or any other materials they
some classes. It is important to be attentive to might have brought. Invite them to exchange
pupils feeling uncomfortable or getting upset. ideas with their classmates and to offer and
You might need to be prepared with some quick accept suggestions. It is a good opportunity to
•
and simple responses to intrusive questions or promote respect for others’ work and ideas.
comments, e.g., ‘All families are different and that’s
OK.’ or ‘Parents might not live together, but they
love their children very much.’
! TIP
Remind pupils to choose attractive and contrasting
colours to draw their audience’s attention and
Project steps have them bear in mind that what they write
should be readable and legible to others.
Ask pupils to open their books at page 24 and
draw their attention to the sample poster at the
Page 24 4. Invite pupils to sit in groups and take turns
bottom of the page. Explain that they are going
to make a poster about their family. Go over the showing their posters to one another. Tell them
list of materials with the whole class and ensure to read their family descriptions aloud and
1. Give pupils some minutes to share their family
all pupils have what they need to start working on encourage the rest to ask questions. Finally,
photos or pictures in small groups. Allow them
their project. Then read the instructions aloud and volunteers may come to the front and present
to use L1 as far as they need it to help them
encourage pupils to ask questions for clarification their posters to the class.
•
feel more relaxed and prepared for the writing
if needed. stage. Then have pupils use the text provided
!
as a guide to describe each member of their Digital tools
TIP families. (The model text does not include
Pupils may visit websites, such as PosterMyWall
Pupils who do not have photos can draw pictures contractions but they can use contracted
(www.postermywall.com), Canva (www.canva.com)
of their family members. forms if they prefer.) You may wish to copy
or Genially (genial.ly), to access plenty of eye-
the text onto the board and complete it
catching templates and create their own digital
with information about one member of your
posters.
own family first to show pupils what they are
expected to do. Then ask them to exchange

S 1 2 3
` After reading each paragraph, ask pupils to
READER – UNIT 2 assess whether the illustrations represent the
Family Sunday ESI contents
text accurately. Clarify any doubts which might
General objectives: ` La exploración de las posibilidades del arise about the vocabulary presented.
` To learn about different family configurations juego y de elegir diferentes objetos,
materiales e ideas, brindando igualdad de After reading
and family roles.
` To question and dismantle gender oportunidades a niñas y niños (p. 17). ` Ask pupils to describe Oliver’s family members.
stereotypes. ` El conocimiento de las distintas formas de Reflect on how family configurations are
Linguistic objectives: organización familiar y sus dinámicas en represented in this story.
` To recognize and say family members (son, diversas épocas y culturas y la valoración y ` Discuss with pupils how house chores are
brother, sister, cousin, parents), chores (cook, el respeto de los modos de vida diferentes assigned in Oliver’s family (focus on scene 3).
lay the table, wash the dishes, clean, make a los propios (p. 21). Compare these with their own families. Ask,
the bed, sweep the floor) and toys (doll, ball, ` La identificación de prejuicios y prácticas Who prepares the salad? Who makes the
car, blocks, skateboard, skipping rope, video referidas a las capacidades y aptitudes de barbecue/cooks? Who lays the table?
games, teddy bear). niños y niñas (p. 28). ` Ask pupils to make a list of the different toys
Non-linguistic objectives: ` El desarrollo de la conciencia corporal y in the story. Divide them into two groups:
` Social skills: To be friendly and share: de las posibilidades lúdicas y motrices en those belonging to Oliver and those belonging
• To share house chores as members of a condiciones de igualdad, sin prejuicios to Luna. Ask the following questions to foster
family living together. apoyados en las diferencias entre mujeres critical thinking: Do Oliver and Luna share the
• To share time with the family – the y varones (p. 31). toys? Which ones? What is the ‘problem’ with
importance of quality time rather than Oliver’s skateboard? Is it OK for his father to
quantity for the emotional development of use it? Why?
the members. Warm-up
` Observations on: Think, share and play!
` Write the following scrambled words on the
• Different family configurations: There is not board: AIYFML (family), YNDSUA (Sunday) for 1
one type of ideal family. There are as many pupils to discover the title of the story.
family configurations as there are people. ` Once ‘Family Sunday’ has been discovered, tell ` Have pupils read the sentences (or read them
Your family accept and love you for who pupils that is the name of the story in this unit. as a class) for them to circle the correct option
you are. Ask them what they think the story will be about. in each case.
• Different roles within the members of a Before reading Answers: 1 a; 2 c; 3 a; 4 a; 5 c
family: Families organize their life in the
household in order to carry out house ` Ask pupils to open the Reader at pages 6 Note: In sentence 5, some pupils may consider
chores, indistinctly of their gender. and 7 and check whether their predictions that Oliver’s pet is another member of the
were right by focusing their attention on the family. You can discuss this with the whole
• Toys and games have no gender: All people
illustrations. They can make new predictions class to see what their opinions are, and make
have equal opportunities to explore and play
about what the story is about. a distinction between people in the family
together.
and pets: no matter how much you love your
• Gender stereotypes: There is nothing that While reading
pet, it does not share house responsibilities
marks that certain house chores are for ` Play track 03 or read the story aloud. You can like a person and it needs special care for its
women or for men in the same way there also use the Story video in the Digital Reader. condition as an animal (this is the reason why
are no toys or games for boys or girls. Encourage pupils to do finger reading while there are some animals which can be pets).
you read aloud or play the track.
46 Unit 2
B S 1
2 5
` Have pupils look at scene 3 of the story again ` Have pupils look at the toys in Activity 4 and tell
and identify/mention the chores each of the them to answer the question. They will discuss
members in Oliver’s family do. Then they based on their own experience.
discuss based on their own experience. Answers: Pupils’ own answers
Answers: Pupils’ own answers
Note: The objective of this activity is to reflect
on the gender which is generally assigned
3 to toys and how this conditions the types of
games children play. Pupils should come to
` Ask puplis to go to page 29 of the Reader and the conclusion that toys and games have no
cut-out the cards for Unit 2 to play a game. gender and that both girls and boys have equal
` There are two possible ways to carry this opportunities to explore and play together.
activity out:
a. Pupils colour the cards as they please. 6
b. Make a colour dictation to revise colours
(if you have some extra time). ` Read the text to be completed together with
` Once the cards are ready, encourage pupils pupils. You can complete it first with information
to think what type of games they can play: a about your family for them to use as an example.
memory game, a guessing game, a miming ` Give them some minutes for them to draw and
game or they can invent their own game. then complete their own texts. Then invite some
You can visit this website with more ideas volunteers to share their texts with the class.
suggested by Carol Read: www.carolread. Answers: Pupils’ own answers
com/ideas-for-using-flashcards/ (retrieved in
February 2022). Note: For some pupils, this activity may be
challenging as there are many different types
of family configurations. It is important that you
4 work with them on the concept that family are
x` Tell pupils to look at the pictures and write those people who love us and accept us for
who we are, even though we may argue with
the names of the toys below each one (they
them sometimes. They should feel free to draw
already know some of them from My English
and write about those people they consider
Trip 2nd Edition Level A and they can guess
their family. If there are pupils who do not want
the other two from transparency with their L1).
to describe their family for personal reasons, ask
Answers: 1 skipping rope; 2 teddy bear; 3 car; 4 ball; them to describe a famous family from a series,
5 doll; 6 blocks; 7 video games; 8 skateboard video game or film.
` Tell pupils they are going to become detectives:
they have to find which of the toys appear in the
story and colour them accordingly.

S 1 2 3
` Call six pupils to the front, play the track
ACTIVATE A again and make each pupil write a number Optional activities
alongside the object mentioned, according to 1. Pupils look at the text and the picture in
the order in the song. After each pupil writes Activity 2 and try to remember information
the number, they sit down. The rest of the class about one member of the family. Then ask
checks correct numbering. them to cover the text and point to the
` Have them complete the missing numbers. You person they have chosen. The pupil needs
can play the track again but make pupils notice to give information about that person, eg:
that the numbers are in order. This is Tina (pointing to the baby in the
` Tell pupils to open their books, clean the board picture in their book). She’s tired.
and ask them to complete the activity in 2 2. Pupils look at the text and the picture and
minutes. try to remember as much information about
Answers: (1st stanza) pencil, pen, book, three, six, eight, the family as possible. Then ask them to
ten; backpack, pen, eraser, ten, two, seven, ten cover the text and point to a member of
the family. A volunteer can talk about that
person. The same can be done for all the
2 members of the family.
` Focus pupils’ attention on the picture of the 3. Pupils look at the text and the picture
family in Activity 2. You may ask them questions and try to remember as much information
about it. about the family as possible. Then ask them
to cover the text and point to a member
` Give them 10–15 minutes to read the text and
of the family. You will nominate who talks
circle the correct option looking at the picture.
about that person. The same can be done
` Read the results and write the chosen words for all the members of the family.
on the board.
4. Pupils can write the information they have
Answers: name’s, mum, tall, young, isn’t, She’s, young, baby been providing and draw (sketch) the
sister, tired
members of that family. Invite them to
` Walk around to find pupils who have a different share their work.
answer and ask them to write their answer
on the board too. If this answer is possible,
Page 25 make the class realize that there is sometimes
1 21 more than one correct answer (according to
perception). If it is not, help the pupil notice
` Have pupils read the rubric. After they explain why it is not correct. Never make a pupil feel
what they have to do, tell them to pay attention exposed.
to the objects they hear in the song.
` Have them close their books and play track 21
once. After listening, write on the board the
objects pupils understood in any order.
48 Activate A
B S 1
` Make pupils scan the text in the wheel for the
EXPLORE A words they know such as ‘sad’, ‘happy’, ‘bored’, Optional activities
‘angry’. 1. Play a memory game: Pupils try to remember
` Make them reflect on the relationship between the colour of the emotions they know and
colours and emotions. Make them notice what play a game without looking at the wheel.
colour the emotions they know are, eg: One says the colour and the other one calls
T: What colour are the emotions? out the name of an emotion they know with
P: Blue, red, purple, yellow. that colour and vice versa.
T: So… ‘Sad’ is blue. ‘Happy’ is… 2. Play the Fortune-teller game: A pupil chooses
` Pupils write the emotions below Trip’s faces a colour, says it and another pupil replies
and then they colour the faces according to using the emotion connected to it, eg:
the colours in the wheel.
P1: Favourite colour?
Answers: 1 happy (green); 2 sad (blue); 3 bored (pink); P2: Green.
4 angry (red) P1: You are happy!
2
` Ask pupils to read the rubirc and explain what
they have to do here. Relate them to the word
‘emotions’ you worked on previously and tell
them to look at the wheel.
` Make them look at the example. Ask them what
they have to do with the other words. Check.
Answers: 2 nervous; 3 interested; 4 distracted
Once pupils have found the words in the
wheel, reflect on the similarities and differences
between English and Spanish. Throughout the
Page 26 course, the idea is to highlight similarities to
make learning friendlier.
1
` Write on the board the words wheel = circle
and emotions / emo_ion_s. Make pupils realize
that the word ‘emotions’ is similar to the word
in Spanish.
TEACHING NOTES Explore A 49

S 1 2 3
Optional lesson starter ` If necessary, explain the title of
the unit and ask pupils why they
Anticipate vocabulary. Try to elicit
think the unit is called like that.
how many words pupils know
Then call their attention to Trip
that are similar in English and
and Cathy and their abilities.
Spanish. They will probably start by
‘baskeball’ or ‘roller(blade)s’. Make ` Once you have talked about this
a list and write the words on the and if nobody mentions Ben,
board. focus on the people in Ben’s
picture and their differences.
` Direct pupils’ attention to the title The idea is: Can all your pupils
of the unit and focus on the fact play basketball? Well, Ben can!
that everybody can do something. Ask pupils if they know anything
And that even though there are about the topic like Special
people with certain disabilities, Olympics, blind football players,
they can practise whatever they one-legged runners, blind
enjoy doing. musicians, etc. You can ask them
to find out information on the
` This can give rise to very
topic for next class. Allot tasks so
interesting conversations where
that they do not overlap.
pupils can talk about their
own abilities either to play an
instrument or a sport or, perhaps, Interesting links about the
they may wish to share with the topic: (retrieved in February
group a personal experience with 2022)
respect to special abilities. This is Sports
the context within which they may http://www.specialolympics.org/
feel comfortable talking about http://www.paralympic.org/
the subject. This experience does
Music
not need to be connected to
sports or music. It is important to https://www.cultura.gob.ar/el-coro-
use this opportunity to work on polifonico-nacional-de-ciegos-en-
how all people are different and tigre-11703/
that a disability in one area does https://www.argentina.gob.ar/
not mean a person cannot be cultura/elencos/sinfonica-ciegos/
perfectly able or even ‘gifted’ for historia
other purposes. It is crucial that
pupils learn not to feel pity, but,
rather, to appreciate this person
as a different ‘other’, and attend
to the specific needs they may
have, just as they would like to be
appreciated and helped when in
Page 27 need. We all have needs!
50 Unit 3 TEACHING NOTES

B S 1
` Play the track once or twice more if pupils
LESSON 1 say they need an extra hearing. Listen to their
comments; accept them even if you know they
Optional lesson starters are not the right ones. Write them on the
board to check when they open their books.
a. Discuss results of pupils’ investigation. If they
` Tell pupils to open their books. Check their
bring posters, hang them round the class.
guesses on the board and correct. Do not
b. To review members of the family (they will personalize or erase those that do not fit.
need them again in future lessons to expand
` Play the track once more and have pupils listen
on abilities), play Hangman. Write _ _ _ _ _ R
and read paying attention to pronunciation,
on the board and have pupils say a letter. Allow
particularly \kœn\.
them to use L1 if they do not remember the
alphabet in English or they can draw the letters ` Ask pupils to match the texts with the photos
in the air and you can say the names in English. and write the names.
Add the correct letter until they discover it is Answers: [photo of swimmer] 2 Eve; [photo of parkour
‘SISTER’. You can omit the last letter or write performer] 1 Ethan
the first one only or both depending on how
difficult you want the game to be.
2
1 22
` Check that pupils understand what they have
` Pupils may not know some of the words in the to do.
texts. Have them focus on the fact that one
` Focus their attention on the new vocabulary.
text refers to a man (he) and the other one to
Have them pay attention to the icons of the
a woman (she).
actions.
• •
` Say, Well, 5 minutes.
N A P Answers: 1 young; 2 jump; 3 isn’t; 4 isn’t
“Los elementos paraverbales –la entonación, Page 28
el tono y el volumen de la voz, la velocidad, el
ritmo, entre otros– son inherentes a la oralidad ` Play the track again and see if they understand
3
•
e imprescindibles de ser considerados, junto a what sports are being mentioned and the ` Have pupils work in pairs. Explain the task.
las pistas temáticas y lingüístico-discursivas, a names of the sportspeople.
` Walk around while the pairs are working to
!
la hora de comprender un texto oral.”
TIP help them as needed.
` Play track 22 with books closed. Invite pupils When pupils have to get information through
to listen and try to imagine what they refer listening, always give them a task to follow, eg: tell
to. There are unknown words in this audio. them who they are going to listen to, how many
There are words that could be recognized people they can hear, what in particular they have
(‘professional’ or ‘parkour’) because of their to pay attention to, etc. If you do not do this,
similarity with L1. Help by anticipating that they they may be at a loss. They will not know what is
refer to sports some people are good at. expected of them and this creates insecurity. In the
long run, they will be afraid of listening lessons.

S 1 2 3
LESSON 2 3
` Have pupils look at the words in the columns.
Optional lesson starters Ask them to match the verbs with phrases a–c.
a. Say, Jump high, Dance very well or Climb walls Then, have them look at the words in the box
for pupils to mime the action. If they do not and complete the phrases.
remember these phrases, tell pupils to check ` Give pupils 5 to 10 minutes to do the activity
them in the previous lesson in the book. Do it and walk around checking and helping.
as a whole class activity first and then nominate Answers: 1 b (a bike); 2 c (basketball); 3 a (a tree)
individuals to mime.
` Ask pupils whether they can think of other
b. If you feel that some pupils are ready, they
words they can use to complete phrases a and
could now call out in turns any of the two
c, eg: (climb) a wall, (play) volleyball.
commands ‘jump high’, ´dance very well’ or
‘climb a wall’ for you to mime the action.
Optional activity
1 23 Have volunteers come to the front to mime an
action for the rest of the class to guess.
` With books open, have pupils identify what
each of the photos represents. Tell them you
are going to play the track and they are
supposed to pay attention to the pronunciation MPT p79
of the words while they point.
1 1 rollerblade; 2 swim; 3 sing; 4 skip; 5 climb a tree; 6 ride
` Play track 23 and invite pupils to repeat the
a horse
words after the speaker. Tell them to be careful (from left to right) 6, 3, 4, 1, 2, 5
with \klaIm\. Make sure you alert them about 2 1 He, ride; 2 She, play; 3 He, ride; 4 She, climb
the silent \b\.
` For further practice, looking at the book say, Page 29
skip and pupils say, 3, ie: the number of the
photo. Alternatively, say, 5 and pupils say, climb 2
•
a tree.
` Ask pupils to look at the children and read the
! TIP text in the speech bubbles. Ask them what
they are supposed to do.
Make sure you work with groups of two or
three words at a time and not with all the words ` Pair up pupils and have them play the memory
together. Otherwise, it can be a bit confusing for game. If a pupil in the pair does not remember,
pupils at the beginning. the other one can mime the actions.

B S 1
` Have pupils work in pairs (or groups of four,
LESSON 3 where some pupils play the roles of Cathy’s mum
and dad performing the actions in scene 1). They
Optional lesson starter assign the roles in the dialogue and practise it.
Have volunteers come to the front to perform for
Mime any action. Have a pupil come to the front the rest of the class.
and mime the action as well. The rest of the class
says the action.
3
1 24 ` Pair up pupils. They think of what their
family members can/can’t do and share the
` Play track 24 once. Ask pupils to listen and try to information with each other. Walk around
guess what is going on and who are involved. monitoring and helping as needed.
` Tell them to open their books and look at the ` You may have some volunteers come to the
pictures. Have them put the ticks and crosses front to share their information with the class.
in the table according to what they have heard.
If necessary, play the track again.
MPT p80
Answers: Mum ✔; Dad ✔; Trip ✔ ✘
3 1 can’t skip; 2 can rollerblade; 3 can’t climb a tree; 4 can
2 24
sing
` Play the track again and have pupils complete

the dialogue (they can also complete it by
looking at the pictures in Activity 1).
Answers: mum, dad, rollerblade, ride a horse
` Have pupils read the sentences in silence. Copy

the table in Activity 1 on the board while they Page 30
are reading. Tell them the ticks indicate the
abilities Mum, Dad and Trip have and the cross ` Focus on the ‘Look!’ box on the right-hand side
the ability Trip does not have. of the page. Make sure pupils understand the
equivalence shown in it and remind them of
` Ask pupils to focus on ‘can’ in the case of Mum
other instances they know where ‘n’t’ replaces
and Dad’s abilities. When it comes to Trip, have
the full form ‘not’ (eg: ‘isn’t/is not’).
them focus on ‘can/can’t’.
` If there is any doubt about the meaning, tell
Ask them to read the rubric and invite them
pupils to go back to Lesson 1 and you can
to work on their own. When they finish, check
work on the concept of ‘ability’ together.
results.
` Remember here we would say, ‘saber’ andar
Answers: 1 She can ride a horse. 2 He can rollerblade.
en rollers/a caballo.
3 I can’t ride a horse.

S 1 2 3
` Tell pupils that they are going to listen to some
LESSON 4 sounds. They have to circle the right word in
each case.
Optional lesson starters ` Play track 26 and walk around while pupils
are listening. Spot wrong circling, incomplete
a. Repeat the same miming game as in Lesson 2
activities, etc. Try to focus on the problems you
to revise actions.
noticed when you do the checking.
b. Have pupils socialize the sentences from
Activity 3 they worked on in the previous class. Audioscript/Answers
1 [sound of someone playing the violin]
2 [sound of someone playing the drums]
1 25
3 [sound of someone playing the piano]
4 [sound of someone playing tennis]
Before listening
` Make pupils open their books and look at the 3
pictures. Focus on transparent words. Make
them realize that they can recognize almost all ` This game can be played in groups or in pairs.
of them. Tell pupils they are going to hear the Demonstrate first to the whole group. Use
words and they will have to tell you in what way volunteers the first time and call on a pair of
they differ from L1 (stress, sound quality).
•
pupils the second time. Then let them play on
` Play track 25 twice or three times. First, focus their own. It is time to have some fun!
!
on the actions related to sports. Try to get
pupils to see that, even though they are TIP
pronounced in a similar way, some are written Anticipate that you will allow sports in the classroom
differently. Then go to ‘piano’ and ‘violin’, and depending on how well behaved the class is. If
make pupils notice that though they are written necessary, tell pupils they will have to use their
the same as in Spanish, they sound differently. hands and never stand up to actually simulate they
After listening are playing.
` Play the track again and have pupils repeat the Page 31
words. Check pronunciation. p27
` Make pupils read the rubric and the words. Pay
attention to pronunciation. Faulty pronunciation
2 26 may lead to difficulties in understanding listening.
` Tell pupils to read the question at the bottom
` Make pupils notice that with instruments and  Learning strategy of the page. Focus on the word ‘basketball’. Try
sports we use the same verb: ‘play’. Then make Making students grapho-phonically aware: to get pupils to realize what they have to do.
them think of what the difference between them Remind pupils they should anticipate what the Answer: Ben and Martina
is. They have never seen ‘play’ with sports up facilitating factors will be in each case. Make
to now. A focus is needed. Make sure pupils them read and say the words and ask them
understand they use the article ‘the’ with MPT p80
what the main differences are: in most cases,
instruments but not with sports. the stressed vowel is completely different; in 4 Sports: taekwondo, tennis, basketball, football
others, the consonants will be of help. Instruments: piano, recorder, drums, guitar
Pupils’ own answers

B S 1
LESSON 5
Developing autonomy: Tell pupils to get used
to doing this on their own, see how they do it
and then check. Read more about this in the
a. Use the same game as in Lesson 4, Activity 3 Introduction.
as a starter. This time pupils may not mime
whatever they like but they will pick a card ` Have pairs practise and then act out the
with what they have to mime. dialogue in front of the class.
b. Invite pupils to make sentences about famous 3
characters’ abilities, eg: Superman can fly.
Aquaman can swim. Spider-Man can climb. etc. ` Make sure pupils understand what they have to
do. Also check that the icons are clear to them
(left to right: climb a tree, play the drums, sing,
1 27 skip, swim, play tennis).
` Make pupils look at the scenes. You may have ` Ask one or two pupils to interview you so that
them imagine what is happening. they practise the questions and you can guide
` Play track 27 and ask pupils to read the them with errors.
sentences and circle the correct answers. ` Walk round the room to see what they are
Answers: 1 bored; 2 happy
doing, especially paying attention to the way
they frame the question. Do not interrupt, but
write down faulty questions (eg: You swim?) on
2 27
the board. Praise first their successful attempt at
communicating their idea and then guide them
` Play the track again, twice if necessary, for pupils to provide the correct question all together.
to number the lines of the dialogue in order. Do not forget to ask the pupil who has made
Answers: 2, 4, 5, 3, 1 the mistake to try and correct it themselves or
Page 32 if they can’t, ask them if they have understood
•
before passing on to some other activity.
 Learning strategy And you, Matías? Accept Yes/No for an answer
Using punctuation to get meaning: Make
pupils notice the question marks and the first
at this stage. After doing this, ask them to look
at Trip’s answer so that they spot the negative
! TIP
Do not give too much time when pupils are
word in the answers. This should be enough for form of the verb. doing this kind of activities. The key is to leave
them to understand the question. The question ` Have pupils read what they have to do in the them with a feeling of ‘I want a little more’. When
mark, the visual context and the words ‘swim’ ’Grammar Trip’ section. you notice they are getting bored, switch on to
and ‘play football’ should be enough for them to another activity. Better still, do it before they give
Answers: 1 Can you play football? 2 No, I can’t. 3 Yes, I can.
understand the purpose of the question. any hint of being bored.
` Insist on the production of the question. Ask
` Make pupils focus on Cathy’s question ‘Can you pupils to write the question and the answers
MPT p81
swim?’ Then ask, Can you swim, Emilia? on their own.
5 1 No, I can’t. 2 Yes, I can: 3 No, I can’t. 4 Yes, I can.

S 1 2 3
LESSON 6 2
` Tell pupils to look at the photos and identify
Optional lesson starters how many people there are in each photo and
whether they are boys or girls.
a. Socialize the results of the survey done in
Activity 3 during the previous class. ` Make them notice that there is a set of
sentences for each photo. Ask them what
b. If you have a quiet class, you can play a game
words they should use when referring to each
where a pupil calls out two colours and the
person individually. Then make them notice
rest of the class guesses the football club these
there are two boys in picture a. Both of them
colours represent. Alternatively, they name the
can play the same sport, so ask what word
club and the nominated pupil says the colours.
they will need to use when they complete the
sentence about that sport.
1 28 ` For correction you can make each pupil read a
sentence aloud and in this way you also have
` Read the text and have pupils identify the
them practise stress on key words.
children in the pictures. Then, draw the following
table on the board: Answers: 1 She (c); 2 He (d); 3 They (a); 4 He (b)
` As homework, have pupils write three or four

Name
sentences about a member of their families or
Ability a friend.
` Tell pupils to read the text again and complete
the table in their notebooks. Check answers. MPT p81
Then, have them decide whether the sentences
below the text are true or false. 6 1 They; 2 He; 3 They; 4 She
Answers: 1 T; 2 T; 3 F
` Get them to notice that when mentioning what Page 33

Lawrence and Johanna can do, the following
sentence starts with the word ‘They’. Make Optional activity
them notice that the word refers to both
children by asking them what words Lara uses Show pupils pictures of individual girls, boys
when she talks about her brother and her and groups of them for pupils to be able to
sister individually. further practice pronouns.
Make them realize they have to match the
pronouns with the names, according to how
they are used in the text in Activity 1. Give
them a few minutes and check.
Answers: 1 d; 2 c; 3 a; 4 b

B S 1
LESSON 7 2
` Ask pupils to read the rubric and explain what
Optional lesson starters they have to do.
a. Have pupils share their homework with the ` After pupils complete the activity, make them
rest of the class. Find out coincidences and/ frame sentences about the different children in
or differences. Write some sentences on the the text with ‘can’ or ‘can’t’. You can do it in a
board for class correction. game-like fashion: you say a name and pupils
say something about that character or vice versa.
b. Write have got/haven’t got on the board.
Ask the class to frame sentences with the Answers: a Katy; b (extra photo); c Nelson; d Thomas
family members they have got or not, or the
instruments they have got or not. Invite them
to join two sentences with ‘and’ or ‘but’. Don’t 3
insist if they can’t do it yet.
` Have pupils read the rubric and explain what
they have to do.
1 ` Have them work individually and then check as
` Make pupils read the rubric. Ask what pronouns a class.
they are going to write and where. Invite them Answers: 1 can; 2 can´t, can; 3 can, can; 4 can’t; 5 can
to scan the text looking for names. Write them
on the board. ` Tell pupils to choose one of the characters and
write what they have learnt about them in a
` Ask them what can help them decide what
few sentences in their notebooks.
pronoun to write. See that they notice that
they have the pictures as backup in Activity 2
(however, there is a distractor). MPT p82
` Allot 10 to 15 minutes to do silent reading to
complete the activity. 7 1 She can’t play the recorder. 2 He can’t rollerblade. 3 They
Page 34 can play tennis. 4 They can play the guitar.
Answers: 1 They; 2 He; 3 she; 4 She; 5 I; 6 I; 7 They; 8 they 8 1 Can you climb a tree? 2 Can you play the piano? 3 Can you
` Draw the following table on the board: ` Now that they have worked in the comprehension swim? 5 Can you rollerblade? 6 Can you play the drums?
of the text, they can spend a few minutes of the Pupils’ own answers
Name like ( ) can’t play class reading it aloud and paying special attention
Katy to punctuation. There are exclamation marks that
should be given the right tone, and also commas
music
where they should make a slight pause. In this
an instrument case, it would be good to make pupils aware of
` Let pupils discuss the answers among the difference in meaning between ‘My brother,
themselves and include all the possible Thomas’ and ‘My brother Thomas’. This will help
responses in the table. Accept all the different them begin to pay attention to punctuation in
possibilities. spite of their young age.

S 1 2 3
princess, she is supposed to be able to make
LESSON 8 dresses. However, in the end, the fact that she is
able to do things princesses are not supposed
Optional lesson starters to do (eg: climb walls) saves them all.
` Also discuss with pupils the fact that we should
a. Have pupils share what they have written about
not laugh at someone who cannot do the same
the children on page 34 with the rest of the
things we do because we are all different and
class.
everyone’s abilities and preferences are equally
b. Divide the class into groups. Have each group valuable.
appoint a leader. Give each group leader a
` Allow L1 for these discussions about the story.
card showing a feeling. The leader pulls a face
depicting the feeling and the rest of the group
says what the feeling is. Shuffle the cards and 3
give them out again for a second round.
` Get pupils to think of alternative endings to the
story. You can have them work in small groups.
1 29 Then have groups share their ideas with the rest
of the class.
` Ask pupils to describe the scenes, without
reading.
` Ask them to underline the words that look like the following class.
exclamations. They can use the support of the
pictures to guess the meaning of ‘I’m sorry’ and
‘Thank you’. They will need gestures for ‘I want’
and an explanation for ‘Of course!’ – tell them
we use ‘Of course!’ to emphazise an affirmative
response. For ‘dress’ point to the clothes the
princesses are wearing.
` Alternatively, play track 29 and have pupils Page 35
listen to the story before opening the book. Ask
them to tell you what they interpret through the 2
sounds, words or noises.
` Read the sentences together with pupils and
` Play the track again and make them pay have them choose the one that best represents
attention to the words they recognize. See if they the message of the story. Accept any answer as
can improve their interpretation and then make far as it is justified.
them open the books to confirm guesses and
follow the listening. Answer: 2
` Ask pupils to answer the question about Joy. ` Invite pupils to tell you what learning they
Make them notice that when she says ‘Of can get from this story. Help them with some
course!’, she is pretending she can make dresses leading questions. Focus on the fact that Joy
because that is what she is supposed to do for pretends to be able to do something she
being a princess. cannot actually do because, since she is a

B S 1
2. Show pupils how to fold a large piece of
LESSON 9
•
cardboard paper to create a mini book (https://
youtu.be/sDdTdyzueDU). Get ready to assist those
pupils who might need help. Ensure all pupils are
! TIP able to open and close their book properly, as
well as to identify the cover and the inner pages.
Some days in advance, ask pupils to think of four
friends or family members they admire and look 3. Have pupils organize the content of their mini
for photos or draw pictures of them to use on this books. First, suggest them writing ‘My Real
project. They should also think why they admire Heroes’ as a title on the cover or elicit other
these people. possible titles from them. Then, have pupils stick
each photo or picture of the people they admire
on a separate page of their mini books and stick
Project starters
the texts that describe them under each photo.
a. Have pupils gather in small groups and play a Pupils may wish to number the pages in their
mime game to review actions. They take turns books and choose a different display, ie: they
miming and guessing the actions as they ask might stick the photos under the descriptions.
and answer, Can you (climb a tree)? Yes, I can. / 4. Invite pupils to sit in groups and take turns
No, I can’t. showing their ‘Real Heroes’ mini books to one
b. Write words for actions with scrambled another. They read their descriptions aloud as
letters on the board: sipk (skip), sgin (sing), their classmates ask questions to expand on
simw (swim), cbilm (climb), pyla (play). Have the ideas. Finally, volunteers may come to the
volunteers come to the front and put the front and present their mini books to the class.
letters in the correct order. Encourage the class
to check the correct spelling of the words.
Project steps
• N A P •
` “La socialización –dentro y fuera del
Ask pupils to open their books at page 36 and aula– de los textos escritos mediante
draw their attention to the sample mini book Page 36 la elaboración individual y/o grupal de
at the bottom of the page. Explain that they carteleras, carpeta viajera, entre otros.
are going to make a mini book about their ‘real a guide to describe what each person can La reproducción y producción de rimas,
heroes’. Go over the materials with the whole do. You may wish to copy the text onto the canciones, adivinanzas, trabalenguas, entre
class and ensure all pupils have what they need board and complete it with information about otros.”
to start working on their project. Then read the one person that you admire to exemplify. ` “La participación en dramatizaciones –que
instructions aloud and encourage pupils to ask Then, ask pupils to exchange their descriptions pueden incluir textos propios creados
questions for clarification if needed. for peer correction as you walk around and a partir de un modelo–, juegos y otras
1. Give pupils some minutes to share their photos monitor their work. At this stage, some pupils instancias lúdicas que impliquen interacción
or pictures in small groups. Allow them to use may require assistance or help with specific oral.”
L1 as far as they need it to help them feel more vocabulary. Note: You might need to introduce
relaxed and prepared for the writing stage. new words for actions, eg: dance ballet, play Digital tools
Have pupils use the text provided as chess or read a book in English, as well as the
meaning of the word ‘because’. For extra fun, pupils may visit twistynoodle’s site
to make a printable book online.

S 1 2 3
up, explain them and add them to the list of
READER – UNIT 3 characteristics and abilities (also ask pupils if they
A charming ability! ESI contents
should be for the prince or the princess).
General objectives: ` La participación en diálogos y reflexiones
Before reading
` To read a fractured fairy tale (a new version sobre situaciones cotidianas en el aula
of a classic fairy tale, which moves towards donde se manifiestan prejuicios y actitudes ` Ask pupils to open the Reader at pages 10 and
reformation and provides current social discriminatorias (p. 28). 11 and identify the title of the story. Write it on
issues and messages). ` El reconocimiento y expresión de los the board.
` To reflect on gender stereotypes, likes and deseos y necesidades propios y el respeto ` Ask pupils to look at the pictures that illustrate
abilities. de los deseos y las necesidades de los/as the story and predict what this ‘charming’
Linguistic objectives: otros/as (...). (p. 28) ability might be. Write pupils’ predictions on
` To recognize and produce vocabulary ` La reflexión sobre las distintas expectativas the board.
connected to physical description and qualities sociales y culturales acerca de lo femenino While reading
(charming, tall, strong, handsome, brave), y lo masculino y su repercusión en la
abilities (ride a horse, fight a dragon, save a ` Play track 04 or read the story aloud. You can
vida socio-emocional, en la relación
princess, crochet1, dance ballet, make a dress) also use the Story video in the Digital Reader.
entre las personas, en la construcción
` To recognize and express ability or lack of Encourage pupils to do finger reading while
de la subjetividad y la identidad y su
ability (can/can’t). you read aloud or play the track.
incidencia en el acceso a la igualdad de
Non-linguistic objectives: oportunidades (...) (p.28). ` After reading each paragraph, ask pupils to
` Social skills: assess whether the illustrations represent the
` La identificación de prejuicios y prácticas
• To develop good relationships with others. text accurately. Clarify any doubts which might
referidas a las capacidades y aptitudes de
• To foster gender equality. arise about the vocabulary presented.
niños y niñas (p. 29).
• To respect other people’s likes and abilities. After reading
• To learn and talk about resilience (the ability ` Ask pupils to compare what they said about
to mentally or emotionally cope with a crisis Warm-up fairy tales, princes and princesses during the
or return to pre-crisis status).
` Write on the board the phrase ‘fairy tales’ warm-up stage with what this story presents.
` Observations on: Ask them, Are these the typical prince and
(translate the phrase into L1 if pupils do not
• Conflict resolution: Prince Charming does princess from the fairy tales you named?
know it) and ask them to tell you which fairy
not react aggressively when people laugh What’s different? Can a prince crochet? Can
tales they know (write the titles in English on
at his crochet passion or decide not to do it a princess fight dragons? What does this story
the board).
anymore. He focuses on solving the problem teach/tell us?
rather than on other people’s opinion. This ` Ask pupils to tell you in which stories there are
could be something to point out to pupils princes and princesses. Circle them and erase
the rest of the titles. Think, share and play!
and to discuss after reading the story.
• The plot: What happens to Prince Charming ` Ask pupils to say what happens in those stories 1
and how people react to his likes and and to describe what the main characters are like
abilities can mirror and trigger discussion (their main physical characteristics and abilities). ` Have pupils read the sentences and number
about what happens in the classrooms Elicit or recast in English what pupils say and them in the correct order according to the
between pupils, their likes and abilities. leave it written on a side of the board. If words events of the story.
such as ‘charming’, ‘tall’, ‘strong’, ‘handsome’, Answers: 1 c; 2 b; 3 f; 4 e; 5 g; 6 a; 7 d
1 Note on pronunciation: \ "kr´USeI\ ‘brave’, ‘ride a horse’, ‘fight a dragon’, ‘save other
people’, ‘dance ballet’ and ‘crochet’ did not crop

B S 1
Note: If pupils find this activity difficult one’s feelings and devote our energy to what we
because there are too many sentences (each can solve. Sometimes, it is better to remain silent Optional activity
corresponds to one scene, except for scene 1), and focus on what we can actually do as we You can show or use the example of Tom
make them focus first on one scene (scene 2, cannot change other people’s perceptions and Daley, the Olympic diver during the Tokyo
for example) and find the sentence that best beliefs unless they are willing to see different
Olympic Games in 2021, whose main hobby
represents that text and illustration. You can perspectives.
is crocheting. You can find photos and more
carry out this exercise as a whole class activity ` Make pupils look back at the list of abilities in
and write down the different options pupils information in this article:
Activity 2. Ask, Are there activities for boys and
suggest and make them account for them so https://www.vanityfair.com/style/2021/08/tom-
activities for girls?
that, at the end, you decide all together which daley-knitting-tokyo-olympics
` Finally, ask, Have you ever felt like Prince and on this video:
is the best one.
Charming? When? Why?
https://fb.watch/7eMGJ0oXwK/
2 4
` Have pupils look at the pictures and match
` Tell pupils to look at the table and complete it
them with the phrases. Then they tick Prince
about themselves. Then, pupils pair up and they
Charming’s abilities.
interview their partner to complete the second
Answers: 1 b; 2 d; 3 e; 4 g; 5 f; 6 a; 7 c / ✔ b, c, d column. You can write on the board Can you…?
as a cue so that pupils remember how they
have to frame the question in English. You can
3 also write the two possible answers: Yes, I can. /
No, I can’t.
` Ask pupils to look at the sixth scene and answer
the question. ` You may also consider carrying out a whole-
class survey to find out what activities or
Answer: a
abilities are the most popular among pupils.
` Have them share their opinions. Ask, Are Note: This activity is an invitation for both
people laughing because Prince Charming is pupils and teachers to reflect upon our own
funny (‘gracioso’) or are they just laughing at and others’ abilities, to embrace diversity and
him (‘burlándose’)? If necessary, explain this respect it.
difference in L1 and then invite pupils to reflect
upon gender and different activities or abilities:
Is there any activity or ability that is only for
5
boys, for girls, for both or for neither? What ` Have pupils read the whole text first and ask
about playing basketball, playing the drums, them what they will have to complete with in
doing taekwondo, singing, climbing a tree, each space to clarify any doubts.
painting, etc.?
` You may ask, What’s Prince Charming’s reaction
to people’s attitude?/How does Prince Charming
react to people’s attitude? Pupils should come to
the conclusion that it is important to be true to

S 1 2 3
Optional lesson starter ` A discussion will surely start about

what animals can be pets or not.
Say, Look at Trip. Then ask pupils
It is time to make pupils conscious
how he is feeling and why. Focus
that many of the animals we
their attention on the title of the unit.
keep at home as pets are not
pets or are species in danger
 Learning strategy of extinction (eg: tortoises). It is
good for them to understand
Becoming morphologically aware:
that wild animals should be kept
Write animals on the board and
in their habitats and that if we
make pupils notice that both
change their lives, we are harming
animals in the target language
them because they will never
and animales in Spanish share
be able to live in the wild again.
most letters.
Note that hamsters are originally
wild animals now bred in captivity.
` Make pupils notice Trip is asking
Their biological characteristics

a question. Ask pupils to look
require respect they frequently
at the animals on the page and
do not get.
ask them which ones they can
keep at home. Make them aware
of the fact that a goat can be a Interesting links about the
pet in the countryside but not in topic: (retrieved in February
a flat. This can also start a short 2022)
conversation on cultures and http://www.worldwildlife.org/
how what is acceptable in each https://www.vidasilvestre.org.ar/
one varies. nuestro_trabajo/concientizacion_y_
educacion/campanas/dia_del_medio_
 Learning strategy ambiente/dia_del_medio_ambiente/
Making connections: Make pupils ecorregiones/
focus on the word ‘pet’. Some https://www.telam.com.ar/
of them may know the word
notas/201607/156308-mascotas-no-
‘pet shop’. Make them notice
convencionales-cuales-se-pueden-
that animals that are not pets
are wild animals. This should not tener-y-por-que.php
be translated as salvajes but as https://www.rufford.org/projects/
silvestres, eg: World Wildlife Fund alejandro-ruete/conservation-of-the-
– Fundación Vida Silvestre. Read chaco-tortoise-chelonoidis-chilensis-
the word ‘pet’ aloud and ask on-sierra-de-las-quijadas-national-
pupils to copy you. park-argentina/
Page 37
62 Unit 4
B S 1
Audioscript/Answers
LESSON 1 1 Girl: Everyone in my family has got a pet. This is my
brother Gavin. He’s got a big brown dog called
Rick. Rick is very intelligent. He can run, swim
Optional lesson starter and jump high.
2 Boy: My grandma Julia prefers small animals. She’s
Make pupils number the animals in the Unit got a small brown cat called Mara. Mara has
Opener on page 37. Once they have done this, only got one eye, but this is not a problem. She
you can call out the numbers and they can can run, jump and climb trees!
say ‘pet’ or ‘not pet’. Then the activity can be
reversed with pupils calling out a number and you
saying ‘pet’ or ‘not pet’. Alternatively, you can play
2
a memory game. With books closed, say a number ` Refer pupils back to Activity 1. Have them look
from 1 to 9 for pupils to say whether the animal is at the pictures and the names. Then, read out
a pet or not. the sentences for them to decide whether they
are true or false.
1 30 ` First, refer them to the ‘Look!’ box to remind
them of the difference between ‘big’ and
` Say, Open your books at page 38. From now ‘small’. If necessary, remind them of the
on, if you have not done it before, when pupils difference between ‘old’ and ‘young’ too.
need to open the book give the numbers in
English and write the number on the board so Answers: 1 F; 2 F; 3 T; 4 F
they can recognize the part they know – as
they still do not know any number beyond 10.
3 30
` Say, Look at the pictures. Ask pupils what they
can see. Ask, What animals are these? Have ` Play the track a last time for pupils to listen
them look at the pictures on the right and say, and tick each pet’s abilities in the table. Then
It’s a cat. It’s a dog. Ask, Is the cat / dog a pair them up and have them frame sentences
•
pet? Pupils should say Yes or No. Page 38 about the pets using ‘can/can’t’.
! • •
Answers: Rick: ✔ run, swim, jump / Mara: ✔ run, climb, jump
TIP N A P Rick can run/swim/jump. Rick can’t climb.
Mara can run/climb/jump. Mara can’t swim.
Pupils may tend to hear a Spanish sound \g\ in EJE DE LA COMPRENSIÓN ORAL “confirmar
‘cat’ instead of \k\ because of the morphological o modificar las anticipaciones e hipótesis
similarity with the word in Spanish. Be on the alert. formuladas;”
Say, Open your books (gesture). Play the track
` Have pupils guess which pet corresponds to a second time and invite pupils to match the
each person in pictures 1 and 2. pictures.
` Say, Close your books (gesture of open hands
closing) and listen. Play track 30. Ask pupils to ` Play the track once more and have pupils write
listen and check their predictions. the names from the box below each picture.

S 1 2 3
LESSON 2 3
` Have pupils look at the pictures and say the
Optional lesson starters animals they see.
a. Play with colours and numbers, eg: say, white ` Invite pupils to read the rubric. Tell them to
and brown and pupils provide the numbers of show you (gesture) what they have to do.
the white and brown animals in the pictures. ` Walk around to check they are doing the
Do the same with other colours. Do not allow colouring correctly.
shouting. Nominate a pupil. The rest should listen ` Check by saying the letters and having pupils
to say Yes/No. This activity can be reversed. say the animal and its colour.
a. Do the same as the activity above but this time Answers: 1 a; 2 d; 3 e; 4 c; 5 b
using ‘big/small’. You need to be very flexible
here because sizes are relative.
MPT p83
1 31
1 1 b; 2 a; 3 a; 4 b; 5 b; 6 a
` Have pupils look at the pets in Activity 1. Ask 2 Pupils’ own answers
if they know their names in English. Pupils may
have gathered the name of some other of the
animals from previous levels of My English Trip
2nd Edition or through watching TV or from
some other sources.
` Say, Look at the pictures and listen. Listen
(gesture) and point (gesture). Now listen and say.
` Play track 31 once. Have pupils pay attention to
the pronunciation of the new words. Page 39
` Have pupils do chorus repetition after each
word is said. Then you can have volunteers do
it individually. Correct and praise.
2
` Ask pupils to mime what they have to do. They
can point to their eyes for ‘look’ and draw a
Time for a game circle in the air for ‘circle’. Before they circle
` Ask pupils to look again at the pets in Activity 1. the words, make sure you check that they can
Tell them to pay attention and say a number. read all the words. The vowel sound in \b‰…d\
Pupils can now call out the name of the animal. may pose some difficulty. Ask them what face
` Draw a detail of one of the animals on the they pull when a medicine does not taste good
board and have pupils say what animal it is. You and what sound they produce: \‰…\. Then say,
can do it slowly to create suspense. Then you Well, like \b‰…d\. Repeat. Check the activity orally
can invite some pupils to draw. by having pupils say the animals.
Answers: 1 dog; 2 bird; 3 goat; 4 hamster
64 Unit 4
B S 1
` Copy the following on the board and have
LESSON 3 pupils match the three columns for them to
internalize the difference between ‘have/
Optional lesson starters haven’t got’ and ‘has/hasn’t got’.
Cathy He has/hasn’t got
a. Go back to the Unit Opener and play the same
Felix She have/haven’t got
memory game as in Lesson 1. This time you can
My sister I has/hasn’t got
change ‘pet/not pet’ for the names of the pets.
Tell them to do the matching taking into account
b. Play a Guessing game with sounds. Ask, What the person speaking in the dialogue (I) is Cathy.
animal goes ‘woof, woof’? Although pupils do
` Tell them to look at the ‘Grammar Trip’ section
not know all the words in the questions, they
and have them complete the sentences as if
will realize what animal the sound refers to and
they were Cathy. Then they can check their
they may call out the name. answers with the dialogue.
1 32
Answers: 1 haven’t; 2 ‘ve/have; 3 hasn’t; 4 ‘s/has
` Make sure pupils have their books closed. Play ` Have pupils work in pairs (or groups of three,
track 32 once. Ask them to listen for names of where one pupil may play the role of Cathy’s
animals. Have them open their books to check. sister). They assign the roles in the dialogue
and practise it. Have volunteers come to the
` Say, Look at Cathy and Trip. What’s Cathy’s
•
front to perform for the rest of the class.
pet, Ana?
! TIP 3
When you call individuals, the name should go at ` Ask pupils to work in pairs and say what
the end to keep all pupils paying attention to the pets they have. If they haven’t got any pets
question. they can talk about the pet a friend or family
member has. You may ask pairs to share their
Page 40
` Say, Right! A cat! What colour is Felix, Cathy’s information with the rest of the class.
cat? If necessary, play the track again for pupils ` Have pupils write the sentences about their
to answer and circle Cathy’s cat. ` Have them read the dialogue again and ask pets (or the pets of their family members or
them if there are any new words. They should friends) in their notebooks. If you get short of
Answer: b
notice ‘haven’t got’ and ’’ve got’. time, they can do it for homework.
` Have them notice that the cat that appears in the
story is a toy cat Cathy’s sister is playing with.  Learning strategy
Building semantic relationships: Write I ________ MPT p84
a bird. on the board. Make pupils look at ‘I’ and
2 32 check the meaning. Then do the same with ‘a 3 a 2; b 3; c 4; d 1
4 2 He hasn’t got a (any animal except for ‘goat’). He’s got
` Play the track again and ask pupils to read and bird’. Then ask them what can go in the blank a black goat. 3 She hasn’t got a (any animal except for
complete the dialogue. (in L1). ‘have got/haven’t got’ is the most possible ‘hamster’). She’s got a small/brown hamster. 4 He hasn’t got
option. Invite pupils to look at Cathy’s first a (any animal except for ‘rabbit’). He’s got a small/black and
Answers: bird, cat, brown, sister white rabbit.
sentence. Make them notice the appearance of
‘haven’t got’.

S 1 2 3
LESSON 4 2
` Pair up pupils and have them play a memory
Optional lesson starters game. Both of them have to memorize the
numbers and their colours. Then, one of them
a. Have pupils socialize what they have written
says a colour and the other one says the
about their pets for homework.
number. Have them play for 5–10 minutes. If
b. Game: Start by saying a word, eg: I. A pupil necessary, revise the colours before playing.
continues by adding the verb for possession
(I have got) and another one ends the sentence
(I have got a dog). It is not a good idea to 3 34
separate the article at this stage.
` Tell pupils to look at the pictures and identify
the type of animal in each one. Check orally.
1 33 Then, have them write the animal names on the
lines.
` Tell one pupil to read the rubric aloud. Ask
` Play track 34 and have pupils circle the correct
another pupil to make the gestures for the
number. Play the track a second time if
instructions. Before they listen, invite them to
necessary. Check orally by having pupils say the
look at the numbers.
correct number and animal.
` Tell pupils to pay attention to the beginning of
the numbers. Try to get them to tell you they Audioscript/Answers
are similar to the numbers from 2 to 9. You 1 16 goats
2 15 cats
can write the similarity – two/twelve, three/ 3 19 birds
thirteen, six/sixteen – on the board. 4 11 dogs
` Draw their attention to the last part of the
numbers. Try to elicit that, except for ‘eleven’,
‘twelve’ and ‘twenty’, all the others end in MPT p84
Page 41
‘-teen’. Wait for their own associations and
explanations; they may come up with the word 8 1 eight; 2 four; 3 twelve; 4 twenty; 5 fifteen; 6 thirteen
‘teen(ager)’. Another option is to make them
see the similarity between ‘teen’ and ‘ten’. Optional activity
` Play track 33 and make pupils focus on where Divide the class into two groups. Group 1 says
the stress falls: \ti…n\. Play the track a second numbers 1–10. Group 2 says the corresponding
time and have them repeat. number 11–20. Then you can switch groups.
You can do it with open books first and then
repeat with closed books.
66 Unit 4
B S 1
` Refer them to question 1 in the ‘Grammar Trip’
LESSON 5 section to remind them of how to frame it
when interviewing their friends.
Optional lesson starters ` If pupils do not know it, present the word ‘fish’.
It has been included in the table because it is a
a. Play the memory game in Activity 2, Lesson 4.
pet pupils usually have at home and has been
b. Play Coincidences to revise colour and size. taught in My English Trip 2nd Edition A.
A pupil says a sentence, eg: I’ve got a dog.
` While pupils are working, walk around and ask
All the pupils that have got a dog stand up and
them, eg: Has Alan got a fish? so that they can
say, I’ve got a dog. Another pupil says, My dog
practise the answers in the 3rd person singular.
is brown/big. Those who have got a brown/big
dog echo the sentence, My dog is brown/big.
Those who have not got a brown or a big dog
Optional activity
sit down. Then start with another pet.
Divide the class into three groups. Group 1
1 35
asks a question. Group 2 answers. Group 3
says if it is a pet or not, eg:
` Play track 35 once and ask pupils to listen and G1: Have you got a cat?
look at the scenes. If necessary, play it a second G2: Yes, I have. / No, I haven’t.
time for them to circle the correct words. G3: A cat is a pet.
Answers: small cat, robot
G1: Have you got a tortoise?
` To check you may ask, Is Trip Cathy’s pet? (No.) G2: Yes, I have. / No, I haven’t.
What’s her pet? (A small cat.) What’s Trip? G3: A tortoise isn’t a pet.
(A robot.)
2 35
Page 42
` Play the track again and have pupils listen once
more in order to complete the dialogue.
` Have pupils work in groups of three (or groups
Answers: cat, dog, goat, robot
of five, where two pupils may play the roles of
` Have pupils look at the ‘Grammar Trip’ the cat and Trip). They assign the roles in the
section. Ask them to complete the questions dialogue and practise it. Have volunteers come
and answers. If necessary, they can use the to the front to perform for the rest of the class.
dialogue as a guide.
Answers: 1 Have, have; 2 Has, hasn’t 3
` Get pupils to work in groups of three and ask
each other about the pets in the table. Then
have them write sentences about the pets their
friends have or have not got.

S 1 2 3
LESSON 6 3
` Tell pupils to read and underline the
Optional lesson starters information Harry gives. Then draw on the
board the table below for them to complete
a. Ask, Open your books at page 37. Are all the
with the relevant information.
animals pets? Let’s name the pets only.
b. You may play the Coincidences game as in Name Age Pet Pet’s Colour Abilities
Lesson 5. name & Size
1
` Invite pupils to write about their own pet. If
` Have pupils read the texts in Activity 1. To someone does not have a pet, ask them to write
•
guide them, lead the reading of the first text information about a relative’s or a friend’s pet.
all together. Ask them to focus on how the text
starts, what Vicky says. Ask them to count the
number of sentences in each text, and how
! TIP
It is important for pupils to follow a certain order
they begin.
but it is not advisable to let them copy the exact
` Give them 15 minutes to read the other text structure of the piece in the book.
and match. Tell them that there is a disctractor
among the pictures. Once they finish, check p37
answers. Make sure pupils account for their
answers; ask them where the information is,
why they chose a given picture, etc. This
prevents pupils from providing answers ` Tell pupils to read the question at the bottom
because they heard them. of the page. They have to look at the animals
in the Unit Opener and say what colour they
` Once you have finished, they can read the Page 43 are and whether they are big or small. Teach
description of the pets aloud for pronunciation
the animals pupils do not know.
practice.
Answers: cat: brown and black, big; monkey: grey, small;
Answers: a (distractor); b V; c L; d L; e L; f V
 Learning strategy rabbit: brown and white, small; hamster: white, small; goat:
black, brown and white, small; bird/toucan: yellow, black
2 Whenever there are pronouns, make sure and white, big; iguana: green, big; spider: orange and
pupils know who is talking in each case or who black, big; dog: yellow/white, big
` Have pupils read the texts again to get the pronoun refers to in each case. Pronouns
the information they need to complete the are an abstraction and so are difficult to
process. MPT p85
sentences. Give them 10 minutes to do it.
Then check orally.
5 ´ve got a big black dog and two small grey rabbits
Answers: 1 hasn’t got; 2 has got; 3 has got; 4 hasn’t got
68 Unit 4
B S 1
LESSON 7 MPT p85
6 1 Yes, he has. 2 No, he haven’t. 3 No, she hasn’t. 4 Yes, she

Optional lesson starter has.
7 No, I haven’t. Yes, I have. Yes, I have.
Socialize what pupils have written about their pets
in the previous lesson.
1
` Have pupils open their books at page 44 and
say, Look at the girls. What pets have they
got? Read the rubric. Have pupils scan the text
to find the names and try to identify who each
corresponds to. Make sure they understand
they have to find the answer through reading.
The name of the first girl is given as a clue.
Say, Fine, 10 minutes.
` After they finish, check. One pupil says a letter
and another one gives the name of the pet
owner or the pet.
•
Answers: a Luana; b Zoe; c Martin; d Bonny; e Sylvestre
! TIP
Do not forget to include the whole group by
asking around who agrees, who has a different
answer, etc. As you walk around the class while Page 44
they are working, make sure you notice wrong
answers. Make them realize what the mistake is
and/or where it is. 2
` Tel pupils to look at the words in the box ` Have pupils read the rubric. Make sure they
and use them to complete the text. Check by understand what they have to do: they have
having different pupils read out a sentence to write questions with the given phrases and
each. Refer pupils to the ‘Look!’ box to see the then, according to the answers, they have to
two forms of using ‘have/has got’. decide which of the girls is answering them.
Answers: 1 dog; 2 small; 3 can; 4 has got; 5 brown/white; Answers: 1 Have you got a small pet; 2 Have you got a
6 white/brown; 7 big; 8 old; 9 climb; 10 can white pet; 3 Have you got a cat / Luana

S 1 2 3
LESSON 8 3
` Have pupils look at the poster in Activity 1 again.
Optional lesson starters Read out the messages for them to choose the
one they consider the most appropriate. Accept
Make small talk with the class for a short time
any answer as far as it is justified. Allow L1 for
to show you are genuinely interested in each of
this discussion.
them. Make each exchange really personal. Say,
Hi, children. How are you today? Andrea, it is Answer: 3
your birthday today. Happy Birthday! Let’s sing!
Pablo, is your dog OK? And so on. Note: Ask pupils to bring the project materials for
the following class.
1
` Say, Open your books at page 45. Have pupils
look at the poster and ask them to tell you
what they see. Make sure they understand what
the pictures depict. As regards the signs, the
words pupils might not know are transparent
and easily understood. In case of trouble, use
the comparison technique: adopt/adopt_ _,
abandoned/abandon_d_.
` Say, Look at Picture a. What is the girl’s pet? Ask
if what she is doing is acceptable. It is important
to consider respect again. Ask, Is the dog in
picture c happy? And what about the dog in
picture b?
` Go back to the rubric and elicit what they have Page 45
to do and where the numbers are. Give them 5
minutes to complete. Check answers. 2
Answers: a 4; b 3; c 2
` Read the rubric. Ask pupils what they have to do.
Have them notice there is a blank space in the
middle of the poster for them to draw a picture
for sign 1 – the extra sign.
70 Unit 4
B S 1
Help pupils get acquainted with these cards.
LESSON 9
•
Pick the pet cards one at a time in random
order and show them to the class. Pupils name
the pets aloud. Then ask, How many (dogs)?
! TIP Pick up all the dog cards one by one and
encourage pupils to count them chorally.
Some days in advance, ask pupils to look for a
photo or draw a picture of their pet or one family 3. Invite pupils to play Pet Hunt as a class. They
member’s pet. are already acquainted with the pet cards (see
Step 2). Have pupils walk around the classroom
as they read their classmates’ descriptions.
Project starters
Each time they think they have found a
Play ‘Pictionary’ with the whole class to review matching pair, they must go to your desk (or
target vocabulary. Write words for pets and actions the place where the picture cards are) and
on separate strips of paper. Divide the class into two write their answers on a sheet of paper. The
teams. One volunteer from Team A comes to the pupil who first matches all the photos to the
front, picks a strip of paper at random and draws a corresponding texts, wins. Alternatively, they
picture for their team to guess. They cannot write can pick the corresponding card and ask their
words, make gestures or speak. Set a time limit classmate, eg: Is this your (dog, Arlo)? Their
for that (eg: 1 minute). If the members of Team A classmate answers, Yes, it is! or No, it isn’t.
guess the word within the time limit, they get one
point. Then, repeat the procedure with Team B. The
Digital tools
winner is the first team to obtain five points.
Add extra fun to your class! Have pupils visit
Project steps sites, such as ESL Games Plus or Freddie’s Ville to
play entertaining and interactive games online to
Ask pupils to open their books at page 46 and review target vocabulary.
draw their attention to the card and the text at
the bottom of the page. Explain that they are Page 46
going to create their own picture cards and texts,
and then play a game. Go over the materials with
the whole class and ensure all pupils have what Note: You might need to introduce new words
they need to start working on their project. Then for actions, eg: ‘catch a ball’, ‘climb furniture’ or
read the instructions aloud and encourage pupils ‘run in a wheel’.
to ask questions for clarification if needed. 2. First, explain to pupils that they must lay their
pet description face up on their table for their
1. Have pupils use the text provided as a guide classmates to be able to read it when they want
to write a description of the pet. At this stage, to. Then have pupils stick the photo or picture
they should not mention the type of animal it of the pet on cardboard paper. Allow them to
is. Walk around and monitor pupils’ work while decorate the card, as they like. Ask all pupils
they are writing. Some pupils may require to hand in their pet card as you display them
assistance or help with specific vocabulary. face up on your desk or on the classroom walls.
Before that, write a different number on each
card so that pupils can then easily identify them.

S 1 2 3
Warm-up
READER – UNIT 4 • Tolerance and respect for other people’s
What pet to get? opinions: Building pleasant and healthy ` On the board, draw two columns and
relationships can be possible if people show write ‘Pets’ on one of them and ‘Farm/Wild
General objectives: tolerance (a fair, objective and permissive animals’ on the other. Pupils brainstorm the
` To read a narrative poem (a poem which tells attitude towards those whose opinions, characteristics of each and provide examples,
a story. It has a storyline with the elements practices, race, religion, nationality, etc. differ which you write on the board.
of a traditional story: characters, plot, conflict from one’s own; freedom from bigotry),
and resolution, setting and action. Although Before reading
respect (due regard for the feelings, wishes
a narrative poem does not need a rhyming or rights of others) and empathy for others ` Ask pupils to open the Reader at pages 14
pattern, it is a metered poem with clear (the ability to understand and share the and 15 and tell you the title of the story. They
objectives to reach a specific audience. These feelings of another person). explain to you what they think the title means.
poems have been borrowed from oral poetic They can use the illustration as help. Ask pupils
narratives from different cultures, such as old • Decision-making: This story can also be
if the animals in the picture can be pets, giving
epics, lays and ballads). analyzed from the perspective of the
reasons for their answers.
` To make informed decisions. meaning, possibility and importance of making
decisions. There are situations in everyday life While reading
` To compare and contrast wild/farm animals
and pets. when a decision must be made, sometimes ` Play track 05 or read the story aloud. You can
Linguistic objectives: individually and sometimes as a group. It also use the Story video in the Digital Reader.
` To revise vocabulary on family members is important to support yourself on reliable Encourage pupils to do finger reading while
(daddy, aunt, auntie, grandpa, brother) and evidence to make decisions, identifying you read aloud or play the track.
animals (pig, monkey, iguana, dog). trustworthy people on whom to rely.
` Pupils may not know the meaning of the words
` To recognize and express requests. (Can I…?) • Different family configurations: This story ‘dirty’, ‘smelly’ or ‘loud’. Clarify these as you
` To recognize and express suggestions. (Let’s..) shows a different type of family, a topic which read along and not in the pre-reading activities
Non-linguistic objectives: can be recycled as another manner in which so as not to make the story too predictable.
` Social skills: to foster tolerance and respect.
• To talk about decisions, and the importance After reading
of choosing and having other people’s ` Analyze the format of this text: Is it a narrative
support in decision-making. story? Or is it a narrative poem? Explain the
ESI contents
• To make informed decisions. characteristics of a narrative poem. Encourage
• To decide as a group. ` La valoración del diálogo como instrumento choral reading so that pupils experience this type
• To respect others’ opinions. privilegiado para solucionar problemas de of text. You can also assign different characters
• To assume responsibilities. convivencia y de conflicto de intereses y to different pupils (including the narrator) and act
de discriminación en la relación con los the poem out. You can record this performance
` Observations on:
demás (p. 27). to upload and share with the community.
• Relationship with the family: This story
` El reconocimiento y expresión de los ` Discuss the different reasons the family provides
exemplifies how members of a family can
deseos y necesidades propios y el respeto for the choice of the pet. Why is it that a
communicate and establish relationships
de los deseos y necesidades de los/as domestic pet is the best? Pupils can use the
with each other, fostering cooperation,
otros/as, en el marco del respeto a los reasons written down on the board during the
responsibility and autonomy. Besides, it
derechos humanos (p. 28). warm-up stage to justify their explanations.
shows that children can participate actively
in the construction of situations and ` El ejercicio del diálogo como medio para
relationships which are pleasant and healthy. resolver conflictos (p. 29).
72 Unit 4
B S 1
` Reflect on the manner in which this family ` Ask pupils to provide animals which would
decides to get a pet. Ask, Is it OK to ask all be too big for pets. They may claim that it
the members of the family? Why? Why is it depends on the space available in the house.
important to listen to other people’s opinions For this reason, you might need to discuss
when making a decision? And once the again that domestic animals need to grow and
decision is made, whose responsibility is it live comfortably with a family in a house by
to take care of the pet? Why? looking back at the animals in the story. Ask,
Can they all be pets? Why (not)?
Think, share and play!
1 4
` Ask pupils to discuss these sentences in pairs
` Have pupils read the sentences and tell them
(or in groups, if you prefer so) in 4 minutes.
they have to tick all the ones they think are
Then, discuss as a group their conclusions.
correct. Make them pay attention to the rubric
– the word ‘options’ indicates that there is
more than one possible answer. 5
Answers: b, d
` If you consider this activity would be too
difficult for pupils to do on their own, you may
do it all together on the board first. You may
2 also consider this first step as a model for
` Tell pupils they will become ‘Phrase detectives’; pupils to then complete with their own answers.
they have to find in the poem the character If they do the activity on their own, have some
who says each sentence. sharing time at the end: volunteers show their
drawing and read their descriptions aloud to
Answers: 1 Oi, I want one too! 2 Too dirty! 3 An iguana!
the rest of the class.
4 Let’s ask Grandpa first! 5 An abandoned dog to adopt!
Answers: Anna; Pupils choose a name for the dog and decide
whether to refer to it as he or she; Pupils’ own answers
3 (it could be the age, a feeling, a physical characteristic);
Pupils choose one ability or more for Anna’s dog; Pupils’ own
` Ask pupils to read the phrases in the two answers (it could be the dog’s name or the appropriate
columns and match them. Make them pay object pronoun)
attention to the fact that there is an extra
option for the problems presented.
Answers: 1 d; 2 a; 3 c

S 1 2 3
ACTIVATE B 2 Optional activities
` Focus attention on the title ‘Animals in South 1. Ask pupils to close their books and say if
America’. Ask, How many words can you the sentences you will read out are about
recognize? the violet-tailed Sylph or the yaguareté,
Note: Pupils have just started to look at plans eg: It can run and swim.
or maps in their social studies classes, and
the movement from the south to the north 2. Ask pupils to look for information about
in the city of Buenos Aires or stories of any other animal thal lives in South America
immigrants from Italy to America. They are not and write a text similar to the ones in this
good readers of maps yet, but it is a good activity. Invite them to share their findings.
idea to have one around for them to identify
continents or countries. Always show them
where they are on the map.
` Ask pupils to look at the pictures and check
they know what animals they are. If not, tell
them to scan the texts and look for their
names. Then have them match the texts with
the pictures.
Answers: a 1; 2 b
` Ask pupils about the animals. Ask whether they

have heard about/seen them in a reserve or in
pictures or on TV.
` Tell pupils to look for words they know in
both texts in 1 minute. They should be able
to recognize several words. They might have
difficulty with ‘spots’ and ‘tail’, but make them
notice they are shown in the pictures of the
animals. If necessary, tell them what those
words mean.
1 Page 47
` Read the words in the box all together and
check pupils understand they have to use them
` Ask pupils to open their books at page 47 and
to complete the text.
to read along while they listen to you. Read the
incomplete text aloud. ` Tell pupils to complete the texts. Then have
some pupils read out the full texts to check
` Tell them that this is a structure for them to
answers.
create a rap about their abilities. You may have
them work in groups to create the rap. Then Answers: 1 big, can, climb, ‘ve got, black; 2 small, can’t,
have groups (or individual pupils) share their purple, long
raps with the rest of the class.
74 Activate B
B S 1
EXPLORE B • N A P •  Learning strategy
Becoming morphologically aware: Make pupils
“La formulación de anticipaciones e hipótesis notice the relationship between ‘food’ and
en relación con el sentido del texto y el ‘feed’. Do not tell them; ask them.
paratexto, antes y durante el proceso de
lectura, a partir de títulos, gráficos y otras pistas Answers: 2 Give water to your pet. 3 Feed your pet. 4 Love
temáticas y lingüístico-discursivas. your pet! 6 Play with your pet.
La lectura global o focalizada de textos
ficcionales y no ficcionales de géneros
variados, como, por ejemplo, noticias, artículos 2
breves, relatos, instructivos, relacionados ` Ask pupils if they understand what they have
con temas de interés general, curriculares to do. Make sure they understand that the
y no curriculares, con diferentes propósitos sentences in this activity are very similar to
comunicativos. the ones in Activity 1, but now the function
La resolución de dificultades de comprensión has changed. Pupils have to answer about
durante la lectura. Esto supone: themselves, about what they do regularly.
` la identificación de pistas temáticas, Focus their attention on the pronoun ‘I’.
lingüístico-discursivas y paratextuales que ` Pupils then interview two friends by just
ayuden a aclarar los sentidos; reading the sentences as they are. Do not
` la inferencia de significados a partir del expect them to turn them into questions.
contexto; ` Check how many points each one got and who
` la identificación de relaciones con palabras o the ‘pet lovers’ in the class are.
expresiones conocidas, de uso internacional
y cognados;
Optional activity
` la consulta de diccionarios bilingües o
monolingües, enciclopedias, etc.” Pupils put in order the recommendations
in the poster in Activity 1, by writing the
most important one at the top and the less
` Focus pupils’ attention on the rubric. Make them
important at the bottom of the list. There is
Page 48 notice two of the items have been solved for
no right/wrong order. They should discuss the
them.
reasons for their choices. They should become
` Analyze those items (‘walk’ may have been used
1 at school; ‘poo poo’ is one of the names given
aware of their responsibilities towards animals
and towards society.
` Make pupils notice the title and the pictures of to feces locally). As to other new words: ‘give’
the campaign style poster. Ask them to explain and ‘water’ may have been used in class; ‘play’
what happens in each. They should identify the has not been used as a word with independent
topic and the function of the language used meaning but its meaning is close to the one in
(advice about taking care of pets) from the relation to sports). Be ready to help out.
words they know in the title and the pictures.
TEACHING NOTES Explore B 75

S 1 2 3
Optional lesson starter ` Invite pupils to open their books
at page 49. Tell them you will
If pupils are restless you can start
play a game. Name some of the
singing in a quiet voice the ‘Silence
food they can see in English
song’ (see Introduction).
for them to try to recognize
them, eg: bananas, hamburger,
` Start by asking where parents/
tomatoes, pizza, cupcake.
relatives buy the food and if they
go with them. Then ask pupils
what food they would choose and  Learning strategy
why, and if their parents/relatives Becoming analytic: Identify
always buy what they ask for. If similarities in form between
they say No, enquire why. You words in English and in Spanish
will get several answers but one in spite of differences.
may be because they say it is not
good for them. You could write
on the board: not good. • N A P •
` Talk about healthy food. Have “Desarrollo de estrategias
pupils say that some food is good diversas para comprender
for them and write the word on y producir textos orales y
the board. You can write not escritos en la(s) lengua(s) que
good on the other side. Make aprenden.”
them relate the word ‘good’ Call pupils’ attention to Trip
to ’Very good!’. Keep a record and Cathy. Ask where they
and show it to the class teacher are, where Trip is, what he is
for them to see if they need to doing, etc. Draw their attention
review some of the concepts. to Trip’s question, go back to
‘good’/’not good’ and ask them
whether they would write the
The link below can help us word ‘healthy’ under ‘good’. You
deal with children who are can finally ask them to write on
‘difficult’ when it comes to eating: top of each picture ‘healthy’ or
http://www.healthychildren.org/ ‘good’ according to what you
English/healthy-living/nutrition/ have been talking about.
Pages/Picky-Eaters.aspx (retrieved in
February 2022) ` Direct pupils’ attention to the
The following one includes games title and explain the difference
for them to play and calculate the between ‘yummy’ (tasting good)
daily intake of food and their daily and ’yucky’ (ugly or unpleasant).
exercise. The pictures are clear and You may show food pictures for
there are a lot of transparencies, eg: pupils to react by saying, Yummy
broccoli, fruit, pizza: or Yucky.
Page 49 http://www.myplate.gov/life-stages/
kids (retrieved in February 2022)
76 Unit 5
B S 1
LESSON 1 2 36
` Read out the sentences and see whether pupils

Optional lesson starters remember any of the answers.
a. Write Healthy/Unhealthy on the board and ` Play the track once more and have pupils circle
have pupils pick a flashcard (you can use Unit the correct answers.
4 cut-outs) and decide whether the food in Answer: 1 sister, big; 2 dad, pizza
it is healthy or not, and stick it under the
corresponding word.
b. To review numbers, show pupils a card with a 3 36
carrot and they count the carrots in the picture
` If necessary, play the track a last time for pupils
on page 49 and say the number. Do the same
to circle the correct food. Even though they
with other vegetables or fruit.
still do not know all the food items, make them
pay attention to the word ‘cheddar’ in the case
1 36
of Kyle and the colour of the food item Sarah
loves (red).
` Start a conversation about the food pupils like
Answer: 1 b; 2 a
and the food they do not like. They may not like
some food if it is not prepared in a certain way.
` Play track 36 with books closed. Tell pupils to
pay attention to the situation and to the names
they hear. They might recognize some words
like ‘hamburgers’, ‘tomatoes’, ‘cheddar’ or
‘pizza’ for their transparency, as well as family
members and colours.
Audioscript Page 50
1 Kyle: Hi, my name’s Kyle. My sister and I love big
hamburgers. I like hamburgers with fresh
tomatoes but my sister prefers cheddar cheese. ` Focus on the rubric. Make sure they understand
2 Sarah: Hi, my name’s Sarah. My dad and I love pizza!
what they have to do. Have them look at the
I love pizza with red peppers but my dad
prefers it with green olives. pictures and tell them they will listen again and
have to decide who is speaking in each case.
` Say, Open your books at page 50. Remember ` Play the track a second time. Invite pupils to
they do not know the number. Write it on the listen and tick the correct picture in each case.
board. Say, five-fifty to see if they realize that Answer: 1 a (Kyle says he's got a sister.); 2 (Sarah speaks
there is a similarity. about her dad.)

S 1 2 3
LESSON 2 2
` As the words that appear on this table are quasi
Optional lesson starter transparent, see if pupils get the meaning. If
they don’t, use the morphology premise and
Pair work: Tell pupils to get their Unit 1 cut-outs
write both English and Spanish equivalent.
(school objects). Then ask them to draw a Tic-Tac-
Perhaps someone in the group may volunteer to
Toe grid. Each square must have a mark of a
do it if the pupil has discovered the words. Allow
different colour: red, blue, grey, yellow, green,
this. It is also possible that they know what to do
orange, black, purple and pink. A pupil says red, and
but their knowledge of the topic is not enough.
places their card on the corresponding red square.
They can do the ones they know and talk to the
Another says brown and does the same. The winner
science teacher for help with the rest. You can
is the one who gets their three cards on a line.
tell them that the tomato is a fruit, usually eaten
as a vegetable.
1 37 Answers: Fruit: tomatoes, bananas, oranges; Vegetables:
` Play track 37 once and ask pupils to put their peppers, salad, carrots; Legumes: beans
hands up when they hear a word they know.
Check answers.
3
` Play the track again with books open and
pupils point. ` This can be played as a memory game. Make
` Ask them to notice any difference between pupils cover the rest of the page and have
‘salad’, ‘banana’, ‘tomatoes’ and the equivalent them play in pairs. The pupil who does not
words in Spanish. remember what the answer is, misses one turn.
Note: The rubric of this activity is wrong. It
• N A P • will be corrected the first time the book is

reprinted.
“La perspectiva plurilingüe e intercultural, antes Page 51 ` Make it a whole class activity the first time so
de alentar una oferta meramente acumulativa that pupils revise vocabulary and understand
en términos de la cantidad de lenguas que the game.
se puedan ofrecer, apunta a tornar visibles las ` Play the track once more and have pupils
relaciones entre las lenguas y culturas…” repeat as close to the English pronunciation Optional activity
as possible. Encourage them to do so. Do not
punish faulty pronunciation. Make it playful! If you have enough time, you can reverse
 Learning strategy the game and say or write down: pepper,
Becoming phonologically aware: Explain that
the second \A…\ in \b´"nA…n´\ and the \A…\ in
• N A P • carrot, etc. and pupils say, fruit, vegetables or
legumes.
"…disfrute del proceso de aprendizaje de la(s)
\t´"mA…t´uz\ sound as if they were yawning. Then
remind pupils of the happy \œ\ in \"sœl´d\ and lengua(s) extranjera(s), …"
\"kœr´ts\. MPT p87
1 1 e (x2); 2 n; 3 o (x2); 4 a; 5 t; 6 l
78 Unit 5
B S 1
LESSON 3 3
` Have pupils work in pairs and talk about their
Optional lesson starters food preferences. You may then ask them to
take out their notebooks and write no less than
a. Try to make conversation with pupils. They may
three sentences including what they like and
say anything they want to share with you and
what they do not like.
the class and you make a comment, eg:
P: My dog has got a baby. T: Great! ` Give them 10 minutes and when they are ready
P: I‘m angry today! T: Wow! Why? they can socialize their sentences with the rest
of the class. If there is no time, they can use it
b. Play the alternative game on page 51, Activity 3.
as a class starter next class.
Divide the class into groups and hold a
competition.
Optional activity
1 38 Pupils can also talk about likes and dislikes in
` Ask pupils to open their books at page 52. reference to pets, colours, wild animals, etc.
Have them focus on Cathy’s face in the first two Remember that at this stage pupils cannot
scenes – in the first one she is happy and in the produce the question orally yet.
second one she is looking the carrot in disgust.
` Write on the board: I like I don’t like.
` Play track 38 and ask pupils to circle which MPT p87
food Cathy likes.
2 1 don’t like carrots; 2 like bananas; 3 don’t like pepers;
Answers: 1; 2; 3
4 like oranges
2 38 Page 52
` Play the track again and have pupils follow
the listening in their books. Be careful with the ` After listening, pupils can either read in pairs
word ‘sandwiches’ \"sœndwIdZ\; it is transparent or role play the scenes. Another alternative is
from the point of view of spelling but some to vary the food mentioned.
pupils might mispronounce it in Spanish ` Have pupils look at the ‘Grammar Trip’ section.
(sanguches). If necessary, teach the word ‘juice’ Elicit what they are supposed to do.
by pointing to the last scene. ` Have pupils write the sentences according to
` Tell pupils to complete the missing words in the the dialogue. Check orally.
dialogue.
Answers: 1 I like tomatoes and cheese. 2 I don’t like carrots.
Answers: tomatoes, carrots, carrot

S 1 2 3
LESSON 4 3
` Say, Look at the drawings on the right (gesture).
Optional lesson starters Name the food in each group. Good! Is any
food repeated? Now look at the menu. Is this
a. Ask pupils to look at the pictures on page 53
food on the menu? OK. Tell me what you have
and separate healthy from unhealthy food just
to do.
pointing at the photo and saying Good/Not
good or Healthy/Not healthy. ` Do one together. It is advisable to choose item
3 because it is the only one with four elements
b. Call one pupil to read their sentences from the
and it is easily detectable.
previous class and, suppose they say, I don’t
like carrots. All the pupils who like carrots put Answers: 1 c; 2 a; 3 b
up their hands and then say, I like carrots. ` Pair up pupils and have them play a memory
game: with books closed, one says a menu
1 39
number and the other one says the food items
in that menu.
` As there are many transparent words here as ` As homework, make them draw and write their
well, proceed as you did in Lesson 2. Play track favourite menu.
39 and make pupils focus on the pronunciation
of words like \"hœmb‰…g´\ and \"tSÅkl´t\. You can tell
them it is similar to choclito in Spanish without Optional activity
the final sound 'o'. For the pronunciation of the
sound \I\ in ‘chips’ or ‘fish’ focus on ‘big’, which You can play with the different elements in
they already know, but point out that ‘pizza’ each menu by telling pupils to add a fruit to
\pi…ts´\ takes the sound \i…\. ‘Pasta’ can either get menu 1, for example, or change the banana
\œ\ or \A…\. for another desert, etc.
` Play the track once more and have pupils
repeat as close to the English pronunciation as Page 53
possible. MPT p88
2 3 1 cereal; 2 fish; 3 soup; 4 chips; 5 hamburger; 6 pasta
Optional activity 4 1  bananas; 2  rice; 3  salad; 4  fish
` Work out the rubric together with pupils and
Create a rap in groups combining the different then allot 1 or 2 minutes for them to circle the Audioscript
names. Each group creates its own combination 1 I like bananas.
options. 2 I don’t like rice.
with their favourite food or the food they don’t ` Check answers. After checking, you can team 3 I don’t like salad.
like, eg: or pair them up to draw the other items of 4 I like fish.
Pizza, chips, rice Fish, beans, cereal vocabulary on a sheet of paper.
And chocolate, yummy! And salad, yucky!
Answers: 1 hamburger; 2 rice; 3 chips; 4 chocolate
Yeah, yeah, yeah! No, no, no!
80 Unit 5
B S 1
LESSON 5 3
` Ask pupils to read the rubric and check that
Optional lesson starter they understand what they have to do. If
necessary, refer them to the question in the
Pupils socialize their menus from the previous
‘Grammar Trip’ section or in the dialogue for
lesson and frame sentences with ‘I like…‘, ‘I love…‘
them to use as a model for their survey.
or ‘I don’t like…‘
` Have pupils work in pairs. Choose pupils who
are sitting together so they do not move
1 40 around yet. There is an optional activity for
` Have pupils open their books at page 54. Tell movement if your class allows. If you want
them to look at the scenes. Tell them that them to work in groups of more pupils, have
them record the answers of the survey in their
•
Cathy is with a friend, Julie. Ask pupils where
they are and what they are doing. Focus on notebooks.
!
Julie’s expressions in scenes 1 and 2.
` Play track 40 with books closed. After listening, TIP
ask what Cathy is preparing and see if pupils While pupils are working on the survey, walk
recognize what Julie likes and what she doesn’t around and see if they are using English or not.
like. Then open the books and check answers. Be as little intrusive as possible.
` Have them read the sentence below the story
and complete it.
Optional activity
Answer: No (it‘s the same food presented in a different
shape) Menu in hand, pupils walk around looking for
their ‘soul mate’ (the pupils who like/dislike
the same food). Don’t have more than three
2 40 pupils doing this at a time, if not the class
Page 54 becomes chaotic. The rest listens and checks.
` Get pupils to read the rubric and explain what
they have to do.
` Play the track again for pupils to listen and Answers: 1 Do you like rice? 2 Yes, I do. 3 No, I don‘t.
order the sentences. MPT p89
` Have pupils work in pairs (or groups of three,
Answers: 5, 2, 1, 4, 7, 6, 3 where some pupils play the role of Trip in 5 1 Yes, I do. 2 Do you like tomatoes? No, I don’t. 3 Do you
the last scene). They assign the roles in the like beans? No, I don’t. 4 Do you like apples? Yes, I do.
` Have pupils look at the ‘Grammar Trip’ section. dialogue and practise it. Have volunteers come 6 1 Do you like beans? 2 Do you like tomatoes? 3 Do you like
They should be acquainted with the type of to the front to perform for the rest of the class. salad? 4 Do you like oranges?
work they have to do in this section by now. Pupils’ own answers
Elicit what they have to do this time. Make sure
they notice the question mark at the end of
the first line and the full stop at the end of the
other two lines.

S 1 2 3
LESSON 6 Tell them to compare the sentences in it with
the sentences in the speech bubbles. Focus on
Optional lesson starters the children’s faces and leave them to work out
the activity by themselves.
a. Say, Hi, children. How are you today? Make
` Check orally.
some small talk and then ask pupils what they
ate the previous day and encourage them to Answers: and / but
say whether they like that food or not, eg:
P1: Miss, fish!
T: Do you like fish? 2
P1: No, I don’t! ` Ask pupils to read the rubric and explain it
T: Tadeo? first. Make sure they really understand what
P2: Pizza. I love pizza. they have to do.
T: Sofía?
P2: Ice cream. Ice cream is yummy. ` Encourage them to read the sentences
Some pupils may give some of their answers in separately, the first part and then the second.
L1. Accept them. Make pupils notice that there can be a
negative sentence on the left as well.
b. To revise food, write different items of food and
have pupils classify them under the correct name. ` Do one matching together. Call on a volunteer
and then check on other pupils, especially
weak or shy ones.
1 ` Give them 10 minutes to match and write the
sentences.
` Focus on the rubric and find out whether
pupils understand when they should put a tick ` Check answers with the group.
and when a cross. Then discuss the children’s Answers: 1 I like dogs and I like cats. 2 I don’t like fruit but
attitudes and ask why they think the girl is not I like vegetables. 3 I like cats but I don’t like dogs. 4 I don’t
so happy. Page 55 like vegetables but I like fruit.
` Give them some minutes to complete the table
and then check answers on the board. p49
Answers: Tom: ✔ bananas, oranges / Azami: ✔ bananas
` Enquire if pupils have noticed anything new in

• N A P •
"… reflexión sobre los propios procesos de ` Tell pupils to read the rubric at the bottom of
the sentences and if they haven’t, ask them to
aprendizaje vinculados con la comprensión, the page. They classify the food items in the
underline the sentences and tell you how many
interpretación y producción de textos orales Unit Opener according to whether they think
sentences there are and if there is a full stop
y escritos." they are healthy or unhealthy.
between them. Make them see there is a word
joining the two sentences and ask them to
circle those words. Try to elicit the difference MPT p90
between ‘and’ and ‘but’ instead of saying it
yourself. 7 1 and b; 2 but d; 3 but a; 4 but c
8 Pupils’ own answers.
82 Unit 5
B S 1
LESSON 7 2
` Tell pupils you are going to play the silent
Optional lesson starters game. You cannot talk, so they have to do
everything by themselves: have them read the
a. Give out cards with pets in some and food in
rubric and the text but they do not have to
others (you can use the cut-outs at the back
write yet.
of the book). Pupils take turns to say what
they like or dislike according to their real ` While they are reading draw the following table
preferences, eg: I like cats but I don’t like birds. on the board, without the words in brackets.
I don’t like chips and I don’t like soup. Invite pupils to copy it into their notebooks later.
b. Draw a ladder on the playground floor. Write the Name like (don’t like) love
name of different types of food. Have pupils jump
up the ladder reading the word aloud and saying (green pasta,
whether they like that food or not. You can have (Jennifer) green soup hamburgers (vegetables)
two or three teams with food in different order and salad)
and see which one finishes first.
` Once they finish reading the text, make them
complete the table (the words provided in
1 brackets) to see if they have understood what
they have read. Check.
` Say, Read the instruction, Paloma. Good! Mime
(gesture) what Paloma says (gesture), Leo. ` Ask pupils to write about themselves. If there is
Do the names go in the pictures, Agos? Make no time, leave it for homework.
sure pupils realize the names go in the table. ` Give them some clues on how to go about this
Also, see that they recognize the food in the activity.
pictures provided.
` Ask, Where (gesture) is the information? Look
Page 56 MPT p90
at the drawings on the left (pointing to the
emojis). This is happy. This is sad. See if they
can tell you what word they can write under 9 Pupils draw the mouth on the faces according to whether
` This is silent reading, reading for comprehension they like or not the food in the pictures and then write
the emojis (like/don’t like). not for pronunciation. You can do that later in sentences.
` You may want to read all together the sentences the class. Tell pupils they can underline, circle,
about Uma and then look at the pictures in each etc because you are going to ask them to
row of the column with her name so that they account for their answers. Walk around while
understand how to interpret the table. they are working, pointing out, helping when
` Give pupils 10–15 minutes to complete the necessary, asking, etc.
activity. Answers: c Mark; b Tyson; c Emma

S 1 2 3
LESSON 8 3
` Have pupils look at the pictures again and
Optional lesson starters re-read the rules in Activity 1. Read the
sentences together with pupils and have
a. Teach expressions connected with emotions
them choose the one that best represents
and feelings, eg: Here you are. Thank you.
the message of the story. Accept any answer
Chocolate? No, thank you. A ruler, please. Oops!
as far as it is justified.
(doing as if you trip on a bag). Sorry. and so on.
Answer: 1
b. Place cards with food or the names of food
face down on a desk. Write the following titles
on the board: Yummy! / Good! / Yucky! / My Note: Ask pupils to bring the project materials for
favourite! A pupil picks up a card, reads it, puts the following class.
it under the right title and provides a sentence:
Salad is my favourite!
1
` Have pupils open their books at page 57
and ask them to look at each set of pictures.
They have to decide which situations show an
acceptable behaviour and which ones don't,
and draw the faces accordingly.
Answers: 1 a b ;2a b ;3a b ;
4 b
` Invite pupils to say, in L1, why they have chosen

the faces in each case. If necessary, provide Page 57
words in English which will help them to do
Activity 2, eg: ‘leave the table’, ‘napkin’.
2
` Read the sentences all together and explain
that they are rules for behaviour at the table.
Then have pupils match the rules with the
pictures in Activity 1.
` Once they have finished, call on individual
pupils to check answers.
Answers: a 3a; b 4b; c 1b; d 2a
84 Unit 5
B S 1
2. Pairs of pupils draw all the food items that they
LESSON 9 have mentioned in their text (see Step 1) on
cardboard paper. Then they add an emoji next
Project starter to each item to indicate whether they like it
or not. Allow them to use their markers and
Play the ‘Chain Game’ with the whole class to magazine cut-outs if they have brought some.
review food items. The aim of the game is to Ensure that pupils do not write their names.
remember (and recite) a growing string of words
3. Ask each pair of pupils to stick their text on
as fast as possible without making mistakes. Invite
one wall of the classroom and the piece of
pupils to sit in a large circle and say, I like (pizza).
cardboard paper containing their pictures on
Pupil A, who is sitting next to you, repeats the
a different wall. Then they go back to their seats
phrase and adds an item, eg: I like (pizza) and
and get ready to listen to the instructions to
(cheese). Then Pupil B follows the same procedure
play Dictation Race.
and says, I like (pizza), (cheese) and (hamburgers).
If a pupil recites the growing list incorrectly or in 4. Assign a text to each pair of pupils (it should
the wrong order, they are ‘out’. You might wish to not be their own one). In each pair, one pupil
adjust the level of difficulty, eg: will be ‘the runner’ and the other will be ‘the
PA: I like (pizza) but I don’t like (cheese). writer’. Runners must run from where the writer
PB: I like (pizza) and (cheese) but I don’t like in their team is sitting to where their assigned
(tomatoes). text is posted. Runners must memorize pieces
PC: I like (pizza), (cheese) and (tomatoes) but of the text, run back to their team and dictate
I don’t like (fish). And so forth. the memorized information. Writers must listen
to the runners attentively and write what they
dictate. They might need to ask clarifying
Project steps
questions and if the runners are not sure about
Ask pupils to open their books at page 58 and the answer, they must run back to the text
draw their attention to the pictures and text at to check up. Once all transcriptions are over,
the bottom of the page. Explain that they are pupils will check by comparing them with the
going to write a text describing the food they like Page 58 original texts. Then, each pair must try to find
and do not like, and then play a game. Go over the matching pictures for their transcription.
the materials with the whole class and ensure all 1. Have pupils work in pairs. They must write a
pupils have what they need to start working on short text describing the food they like and
the food they do not like. Have them check for Digital tools
their project. Then read the instructions aloud and
encourage pupils to ask questions for clarification mistakes once they have finished writing. Add extra fun to your class! Have pupils visit
if needed. Note: Tell pupils that what they write should be sites, such as ESL Games Plus or Freddie’s Ville to
readable and legible to others. play entertaining and interactive games online to
review target vocabulary.

S 1 2 3
Write ‘H‘ (for healthy) or ‘U‘ (for unhealthy) next
READER – UNIT 5 • Other contents present in this story and that
to each item as pupils tell you.
Crafts for dinner! are recycled from previous ones are:
` You may also want to ask them if there is any
» the acknowledgement of healthy and
General objectives: food they do not like at all. You may circle
unhealthy habits in connection with the
` To learn and discuss healthy and unhealthy them.
food people eat; taking care of our health
food.
and body. Before reading
` To learn about different ways to present and
incorporate varied types of food. » the identification of positive ways in which ` Ask pupils to open the Reader at pages 18 and
Linguistic objectives: to establish bonds with others. 19 and tell you the title of the story. Ask them
` To revise vocabulary on food (vegetables, » children’s active participation in the to tell you what ‘crafts‘ are. If they do not know,
fruits, legumes, cereals, pizza, hamburger, construction of nice and healthy situations ask them to look at the illustrations and find
ice cream, bananas, oranges, green apples, and bonds with others. some crafts in the story. Then, ask again, What
beans, rice, tomatoes, carrots, black olives, » the acknowledgement that house chores are crafts? What are food crafts? (you may
red peppers) and expressions to describe likes are gender neutral. want to write this on the board) Did/Do your
and dislikes. (I like… I don’t like...) parents/tutors ever make crafts like this? Why?
` To recognize and express requests and While reading
answers. (Lentils, please. Here you are, Daddy.
Thank you!) ` Tell pupils they are going to read a story about
ESI contents
Non-linguistic objectives: a child who does not like eating some food
` Social skills: ` El conocimiento de las distintas formas de and that they should try to pay attention to
• To be helpful. organización familiar y sus dinámicas (...) what their father does.
• To say ‘Please‘ and ‘Thank you‘. (p. 21). ` Play track 06 or read the story aloud. You can
• To think about possible ways to solve a ` La valoración del diálogo como instrumento also use the Story video in the Digital Reader.
problem. privilegiado para solucionar problemas de Encourage pupils to do finger reading while
• To develop creativity. convivencia y de conflicto de intereses you read aloud or play the track.
(p. 27). ` From time to time, you can stop the reading or
` Observations:
` La reflexión en torno a la relación con track to say, eg: Nicky likes vegetables. True or
• In this story, Nicky is gender neutral, since it
la familia y con los amigos. Los cambios false?
does not matter if they is a boy or a girl. You
en esta relación durante la infancia y la After reading
may ask pupils what they think about Nicky,
pubertad (p. 28).
but the important thing is to introduce the
` El cuidado de la salud y la prevención de ` Go over the food items you brainstormed with
idea that not all people identify as ‘He‘ or
enfermedades (p.29). pupils during the warm-up stage, encourage
‘She‘, and we should not assume this by their
them to tell you the ones that are present in
look or what we think they are. It is always
the story and tick them, and ask pupils which
advisable to ask people for their pronouns
should be added that are missing.
(how they identify themselves). These can Warm-up
be ‘she‘/‘her‘/‘hers‘ or ‘he‘/‘him‘/‘his‘ or ` Ask them what Nicky’s problem with food was
` Write the word ‘food‘ on the board and carry and what their father did to ‘solve‘ it.
‘they‘/‘them‘/‘their(s)‘. To know more about
out a brainstorming activity with pupils. Ask, ` Ask pupils if they think Nicky’s father will have
singular ‘they‘, you can visit this page:
What food items do you remember we learnt to do these crafts every day so that Nicky eats
https://www.teachingoutsidethebinary.com/
during Unit 5? Jot them down on the board vegetables, fruits and legumes. Ask, Why (not)?
blog/quick-guide-to-singular-they.
and as a follow-up, ask pupils to tell you which
they consider are healthy and which unhealthy.
86 Unit 5
B S 1
Think, share and play!
4
1 ` Tell pupils to be creative and think of a crafty
` Have pupils read the sentences and decide dish using the food they know. Then they write
whether they are true or false according to the its description.
story. Check as a class. ` As a follow-up, you may consider carrying out
a project with all the dish suggestions made
Answers: 1 T; 2 F; 3 T; 4 T; e T; f T
by pupils. It can be a travelling book that pupils
take home and where they write down their
2 favourite dish with their family. Alternatively, you
can ask pupils to bring their dish suggestions
` Tell pupils to look at the wordsearch, find the on an A4 sheet of paper that will then be part
food items and then classify them. You may call of a book you will make by putting all their
on individual pupils to give the answers. productions together. Another possibility is to
Answers: Across: chips, cake, apple, hamburger, carrot
make a poster or a ‘dish‘ gallery. There could
Down: pizza, banana, ice cream, salad, tomato be an emphasis on healthy dishes and recipes.
Healthy: banana, apple, carrot, tomato, salad
Unhealthy: pizza, hamburger, ice cream, chips, cake
Food items in the story: pizza, hamburger, ice cream,
banana, tomato, carrot
3
` Tell pupils Nicky sent a message to her mother
telling her what their father prepared for
dinner. Tell them that the first letter of each
missing word has been already given as help.
They can also look at the dishes Nicky‘s father
prepared in the story.
Answers: 2 carrots; 3 olives; 4 peppers; 5 tomatoes;
6 beans; 7 apples; 8 bananas; 9 oranges
` Call on pupils to read aloud parts of Nicky‘s

message to check the answers.

S 1 2 3
` Invite pupils to look at the Perhaps you can ask pupils about
pictures and think what the unit the types of houses surrounding
will be about. Cathy is pointing to the school.
a picture where there is a house ` If your pupils are fast and self-
and her friend Maggie, so they confident learners, they might
should easily conclude what the attempt to produce a basic
topic is. Besides, as they can see sentence about the size of their
different types of houses, they home. You can start with yours
may probably say, casas. and see how many feel like
` Draw pupils’ attention to the title sharing. Only call on volunteers,
of the unit. Then ask them what as you will be exceeding the
they think it means. Tell pupils supported demand.
there is a special name for the ` The pictures on the page just
place where you live with your depict some types of houses you
family. If they say, hogares, much can see round the world or the
better. Perhaps some pupils may places where the houses can
remember ‘Home sweet home’ be. Ask pupils to find out on the
from the cartoons. If they don’t, Internet different types of housing
try to explain that a home, apart and the houses more suitable
from being ‘the place considered for certain climates (eg: igloo in
to be safe and comfortable the North Pole, boat house in a
in which others only enter by river, etc.) Maybe you can show
invitation’, is ‘the place where one pupils pictures of these types of
was born or habitually lives and to houses or have the class do some
which one usually has emotional research on the Internet.
ties’. Tell them it is also called
‘house’.
` Focus on Mary’s home and have The first site shows a
pupils tell you where they think collection of photos about
it is and if they know a place like festivals, people and cultures (Haga
that. Then focus on the rest of Library, Japan) where you can find
the pictures and talk about the a section on houses: https://
different types of homes and hagafoto.jp/index.php?lang=en
where these houses are and (retrieved in February 2022)
how the location may change the The second site is related to small
characteristics of the dwellings. homes which are picturesque
Ask, Is it possible/likely to see
but also ecological: http://www.
a house like Mary’s house in the
mnn.com/lifestyle/eco-tourism/
city? Is it possible/likely to see
a house like Tom’s house in the photos/10-of-the-smallest-homes-
countryside? What are the most in-the-world/a-truly-eco-abode
Page 59 typical houses in town? And in (retrieved in February 2022)
a city? And in the countryside?
88 Unit 6
B S 1
LESSON 1 2 42
` Have pupils look at the table in Activity 2

Optional lesson starters and understand the information they have to
extract from the listening. Make them notice
a. Socialize the result of pupils’ findings about
that some of the information has already been
homes. Have pupils compare the homes with
provided.
the place where they live and make some
description of their home. They will only be ` Play the track again, twice if necessary, and
able to say (if you help them with ‘house’), have pupils complete the missing information.
My house/home is big/small. Answers: 1 11, Chile, big, a hamster; 2 Lara, 12, small, one
b. Have pupils play a number game to help them sister and one baby brother
recall the written form of numbers 1–20. Write
the words for some of the numbers on one
column and the figures on another, in a different 3
order. As you write the words, stop after each ` Have pupils read the rubric and explain what
and make pupils read aloud. Then call out a the have to do. Make sure they realize they
number and nominate a pupil to come and do have to provide the same information as in
the matching on the board. Activity 2 but about themselves. Of course, be
ready to help if you notice some pupils are at
 Learning strategy a loss as they work on their own.
Becoming grapho-phonically aware: Do not ` If you discover a pupil who does not know
miss the opportunity to recall how the letter what to do, there sure will be at least three
‘i’ takes on the form \ai\ when there is one more in the same situation. Stop, explain or
consonant and the letter ‘e’ (eg: five). ask another pupil to explain.
1 42 Page 60 • N A P •
` Tell pupils to open their books at page 60. “Durante la Educación Primaria y Secundaria,
Have them read the question; tell them they la escuela ofrecerá situaciones de enseñanza
Audioscript
will listen to two children speaking (a boy and 1 Dylan: Hi, my name’s Dylan. I’m 11 years old. I live in a que promuevan en las y los estudiantes: […] la
a girl) and, according to where they are from, small house in Castro, a town in Chile. I’ve got construcción progresiva de autonomía en el uso
a big family. I live with my dad, my grandpa,
they have to identify them. Make sure pupils my brother and my baby sister. Oh, I also live
de la(s) lengua(s) que aprenden, en prácticas
know which country each flag represents with Jack, he’s my hamster! de oralidad, lectura y escritura en experiencias
(a Brazil; b Peru; c Chile; d Mexico). You may 2 Lara: Hi, my name’s Lara. I’m 12 years old. I live in a socioculturales.”
also show the countries on a map big house in Salvador, a city in Brazil. I’ve got
a small family. I live with my mum, my sister,
` Play track 42 and have pupils tick the correct my baby brother and Holly, my rabbit. ` Pair up pupils and have them share with each
children. Have them pay attention to the other the information about themselves. You
countries the children mention. Answers: a and c can then have some volunteers share their
information with the rest of the class.

S 1 2 3
Answers: a 3; b 2; c 1
LESSON 2
Optional lesson starter 3
Memory game: Tell pupils you will say sentences ` At this stage it is not necessary to explain most
about the children in Lesson 1 and they have to of the rubrics. Perhaps you can ask one of the
say whether they are true or not, eg: Lara is 11 pupils to explain what they should do. If you
years old. (False. She’s 12.) If necessary, give them 5 know your pupils, rely on their possibilities and
minutes to look back at the information on page 60. allow them to work out rubrics by themselves.
Make them notice that to assess the size of the
1 43
types of home they have to look at the number
of storeys (rows of windows) and in the case
` Ask pupils to look at the pictures and tell of the flats, how many windows (flats) there are
you what they represent. Make them think per storey.
of examples of towns or cities, or you can Answers: 1 d; 2 f; 3 a; 4 c; 5 e; 6 b
also ask some questions, eg: Is… a town or
a city? Alternatively, they can give examples
themselves, eg: Mar del Plata is a city.
MPT p91
` Play track 43 and make pupils listen and point
to the correct picture. 1 1 countryside; 2 town; 3 house; 4 flat; 5 city; 6 cabin
` Play the track again and focus on the 2 1 small; 2 big; 3 old
pronunciation of the three words: ‘town’,
‘house’ and ‘countryside’. Call pupils’ attention
to the fact that though the combination of
vowels is the same in ‘house’ and ‘countryside’,
the pronunciation varies \haUs\, \ "køntriÆsaId\. On
the other hand, though ‘town’ has a semi vowel: Page 61
\w\; it is pronounced like in ‘house’: \taUn\.
` Have pupils say the words aloud. You can make 2 44
a pupil say one of the words aloud and the
` Read the rubric. Explain in a few words that
rest of the group points to the picture.
pupils are going to hear some sounds.
` Play track 44 more than once. Each time walk
Optional activity round to see how many words they have
discovered until you see they could solve the
Say a number and pupils say the corresponding activity.
word, eg: T: three P: cabin. You can also play
the other way around: you say the word and Audioscript
pupils say the number. 1 [sound of birds singing; a cow mooing]
2 [sound of traffic and horns; people speaking loudly in
the street]
3 [sound of children playing in a park; a bike bell]
90 Unit 6
B S 1
LESSON 3 3
` Make one pupil open their book and refer to
Optional lesson starters the class what they have to do. Do the same
with other pupils, especially those who do not
a. Write different options on the board, houses
offer to answer as a rule. Then tell them to
(plurals are new but should not present much
open their books, look at the pictures and ask
difficulty provided you show pupils how to
whatever doubt they may have – they have to
pronounce them), flats, cabins, cities, towns,
ask each other, Where do you live – in a city/
the countryside and invite pupils to say which
town/the countryside? Where do you live – in
they like best, eg: I like the (it is possible pupils
a house/flat/cabin?
will skip articles at this stage – they do not
know exactly how to use them; it takes years ` Pair up pupils and give the class 10 minutes to
to internalize these differences) countryside. ask and answer the questions.
b. Give pupils a slip of paper with ‘houses/flats/ ` If there is time, they can write the questions in
cabins’ or ‘towns/cities/the countryside’. They full in their notebooks. Otherwise, they can do
can ask around about the favourite ones and that as homework.
record their findings. This will help them later
when they are introduced to the 3rd person.
Optional activity
1 45
Tell pupils to imagine where Cathy and Trip
live and draw their homes. Ask them to also
` Ask pupils who they can see in the picture draw the surroundings.
(Cathy, Trip and a boy). Make sure pupils
understand this is a video call and Cathy and
Trip are watching a screen.
MPT p92
` Make them look at the photo behind the boy
and ask them to tell you what they may be Page 62
3 1 Where do you live? 2 I live in a big city. 3 I live in a small
talking about. Give them 1 minute to spot words flat. 4 I live in a big house in Canada.
they know. ` Have pupils focus their attention on the
` Play track 45 and invite pupils to listen. Then ‘Grammar Trip’ section. Tell them to remember
tell them to tick the correct option. that if they need help, they can always look
at the dialogue or call for help. Check on the
Answer: 3
board.
Answers: 1 Where do you live? 2 I live in a big city.
2 45 ` Have pupils work in pairs (or groups of three,
` Play the track again for pupils to number the where one pupil may play the role of Trip).
dialogue lines in the correct order. They assign the roles in the dialogue and
practise it. Have volunteers come to the front
Answers: 4, 1, 5, 3, 2
to perform for the rest of the class.

S 1 2 3
LESSON 4 3
` Ask pupils to read the places in the first column
Optional lesson starters and have them look for information about them.
If you cannot do this during the class, have
a. Pupils share the drawings they did as Optional
them investigate for homework. Then they share
activity in Lesson 3. Then have them vote for
their findings with the rest of the class during
the best picture and hang it in the classroom.
the Starter stage of the next lesson.
They can use it when they deal with the 3rd
person. Answers: 1 Ipanema is a becah in Brazil. 2 Ancohuma is a
mountain in Bolivia. 3 San Andrés is an island in Colombia.
b. Guessing game: Have a pupil start drawing
4 Las Grutas is a beach in Argentina.
a type of home on the board, eg: a flat, but
not clearly and tell them to keep adding lines
until someone guesses what it is. The winner
draws next. At this stage, they can integrate MPT p92
vocabulary from previous units as well.
4 1 I live in the desert. 2 I live on an island. 3 I live in the
mountains.
1 46
` Ask pupils to look at the pictures and tell

you what they represent. Make them think of
examples of each or you can also ask some
questions, eg: Is Itaparica an island or a
beach? Alternatively, they can give examples
themselves, eg: Playa Grande is a beach.
` The words pose no difficulty since most of
them are transparent. Pupils have worked on
the similarities between English and their L1 Page 63
often enough to be able to explain it to you.
Ask them in what way these words resemble
the Spanish words and invite volunteers in this 2 47
case to come to the front, write the two words
` Play track 47 twice and have pupils match words
and explain, eg: desert/des_ert_; island/isla;
from the three columns. Then have individual
mountains/mo_nta_ _s.
pupils say the full sentences.
` Play track 46 and make pupils listen and point
to the correct picture. Audioscript/Answers
1 Palomino is a beautiful beach in Colombia.
` You may have pupils think of the characteristics
2 Ica is a big desert in Peru.
of each of the places; the kind of animals, 3 Tupungato is a high mountain in Argentina.
plants we can find in them, if they know a 4 Itaparica is a beautiful island in Brazil.
desert for example.
92 Unit 6
B S 1
` Go to Unit 4, Lesson 6, Activity 1 and make
LESSON 5 pupils focus on ‘they’ and the fact that it does
not take an ‘s’.
Optional lesson starter ` Turn back to the ‘Grammar Trip’ section and
If pupils have done the research activity in Lesson have pupils circle the correct forms.
4 for homework, have them share their findings. Answers: 1 live; 2 live; 3 lives; 4 lives
If they did it in class, play a memory game to see
how much they remember; you say the name of
a place and they say what it is and where it is.
Optional activity
Pupils can go back to the drawings they did in
1 48 the Optional lesson starters Lesson 3 (b) and
` Play track 48 and have pupils follow the text Lesson 4 (a) and describe them.
in their books. Have pupils say what they have
understood.
` Tell them to tick the photo that corresponds to 3
Brian’s home.
` Pupils should be able to do this on their own
Answer: 3
just by reading the rubric. Then have them
` Write the following words on the board and work in pairs and close their books to talk
make pupils match them: about where their relatives live. Walk around
Brian and Silvia big house and monitor that pupils are using the verb
•
Helena flat forms correctly.
Oscar small house
2
! TIP
If they say, My sister live in big city, congratulate
Page 64 them on their sentence and make them check the
` Have pupils read the text in Activity 1 again ‘Grammar Trip’ again. Do not correct automatically.
and complete the sentences. Help them self-correct to develop autonomy.
` Remind pupils of the function of pronouns and
` Make sure pupils pay attention to the name(s) what they are used for. Make them look at
preceding each blank and make them look at Activity 1 and see what is new there. Get pupils
the text again before starting. Correct orally. to circle in a bright colour the ‘s’ in ‘lives’ and MPT p93
Answers: 1 lives, small house; 2 live, beach; 3 lives, flat; underline the pronoun used (She).
5 1 She lives in a small cabin. 2 They live in a flat. 3 He lives
4 live, house ` Take them back to Unit 5, Lesson 7, Activity 1 in a big house.
` Have pupils focus their attention on the and have them read the texts where similar a [picture of flat, in the middle]; b [picture of house, on the
sentences appear: She likes salad. He loves left]; c [picture of cabin, on the right]
‘Grammar Trip’ section.
6 1 He lives in a small house in the countryside. 2 They live
carrots. Tell pupils to circle the ‘s’ and underline
in a flat in the city. 3 She lives in a big house in a town.
the pronoun. 4 They live in a cabin in the countryside.

S 1 2 3
Answers: 1 David; 2 live; 3 house; 4 city; 5 Mexico; 6 8;
LESSON 6 7 lives; 8 flat; 9 town; 10 Argentina
Optional lesson starters p59
a. Play Hangman with the vocabulary of the unit.

b. Say an animal and pupils have to say where they
live, eg: camels – desert / horses – countryside. ` Pair up pupils, tell them to go to the Unit
Encourage them to produce the whole sentence, Opener and play a guessing game. One of
eg: Camels live in the desert. Do not consider them says where one of the children lives and
minor syntactic errors. the other one says the name of the child.
1 MPT p94
` Ask pupils to read the rubric. Make sure they 7 1 live; 2 lives; 3 lives; 4 live; 5 live
realize they have to write the name under each 8 1 Yes; 2 No; 3 No; 4 No
picture.
` Ask them to pay attention to the number of
paragraphs the text has. Take into account
that they may not know or remember what a
paragraph is. Remind them that it starts after
double spacing or on the next line, sometimes
with an indenture, and that each paragraph
should develop a topic.
` Ask pupils to scan the text for words they
know. The places where the girls live are the
clues to decide who is who in this case.
Page 65
Answers: a Melody; b Lily
` Have pupils circle the correct verb forms in the 2

text.
` Tell pupils to look at the table and read the
Answers: live, live, lives, lives
information in it. Make them realize they have
to use that information to complete the text.
` Make them notice the pronouns that appear
mainly in the first part (I) and in the second
part (She). Ask, Who is each part about?
Guide them asking questions like: Who does
I in sentence 1 refer to? Who writes the text?
Who does my refer to?
94 Unit 6
B S 1
` Give them 5 minutes to read it and circle
LESSON 7 important information. Then ask, How old is
Brenda/Benjamin? 5? 10? Where does she/
Optional lesson starter he live? In the city? In the countryside? Does
Brenda/Benjamin live in a house or in a flat?
Try to establish a short conversation about the
` Ask them to close their books and to remember
place where you and your pupils live. It will
all the information. You say a sentence and they
probably have more questions posed by you
have to say if it is true or false. If the sentence is
than the structure of a fluent conversation, but
false, they should provide the correct sentence.
it may signal the beginning of a conversation in
Divide the class into two or three groups to
English. Ask them if they live in a city, a town or
make the activity a bit more engaging.
the countryside, if this city or town is old, new,
big or small. Ask them about the name of their ` Write the sentences about the children on
neighbourhood, etc. Encourage them to produce the board and have pupils copy them as well.
complete sentences and help them by providing This can be used to reflect once again on the
the beginning orally or on the board. formal changes produced: Brenda lives in a city.
Brenda is nine. Brenda lives in a small house.
Benjamin is ten. Benjamin lives in a big flat.
1
` For the last task, ask pupils to make a list of
` This activity should not pose many difficulties the information they would like to write about,
as pupils have already been exposed several as a first step in writing. They can then have
times to activities of this kind. a look at the written text and check how the
` Have pupils describe the pictures. Then ask them information is organized there.
to scan the text and find the names. Ask, What is
the boy’s name? And the girl’s? Are they brother Optional activity
and sister or friends? How do you know?
Copy the following table on the board and have
` Ask them to write the names under the correct
pupils complete it with the information from the
pictures. Page 66
text in Activity 1. Give a few minutes for them to
Answers: a Zoe; b Pedro complete the task. Then check orally.
` Ask what she is talking about before (2) and thus
infer what should be included in the blank. Do the Name Zoe Pedro
2 same for (3) and let pupils follow on their own. Age
` Make sure pupils understand what they have to Answers: 1 c; 2 a; 3 f; 4 e; 5 b; 6 d Lives in
do. Ask pupils to read aloud the sentences they Family
have to insert.
` They should read the text again in more detail
3
and try to anticipate what sentence to use in ` Ask pupils to read the text and say who has MPT p94
each blank space. Watch the case of (1) where written it, the boy or the girl. Then ask, What
the sentence needed is the closing idea when information has she included about her, and 9 I’m 12 years old. I live in a big city. I live in a small house.
she deals with her home. about her friend? She’s 11 years old. She lives in a town. She lives in a big flat.

S 1 2 3
LESSON 8
a. Say a sentence and only pupils for whom the
sentence is true should repeat the sentence,
eg: I live in a city. I live in an old house. I live
in a small flat. etc.
b. Table tennis: This game is interesting to recall
vocabulary learnt throughout the year. Choose
a topic: colours, animals, sports, school objects,
etc. Divide the class into two teams. A pupil
from the first team should say a word related
to the topic (if the topic is colours, they may
say any colour). A pupil from the second team
should answer with another word related to the
topic. If they repeat a word or they cannot say
a word, the other team gets a point.
1 49
` Play track 49 and have pupils follow the story

in their books. Ask, Who’s Chloe? Ask them to
answer the question in the rubric. You may ask,
Is Chloe worried/sad? Why? (She doesn’t need
a toy to have fun. She creates her own game.)
` Ask, What happens in the end? (All the other Page 67
children want to play with Chloe and her
friend.) ` Make pupils reflect on the fact that playing
with others helps us socialize, make friends or
even have stronger bonds with friends.
2
` Ask pupils to read the story again and choose
the following class.
the message that for them best suits the story.
Accept any answers as long as they are justified.
Answer: 2
96 Unit 6
B S 1
2. Once pupils have finished their quizzes, they
LESSON 9
•
make a collage including the name and photo
of the celebrity they have chosen, magazine
cut-outs, stickers or drawings that represent
! TIP elements of the celebrity’s life and the answers
to their quiz. Ensure that pupils do not show
Some days in advance, ask pairs of pupils to
think of a celebrity they like or admire, and look their collages at this stage.
for images and relevant information about their 3. Pupils exchange their quizzes with other pairs
chosen person. and challenge their classmates to solve the
quiz. Once all quizzes are solved, pupils share
Project starter their collages (see Step 2) and check the
answers.
Play a game with the whole class to prepare 4. Pairs of pupils can take turns coming to the
pupils for their project. Write the following list on front and presenting their collage to the class.
the board: 1 Colours, 2 Family, 3 Pets, 4 Likes and Advanced pupils may wish to talk about the
dislikes, 5 Abilities, 6 Type of house. Pupils take celebrity they have chosen as they show their
turns coming to the front to roll a dice and say collage. Then the class can vote for the best,
something about them based on the number they most creative collage.
have obtained, eg: if they obtain number ‘3’, they
might say, My pet is funny. / I like pets! / I’ve got
a brown dog. Digital tools
Note: You might prefer using a virtual dice roller: a. Create a quiz about a famous person in Google
https://www.calculator.net/dice-roller.html Classroom. Solve it as a class for fun!
b. Suggest pupils visiting Mocomi’s website to find
Project steps short biographies of famous people (musicians,
Ask pupils to open their books at page 68 and painters, sportspeople, etc.) who might be of
draw their attention to the celebrity quiz and their interest.
collage at the bottom of the page. Explain that Page 68
they are going to create a quiz about a celebrity
of their choice for their classmates to solve. Go 1. Pupils work with their assigned classmate to
over the materials with the whole class and ensure write down all the relevant information they
all pupils have what they need to start working on know or they have previously collected about
their project. Then read the instructions aloud and the famous person they have chosen for their
encourage pupils to ask questions for clarification quiz. Then they use the example provided to
if needed. re-organize the information and create a quiz
for their classmates to solve later.
1TEACHING NOTES
Teaching Notes Unit 6 97
S 1 2 3
` You may want to ask pupils if they would like
READER – UNIT 6 to visit this house and why (not).
ESI contents
Chloe’s home! While reading
General objectives: ` La exploración de las posibilidades del
` To become aware of one’s prejudices. juego y de elegir diferentes objetos, ` Tell pupils they are going to read a story in
` To respect different ways of living and types of materiales e ideas, brindando igualdad de verse about a boy, Luke, who visits Chloe’s
traditions, values and beliefs. oportunidades a niñas y niños (p. 17). home. Tell them to pay attention to what Luke
` To exercise and accept the right to play. ` El conocimiento de las distintas formas de first thinks about Chloe’s home and what
` To learn to adapt games to the possibilities organización familiar y sus dinámicas en happens in the end.
available. diversas épocas y culturas y la valoración y ` Play track 07 or read the story aloud. You can
Linguistic objectives: el respeto de los modos de vida diferentes also use the Story video in the Digital Reader.
` To revise vocabulary on types of homes (home, a los propios (p. 21). Encourage pupils to do finger reading while
flat, city, room, wall) and expressions that ` El reconocimiento e identificación de you read aloud or play the track.
describe activities at home (study, cook, eat, diversas formas de prejuicios y actitudes ` To check that pupils are able to follow the
surf the net, sleep, play video games, make discriminatorias hacia personas o grupos reading or track, you can stop from time to time
cakes). (p. 22). so that they have to say the last word of a line
Non-linguistic objectives: (and, therefore, complete it), eg: Chloe’s invited
` Social skills: Luke to her flat / to play with her toys / and
• To value friendship. Warm-up
meet her new _____!
• To value people rather than possessions. ` Write the words ‘home’ and ‘house’ on the After reading
` Observations: board. Ask pupils if they can tell you the
difference between them. To further help ` Tell pupils to look back at their predictions about
• Through this story, pupils will reflect upon: Chloe’s house. Were they right?
them grasp the difference between the two
» different realities and family organizations, concepts, ask them if they know different ` Ask pupils what Luke thought about Chloe’s
» the fact that home is where your family types of houses. You may provide pictures of house at first, and what at the end. Ask, Did Luke
is and where one feels loved and taken different places where people live, like some like the house in the end? Why?
care of, and of the ones on this video: https://www.youtube. ` Ask pupils if they would like to be Chloe’s friend
» the fact that ‘fun’ does not depend on com/watch?v=T9c8UIPNxkQ (retrieved in and visit her house and family.
material possessions but on people and February 2022)
relationships Before reading Think, share and play!
` Ask pupils to open the Reader at pages 22 and
23, look at the pictures that illustrate the story 1
and tell you the title. Tell them to guess what
` Have pupils read the alternative titles and
type of house Chloe lives in (you can refer to
choose the one that they think best suits the
the pictures used in the warm-up stage). Ask
story. Accept any answers as long as they are
them to describe Chloe’s house for you: How
justified.
many rooms are there? What are these rooms?
What furniture is there? What activities can be Answer: c
carried out in this house?
98 Unit 6
B S 1
2 6
` Tell pupils to read the incomplete sentences ` Have pupils share their opinions about the
and choose the correct option in each case. three sentences.
Answers: 1 a; 2 b; 3 c
7
3 ` Invite pupils to write about themselves. They
can follow Chole’s text in Activity 5 as a model.
` Tell pupils to go to page 31 and check all the
rooms a house can have. Tell them to point to
or say the ones that Chloe’s flat has.
` Tell pupils to cut the flashcards and play
Memotest with a classmate (mixing up both
sets of cards). Model how to play the game if
pupils don’t know or you may consider pupils
using them to carry out any of the activities
suggested in ‘Ideas for using flashcards’
(https://youtu.be/X9KebTgfLJI) by Carol Read.
4
` Tell pupils to match the sentence halves. Even
though they still have not learnt the present
simple in the 3rd person singular (except for
‘likes’ or ‘lives’), they will be able to relate the
actions to the characters through the pictures
in the story.
Answers: 1 b; 2 c; 3 a
5
` Have pupils read the words in the box and use
them to complete Chloe’s text. Make them notice
there is an extra word.
Answers: 1 name; 2 live; 3 city; 4 brother; 5 small

S 1 2 3
` Ask, Are there numbers near the ingredients?
ACTIVATE C See they understand what those numbers
2 50
represent by asking why they are there. ` Play track 50 and have pupils number the
` Have them look at the pictures around the list photos in the order the places appear in the
of ingredients and ask, Do you circle all the song.
ingredients? How many do you circle? Tell them to
Answers: mountains 3; island 2; desert 1
circle the ingredients and quantities that appear
on the list. ` Play the track again and have pupils complete
` Have pupils read the second sentence in the the missing words.
rubric and ask them what they are supposed to Answers: 1 desert (x2); 2 island (x2); 3 mountains
number and what you do that for. Don’t insist in
` Play the track for the last time and have the
a given order. Allow them to choose.
class sing along. You can divide the class into
` Write the options on the board and discuss three groups and have each one sing one
them. There is more than one possibility to stanza.
carry out this recipe adequately. Pupils might
even say that cooking the rice goes first
because it has to be cold when you mix it.
Answers: Pupils should circle the two tomatoes in the
middle, the big carrot, one green pepper and the cup with
rice. 1 Wash the tomatoes, carrots and pepper. 2 Peel the
carrots. 3 Cut the tomatoes, carrots and pepper. 4 Cook
the rice. 5 Mix the rice, carrots, tomatoes and pepper.
Optional activities
1. Pair or team work: Have pupils prepare
their own recipe. Do it as homework if
there is no time.
Page 69 2. Have pupils work in groups and create a

menu. Then have the groups share their
1 menus and vote for the healthiest or the
least healthy, the most delicious one, etc
` You can do this activity in two different ways,
and hang them round the classroom or
either part by part or explaining the whole
even somewhere else for everyone to see.
and then allotting 15 minutes for pupils to do it
completely.
` Ask pupils to read the first sentence in
the rubric and underline the ingredients in
the recipe. Check they underline only the
ingredients, not the modifiers.
100 Activate C
B S 1
` Ask pupils to scan the introduction and find
EXPLORE C the name of the boy in the picture. Ask, Is
Pedro young? Is he big?
` Tell them to look at the pictures below the text
and say if they know the name of any of the
items/places in the photos. If they do, tell them
to check in the text. Finally, check how they
got the information. While reading, help with
unknown words.
Answers: 1 siku; 2 charango; 3 empanadas; 4 Purmamarca
Optional activities
1. Write these sentences on the board and
invite pupils to read the text and complete
them.
1 Pedro and his family live in ________.
2 Pedro has got one ________.
3 Pedro is ________.
4 Pedro likes ________.
5 Pedro can ________.
6 Pedro and Juan love ________.
2. Alternatively (more challenging), pupils can
write questions to interview a friend. This
could also be done in groups. Write some
of the questions on the board for class
discussion and as a guide.
Page 70
2
1 ` Have pupils read the text in Activity 1 again
and complete the text with some of the words
` Focus pupils’ attention on text format. Ask about in the box. Make them notice they have to
what kind of text this one is and whether they choose one from each pair of options.
have seen similar ones.
Note: Pupils should identify a magazine form first Answers: 1 young; 2 town; 3 north; 4 dad; 5 house; 6 desert
and then, on the right-hand side the Q & A pattern ` Have them work individually and then call
should lead them to the idea of an interview. volunteers to read the answers aloud.
TEACHING NOTES Explore C 101

101
S 1 2 3
They then choose a number on the board and table where they are playing (there must be at
GAMES (PUPIL’S BOOK) a card from the unit set, eg: P1: 5 (they may least nine cards; cut-outs from different units
choose the card with two rulers for Unit 1). If they can be mixed to revise vocabulary). The first
say, Two pink rulers – ie: the right answer, the pupil throws the dice, places the counter on
place their symbol on number 5 of the board. the number obtained and chooses a card. If
Otherwise, they miss the opportunity to score. their answer is correct, the pupil is allowed to
The same happens with the other player. In this go on playing from their new position. If their
way, pupils will have the opportunity to cover answer is wrong, they go back to their original
the nine cards from each unit – for the cases in position. If they fall on any of the positions with
which there are nine cards; for the other cases, the emojis, they have to accept the instruction
they can mix them with cut-outs from previous given and play accordingly. The winner is the
units to revise vocabulary. pupil who gets to the ‘Finish’ line first.
` Tell pupils that the winner of the game is the ` As pupils play, walk around the classroom,
player who gets three Xs or Os in a row on the checking their answers and offering help if
board. If all nine squares are filled and neither needed.
player has three symbols in a row, the game is
a draw.
` Invite pupils to open the back cover flap of

their books and focus their attention on the
Race board. Elicit how many positions it is made
of. Show them there are two positions without
numbers: the ‘Start’ and the ‘Finish’ lines.
Explain what they are.
` Tell pupils to focus their attention on the
positions with emojis and help them with any
language queries. Make sure they understand
the message in each of these positions so that
they do not make mistakes when playing.
` Tell them they need a dice to play the game
– you can have them make it using the
dice template on the Teacher’s or Student’s
` Invite pupils to open the back cover flap of Resource Centres (see pdf for Unit 6). They can
their books and focus their attention on the also choose one of the counters provided on
Tic-Tac-Toe board. Have them tell you how the last page of the cut-outs. Then explain the
many positions or squares it is made of. rules of the game.
` Have pupils play in pairs. They choose their ` Pupils can play it in pairs or small groups. They
symbol (the Xs or the Os on the last page of use one set of unit cut-outs, all mixed up, and
the cut-outs at the back of their books). place them in a stack upside down on the
102 Games (Pupil’s Book)

B S 1
2. Once the Tic-Tac-Toe game is over, activate Answers3: 1 (Unit 1) glue (it’s a school object and the rest
GAMES (READER) pupils’ schemata on the stories by telling them are colours); 2 (Unit 2) Pupils’ own answers; 4 Pupils’ own
to recall the stories and/or their titles. answers; 5 (Unit 3) Boys can play with dolls. 6 (Social skill
3. Tell pupils they are going to play a board game from Unit 5) Nicky says, Here you are. 8 (Unit 4) dog (it’s
Board game: Can you help Shay get to Pey! a pet and the rest aren’t pets); 9 (Social skill from Unit 2)
based on these stories in order to see how
You say to a friend: b Help me, please. 11 (Unit 5) Pupils’
` General objective: To revise different much English they have learnt through the year.
own answers; 12 (Unit 2) Some families have got two mums.
vocabulary and grammar structures covered Depending on the number of pupils in class, 13 Pupils’ own answers; 15 (Unit 3) Pupils’ own answers;
throughout My English Trip 2nd Edition 1, divide them into groups of three or four2. Go 16 (Unit 6) Some houses are small. 17 (Social skill from Unit 4)
especially in the Reader. over the rules of games: You say: c Sorry! 18 Pupils’ own answers; 20 (Unit 6) school
` Materials: board game on pages 26 and 27; ` speaking in English throughout the game, (it isn’t a part of the house)
some small props to identify each player (these ` respecting people’s turns,
can be a small school object, such as an eraser ` assessing whether each member carries out
o a sharpener, or pupils can write their names tasks correctly,
or create avatars on small pieces of paper); a ` asking the teacher if there are any doubts,
dice for each group (if there aren’t any dice, ` treating people in the group kindly,
each group can cut six pieces of paper and ` remembering they are playing to revise and
number them from 1 to 6 or they can make their have a good time.
own using the template on the pdf for Unit 6 in Ask pupils to throw the dice and organize turns
the Student’s or Teacher’s Resource Centres). from the highest to the lowest number they
` How to play: get. The first one to get to the ‘FINISH’ line is
the winner. Depending on the time available,
1. Tell pupils you are going to play Tic-Tac-Toe.
the game can continue until all the players get
Divide the group into two1 and draw on the
to the ‘FINISH’ line. To make it more challenging,
board a template with the following names
you can tell pupils that they need an exact
randomly: Shay, Pey, Oliver, Luna, Prince
number to get to the ‘FINISH’ line.
Charming, Nicky, Nicky’s dad, Chloe, Luke.
Ask them if they recognize who these are 4. Ask pupils to open their books at pages 26
(the characters from the stories) and tell them and 27, and look at the board game. Make
that in order to get their place on the board, them focus on the title of the game and on the
they need to say, in English, something they ‘START’ and ‘FINISH’ lines. Ask them, What do
remember connected with the character). you have to do? Also make them notice there
are some rocks with green signs (rewards)
and red signs (punishments). Make sure they
understand what these mean. Then have them
1 You can divide the group according to the seating start playing.
arrangement available, eg: divide the classroom in the
middle. We strongly suggest not to divide the group
according to gender (boys vs girls) because the purpose of
the stories and activities in the Reader is to foster equality
and integration, and avoid stereotyping. For more ideas on
dividing groups, check the following website: https://www.
3 There are different types of questions to solve throughout the
onestopenglish.com/ask-the-experts/general-pairing-and-
board game: three odd-one-out questions; three ‘Name 5...’
grouping-students/146577.article (retrieved in February 2022).
questions; three questions about social skills; three questions
about the stories; and three ‘Put in order’ questions about
2 See previous footnote. the different ESI contents dealt with in the stories.
TEACHING NOTES Games (Reader) 103

S 1 2 3
Suggestions:
FINAL PROJECT (READER) ` Tell pupils that the frames can be filled with
both words and drawings. They can be turned
into collages, as well.
Make a story rug!
` When they are finished, pupils can show their
` General objectives: rugs to their classmates to guess what story it
` To reflect upon all the stories in My English refers to. Then they can explain their element
Trip 2nd Edition 1 Reader. choices.
` To pick one’s favourite story. ` Collages can then be put up as a poster with
` To make a collage/story rug following pupils’ names and the titles of the stories
instructions. selected.
` To think about the elements in a story:
` You can provide different materials to make
characters, setting and plot.
the collages: seeds, cloth, cotton, bottle caps,
` Materials: rug template on the pdf for Unit 6 in
coloured papers, magazine paper, etc.
the Student’s or Teacher’s Resource Centres
` How to make the rug:
1. Pupils go quickly over the six stories in My
English Trip 2nd Edition 1 Reader on their own
and pick the one they liked most. You may
carry out a survey to check which one was
the most popular and why.
2. Tell pupils they are going to make a story rug.
You can give out copies of the rug template
from the Teacher’s Resource Centre or have
them download it from the Student’s Resource
Centre and bring it printed out from home.
3. Make pupils notice that the rug template is
divided into three parts. Tell them that, in the
outer frame, they must include elements of
the setting of their favourite story; in the next
frame, they must include elements of the main
character(s) or elements that show how they
feel; and in the inner frame, they should draw
their favourite part of the story or what they
liked most about it.
104 Final project (Reader)

B S 1

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Teaching Notes

Texto escrito por Laura Caperochipe, Beatriz Damiani, Mónica Gandolfo

Archivo Digital: online

No se permite la reproducción parcial o total, el almacenamiento, el

Esta obra se terminó de producir en mayo de 2022.

Activate & Explore A 48

Activate & Explore B 74

Activate & Explore C 100

Final project (Reader) 104

VARIEDAD TEXTUAL: HABILIDADES

be: What’s your name?

by the authorities at different levels.

4 Annual planning TEACHING NOTES

VARIEDAD TEXTUAL: HABILIDADES

TEACHING NOTES Annual planning 5

VARIEDAD TEXTUAL: HABILIDADES

3 10 a 15 Actividades Expresar habilidad Acciones/Habilidades: Historieta La aproximación a la comprensión Respetar las

6 Annual planning TEACHING NOTES

VARIEDAD TEXTUAL: HABILIDADES

TEACHING NOTES Annual planning 7

VARIEDAD TEXTUAL: HABILIDADES

like: Do you like (fish and

8 Annual planning TEACHING NOTES

VARIEDAD TEXTUAL: HABILIDADES

TEACHING NOTES Annual planning 9

“El inicio en la reflexión, con la ayuda Also, if any speakers of indigenous or

10 Introduction TEACHING NOTES

TEACHING NOTES Introduction 11

12 Introduction TEACHING NOTES

TEACHING NOTES Introduction 13

14 Walkthrough TEACHING NOTES

TEACHING NOTES Walkthrough 15

16 Walkthrough TEACHING NOTES

TEACHING NOTES Walkthrough 17

18 Walkthrough TEACHING NOTES

TEACHING NOTES Walkthrough 19

20 Walkthrough TEACHING NOTES

The Student App includes:

› the Digital Pupil’s Book with all the audio

TEACHING NOTES Walkthrough 21

› the Digital Pupil’s Book (see description on

22 Walkthrough TEACHING NOTES

TEACHING NOTES Introductory story 23

TEACHING NOTES Unit 1 25

! TIP ‘I’m’) for production at the beginning if they have

TEACHING NOTES Unit 1 27

` Have pupils work in pairs. They assign the roles

` Play track 07 once and have pupils write

a. Divide the class into groups. A pupil in one group

` Have pupis read questions 1–3 again and then

` Tell pupils that the speech bubbles in Activity 1

` Have volunteers come to the front to act out the

TEACHING NOTES Unit 1 29

TEACHING NOTES Unit 1 31

` Tell pupils to look at the picture of the two Page 14

Pupils who do not have a photo can draw a picture

TEACHING NOTES Unit 1 33

` As a follow-up activity, tell pupils to look at

TEACHING NOTES Unit 1 35

Audioscript  Learning strategy

TEACHING NOTES Unit 2 37

` Before they listen, make pupils look at the

` Elicit in L1 what pupils think Cathy is doing.

` Have pupils look at the ‘Grammar Trip’ section.