MyEnglishTripB TeachingNotes

Teaching Notes
Ana María Barragán

Paola Danesi
Macmillan Education
Barragán, Ana María
Macmillan Publishers S.A.
My english trip B : teaching notes / Ana María Barragán ; Paola Danesi. - 1a ed . -
© Macmillan Publishers S.A. 2017
Boulogne : Macmillan, 2017.
Libro digital, PDF
ISBN Nº 978-987-672-295-7
Archivo Digital: descarga y online
Queda hecho el depósito que marca la Ley 11.723.
ISBN 978-987-672-295-7
Texto escrito por Ana María Barragán y Paola Danesi

1. Educación. I. Danesi, Paola II. Título
Diseño: Eclipse Gráfica Creativa
CDD 372.65
Armado imagen de portada: Martín Bautista
Imagen de portada: istockphoto by Getty Images, 123RF y Martín Melogno
Gerencia editorial: Marianela Alloatti No se permite la reproducción parcial o total, el almacenamiento, el alquiler, la transmisión
Editado por: Juan Carlos Ottolina, Jesica Graziano, Lucrecia Bertani, o la transformación de este libro, en cualquier forma o por cualquier medio, sea electrónico
María Paz Ambrosio y Laura Lagos 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.
Ilustraciones en actividades adicionales: 123RF (excepto robots p73, serpiente p77,
Nota a Docentes
casa p79, habitaciones p82, casa p83, p85, frutas y vegetales primera actividad p93);
Se permite hacer reproducciones para uso en clase de las páginas que contienen
Mike Dammer p77 (serpiente); Amanda Grazini p93 (lechuga); Kanton pp79 (casa),
la indicación “PHOTOCOPIABLE” al pie, sin permiso previo por escrito de Macmillan
82 (excepto caracol), 83 (casa), 85, 93 (primera actividad excepto lechuga); Martín
Publishers S.A. Sin embargo, la reproducción del resto del material sin el consentimiento
Melogno p73 (robots), íconos; Ed Myer (Advocate Art) p75
previo de la editorial queda prohibida.
Ilustraciones en evaluaciones: 123RF (excepto mesa con comida p94, casa p96, niños con Producido en Argentina
regalo, casa y juguetes p97, Actividad 1 p98, Actividades 1 y 2 p100, Actividad 1 y frutas y
vegetales Actividad 4 p101); Alexandre Dubiela pp97 (niños con regalo y juguetes), 101 2021 2020 2019 2018 2017
(Actividad 1); Giz de Cera Stúdio p94, p100 (Actividad 2); Amanda Grazini p101 (frutas 10 9 8 7 6 5 4 3 2 1
y vegetales Actividad 4); Kanton pp96 (casa), 97 (casa), 98 (partes de una escuela), p100
(Actividad 1); Martín Melogno íconos Primera edición.
Esta obra se terminó de producir en enero de 2017.
Las autoras y los editores agradecen por el permiso para reproducir sus fotografías a: 123RF
Contents
Walkthrough 4
How to use Trip in the classroom 9
Annual planning 10
Teaching Notes:
Unit 1 14
Unit 2 22
Unit 3 30
Activate & Explore (Units 1, 2 & 3) 38
Unit 4 40
Unit 5 48
Unit 6 56
Activate & Explore (Units 4, 5 & 6) 64
Special Days 66
Final Game instructions 68
Photocopiable material:
Extra activities 69
Tests 94
Tests and Extra Activities Answer Keys 102

Walkthrough Throughout the lessons in each The sticker activities (one in
unit, different types of activities each unit) have been
are included for pupils to designed to help pupils
practise and reinforce the develop skills like listening
Welcome to My English Trip Teaching Notes. We would
vocabulary they have learnt. comprehension and critical
like you to see these materials as a guide, a source of
Furthermore, several game- thinking as well as creativity in
extra activities and ideas rather than a set of instructions
type activities are included to some cases.
to be followed step by step. The simultaneous look at
foster pupils’ production of
the Pupil’s Book and the Teaching Notes for one or two
language as functional chunks.
lessons, should take no more than 10–15 minutes and, a
couple more to be added if you want to download some
of the photocopiable material to have them ready for
fast finishers. We are all teachers and know how short of Activities marked with
p70 In Lesson 7 of each unit (except for Unit 1,
time we are, so we wanted these Teaching Notes to be help pupils integrate new Level A), pupils are taken forward to the
helpful but not overloaded. language with the language Revision Picture on pages 70 and 71 so
taught in previous units (and that they can do an activity with the
in previous levels, as the series vocabulary and language they have learnt in each unit.
progresses). This will help
The Pupil’s Book in My English Trip You can always go back to this picture throughout the
pupils gain full sense of year to give pupils the chance to recycle vocabulary and
a. Lessons achievement since they are structures.
constantly reusing what they
Each unit in My English Trip A & B starts with a double- learn in different contexts.
page story to contextualize the language to be learnt.
Some emotional language may appear here.
In each unit, there is a lesson

focused on social skills
where pupils are invited
to discriminate good from
bad attitudes and habits in
different situations that are
familiar to them, such as
school life, the relationship
with their family and friends,
In My English Trip A, written text is introduced in block
the interaction with their
capitals as from Unit 4. In My English Trip B, block
community and so on.
capitals are dropped down but the text in the stories
doesn’t appear, privileging pupils’ oral acquisition of
the language.
4 • Walkthrough Teaching Notes B

This section serves more than one purpose: it shows `` Cut-outs and Stickers
b. My Practice Trip pupils they can grasp more language than they believe At the end of My English Trip A & B there is a cut-outs section
they can; it helps them practise more than one skill; with cards of all the vocabulary pupils learn in each level for
At the end of each unit, there is a section called it makes them look for further information and so on.
‘My Practice Trip’ which provides additional practice. them to use in different activities and games suggested in
the Teaching Notes. There are also two pages with a set of
d. Special features: stickers for each unit (see a. Lessons on page 4).
`` Special Days
This section in My English Trip A & B includes some
internationally recognized festivities such as ‘Children’s
Day’, ‘Tree Day’, ‘Earth Day’ and ‘World Book Day’. The
activities in this section give pupils the chance to
develop their critical thinking skills, by discriminating
bad from good attitudes, and also allow them to use
their creativity by personalizing the topics.
c. Activate & Explore

Every three units, there is a
section that recycles themes `` Do-it-yourself Trip figure
and language seen in previous Each pupil gets with My English Trip A & B a Trip figure
classes but presented in a they can make on their own very easily by using paper
different and new context. fasteners, to use in different class interactions and games
The ‘Activate’ page concentrates (see page 9 for suggested activities).
on integrating and expanding
the language already learnt.
`` Final Game
At the end of
The ‘Explore’ page goes a bit
My English Trip A & B,
further into new content and
there is a board game
challenges. Still, because
that allows pupils to
My English Trip B is for young
integrate the language they
beginners, the challenges will
learn in a fun way. Go to page 68
be controlled. Remember tasks
for instructions on how to play it.
should always be achievable
to promote confidence rather
than frustration.
B Teaching Notes Walkthrough • 5

`` Songs for your daily routine e. The development of life skills
The Teaching Notes in My English Trip
My English Trip A & B include three routine songs for the Life skills have been defined by the World Health
purpose of helping you manage classroom organization Organization as ‘abilities for adaptive and positive The organization of your class is a diverse and ever-
(see the lyrics below). behaviour that enable individuals to deal effectively with changing reality. Whether you have a 45-minute lesson
the demands and challenges of everyday life’. My English or a 50-minute lesson or two such periods in a row or
The ‘Hello’ and ‘Goodbye’ songs call pupils’ attention to
Trip covers three main groups of skills, which are: interrupted by a break, you all know that 99% of the
two specific moments of the class. The former prepares
time the real teaching time is somewhat shorter (pupils
them for the day’s work, the latter may serve to keep ›› thinking skills such as: creativity/imagination, problem
need to go up or down the stairs or along a long corridor
them focused while they are putting away their things. solving, decision making, self-knowledge, critical
to reach their classroom, or the head teacher scolded
Depending on their context and upbringing, many thinking, accessing and analyzing information;
them for misbehaving during the break) and your pupils
pupils will enjoy an opening song as a routine for ›› collaboration skills such as: waiting for one’s turn, are never the same (whether the lesson is on a different
starting the English lesson. This is one way to make sure respecting other opinions, sharing or socializing day or on the same day during the second period;
they tune into English. one’s production; and whether or not the second period comes right after the
The third song helps to call pupils’ attention to the task ›› social skills such as: social responsibility, cultural first one or after a break). This is why only you can decide
when they are noisy or have lost concentration, with the awareness, social development, respecting diversity. whether you will follow the suggestions offered here to
added benefit that it includes vocabulary on feelings. the letter or not. Use your teacher expertise.
With regards to thinking skills, activities throughout
It is up to you to include other songs you may find useful
My English Trip marked with foster the development of
and even have pupils work out their own songs.
critical thinking by having pupils categorize, discriminate,
a. Tips for a successful trip
Hello song make conclusions and inferences, discover meaning and
use information in different ways.
Hello, teacher, hello, teacher!
How are you, how are you? Collaboration is promoted in My English Trip by simple
How are you today? role-play activities, games and mini-projects that give
How are you today? pupils the chance to work collaboratively with others and,
Fine, thank you! therefore, make them respect others’ work and opinions.
Fine, thank you! References to the type of social skills dealt with in each
unit in My English Trip have been included in the Annual
Goodbye song Silence song planning. Social skills1 are related to the way we interact
Bye, bye, children! Are you happy? with others. Developing social skills in children is about
Bye, bye, children! Are you fine? getting them to feel comfortable and be able to perform
Off we go! Off we go! Open your ears. competently in the social situations they will face. But
See you next class! Open your eyes. the most important thing for us as responsible adults in This section in My English Trip A, B and Starter provides
See you next class! Close your mouth. charge of children is to show them how they can deal with you with tips on teaching young learners and comprises
Have a good time! Close your mouth. conflicts, help them to express their needs and also lead a set of useful ideas that will help you make the most of
Have a good time! Hush, hush, hush! them to listen carefully to the expression of the needs of your classes. They cover topics such as, teaching with
Hush, hush, hush! others, or to guide them to notice their indications about games, songs and stories, classroom management and
pleasure or displeasure in the absence of expression. so on.
1 http://www.psychologytoday.com/blog/growing-
friendships/201108/what-are-social-skills

b. Quick summaries is all about creating suspense, about arousing interest. what is wrong if they want to. Remember that L1 will be
We have suggested different types of starters: some necessary if you or they need to go a bit further into the
bring forward elements that will be needed for the issue, unless these are comments about minor changes
development of that lesson, others are just songs that can (haircut, new pencil case) where gestures will do to
form part of a routine and still others recycle material that establish meaningful communication.
will be useful later on in the unit.
Routines are a very good tool for the younger groups. d. Optional activities and Tips
Singing a short ‘Hello’ song (see Songs for your daily
routine on page 6) 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 are
invited to do so. No pupil should be left out of some
form of participation in a group activity (they may not
sing as long as they clap or move their mouths/heads).
Each lesson starts with a quick summary of the

objectives, the new language (if any) and the materials
you will need in that lesson. When necessary, there are
notes at the end of the lesson listing the materials pupils Throughout the lessons, additional optional activities
will need to bring for the next class. and tips are included to give you further ideas to
supplement and exploit the materials in the book as
c. Lesson starters much as possible.
There is a lot of debate on whether a starter (some
people will talk about a warm-up) is necessary or
whether it could use up pupils’ most energetic moment; Starters should be short and accessible. They should give
whether it should be related to what was recently taught every pupil a feeling of success, so make sure there is
(a revision) or whether it serves to recall what will be at least one answer that they can get right. If pupils are
necessary in the coming lesson. frustrated at the start of the class, they will most probably
Before starting a new lesson or even taking up one that lose interest. Remember: nothing succeeds like success!
could not be rounded off the previous class, we need But the most important thing to remember when
to get pupils into the picture to grab their attention starting a class is to make contact with your pupils.
somehow. Some people talk about ‘lesson hooks’. This Do they all/Does one of them look different – sad or
bored or angry? If you notice this difference, you can
help them by noticing and helping them to express
B Teaching Notes Walkthrough • 7
At the end of each lesson, there are usually a couple of The Resource Centre in My English Trip
suggestions on how to close your lessons. You can either
use these or implement your own ideas.
My English Trip offers digital resources both for teachers
f. Photocopiable material and pupils.
Teachers get:
›› the Teaching Notes (in PDF format).
›› downloadable audio files (in MP3 format),
including karaoke versions of the songs.
›› customizable versions of the annual planning
(in Word format).
›› all the photocopiable material (extra activities and
tests) included in the printed Teaching Notes.
›› flashcards (the same ones provided in the Visual
Aids Booklet) to be used as projectable material
for vocabulary presentation.
›› access to the Picture Dictionary – a tool in which
the vocabulary from each unit is summarized and
e. Closing activities the pronunciation of each word can be heard by
clicking on each picture.
Pupils get:
›› downloadable audio files of the songs and their
karaoke versions.
›› printable cards for different celebrations.
At the end of the Teaching Notes, you will find a section

of photocopiable material which includes several extra
activities for each unit. It also includes a set of tests – one
test per unit, a mid-year test and an end-of-year test.
These additional activities and tests are accompanied
with the corresponding answer keys and audioscripts
(to be read out by you to the pupils).

How to use Trip in the classroom c. Where is Trip? f. What do you like, Trip?
Divide the class into groups. Then, invite each group to Ask pupils to get their cut-outs of the fruit and vegetables
This section suggests several activities in which pupils draw their favourite place at home. Ask them to place learnt in the unit. Then, they stick some of them on Trip’s
can use their Trip figures. the Trip figure in the place drawn. Each group has to say hands to show what Trip likes and what he doesn’t like.
First, have them press out the different parts of the robot where Trip is, eg: Trip is in the garage. Invite pupils from Pupils, pretending to be Trip, say, I like watermelons (but)
and put them together by using paper fasteners. Then, all groups to walk around and ask, Where is Trip? Walk I don’t like grapes.
ask them to write their names on the front tag so as to around and monitor. Help when needed. Alternatively, prepare cards with letters which make up
identify their Trip figure easily. Once the robots are ready, Alternatively, invite pupils to draw any element fruit or vegetables. Give out the cards and have pupils
use yours to introduce Trip and the pupils as well. characteristic of any part of the house, eg: a toothbrush. stick two of them on Trip’s hands. P1 shows his/her figure
Ask pupils to bring the figure to class every day, as they They stick the element of their Trip figure. Then, they bearing two letters, eg: ‘B’ and ‘W’. P2 asks, Is it strawberry?
are likely to use it frequently for different tasks. walk around and have short exchanges, eg: P1: Where is P2 says, Yes, I like strawberries. As this activity may sound
Trip? P2: (holding his/her figure with an element, eg: a bit challenging, walk around and help them with
a. How old are you, Trip? a pillow) He is in the bedroom. leading questions.
Write different numbers 1–9 on small slips of papers and d. Trip at school
have pupils choose one at random. One pupil reads the
number and says, holding his/her Trip figure, I’m trip. I’m Prepare small cards with letters on them. The letters
(5) years old. How old are you? The other pupil answers, should make up words referred to places at school, eg:
I’m (3) years old. (according to the numbers they have in B L I A R Y R (library). Prepare cards for these words:
the slips of paper). Have several pairs do this activity. ‘library’, ‘gym’, ‘cafeteria’ and ‘classroom’. Divide the class
into groups with as many members as letters per word.
b. What colour is Trip? Give out the letters to each group and have pupils stick
them on their Trip figures. Once the letters are stuck,
Prepare small slips of coloured paper. The suggested give them some time to make up a word referred to a
colours are: red, blue, yellow, brown, orange, green and place at school. Once each group has made up a word,
purple. Pair up pupils and then give out the coloured invite them to go with their figures to the front and
slips of paper to each pair. Once pairs are ready, read stand holding the letters in order to show the word to
out the following text: the class.
Hi, there! My name is Trip, my legs are red, my arms are blue
and my body is green. Oh, and my head is orange. e. What are you?
Read the text out twice or three times and give pupils Invite pupils to draw the heads of the following animals:
time to stick the coloured papers on each part of their a lion, a giraffe, a hippo, an elephant, a zebra, a monkey and
figures. Walk around and monitor. Do class correction. a crocodile. Once the animals’ heads are ready, have pupils
Once you have checked the pairs’ production, have some take their Trip figure and stick the animal head on Trip’s
pupils describe Trip. head. Then, they show the figure and, pretending to be
Trip, they say, I’m Trip. I’m not a robot. I’m a (lion). Have pupils
make the typical sound of the animal chosen. Repeat the
activity until pupils have used all the animal heads.
B Teaching Notes How to use Trip in the classroom • 9

Planificación Anual 1
Variedad textual:
Tiempo Contextos/áreas Prácticas/uso Exponentes lo literario y los Habilidades
Unidad NAP
estimado de experiencia del lenguaje lingüísticos textos de la vida sociales
cotidiana
1 10 a 15 Vida cotidiana: Presentarse. Fiestas de cumpleaños: Historieta La comprensión de consignas orales Ser cortés.
Birthday horas yo y mis amigos. Saludar. Happy birthday! en lengua extranjera apoyándose en
party Preguntar y A present for you! Canción el lenguaje gestual u otros soportes. Saber cuándo decir
contestar por la Thank you. gracias y cuándo
edad. La escucha global de textos orales
Poema disculparse.
Nombrar comidas Requerir información breves del universo infantil con el
sobre la edad: How old are apoyo de material rico en imágenes y
y elementos típicos
you? I am 8 years old. de propuestas lúdicas.
de una fiesta de
cumpleaños. Comidas y elementos
típicos de una fiesta de La participación asidua en
Reconocer las intercambios propios del contexto
cualidades de cumpleaños: cake, candles,
hot dogs, juice, pizza, escolar (saludar, pedir permiso, entre
‘grande’ y ‘chico’. otros).
Reconocer los popcorn, present, sweets
números del 1 al 10. Formas de agradecer y
Contar del 1 al 10. pedir disculpas: Thank
Agradecer y pedir you. / Sorry.
disculpas.
Números del 1 al 10
(revisión)
Identificación de tamaño:
big/small
Juguetes (revisión): ball,

boat, doll, skateboard
There are several foci in this plan. The idea is that you pick and choose to develop your own yearly plan according to your context and to the demands made on you by the authorities
1
at different levels.
p10 • Planificación Anual Teaching Notes B

Variedad textual:
Unidad NAP
cotidiana
2 10 a 15 Vida cotidiana: Reconocer las Parts of the body: arm, Historieta La escucha de diferentes textos Realizar actividad
Oh, my foot! horas yo y mi cuerpo. partes del cuerpo. ears, eyes, foot, hand, orales expresados por el/la docente física.
Identificar los head, fingers, leg, mouth, Canción o provenientes de fuentes diversas
números del 11 nose, toes (grabaciones de audio y video, entre Reconocer la
al 15. otras). Esto supone: importancia de no
Números del 11 al 15
Contar del 11 al 15. `` el inicio en la identificación de llevar un estilo de
Dar órdenes. Órdenes: Touch your foot. la situación comunicativa, los vida sedentario.
interlocutores y el tema abordado,
Colores (revisión) es decir, de elementos relacionados
con el contexto de enunciación.
`` la adecuación del tipo de escucha
–global o focalizada– a la tarea
comunicativa a realizar, con la
ayuda del/la docente.
3 10 a 15 Vida cotidiana: Reconocer y Miembros de la familia: Historieta La formulación de anticipaciones Ayudar en casa.
Visiting horas yo y mi familia; nombrar los grandma, grandpa; mum, e hipótesis sobre el sentido de
Grandma mi casa. miembros de la dad (revisión) Canción los textos a partir de palabras o Reconocer la
familia. expresiones relacionadas con el importancia
Reconocer y Partes de la casa: tema, del tono de voz de quien del respeto y la
nombrar las partes bathroom, bedroom, habla, entre otras pistas temáticas, colaboración en
de la casa. dining room, garage, lingüístico-discursivas, paraverbales casa.
Preguntar sobre kitchen, living room y no verbales.
la ubicación de Identificar miembros de la
alguien. familia: He is Dad! La reproducción de rimas, canciones,
poesías, entre otros.
Requerir información
sobre ubicación: Where
is Grandma? She is in the
living room.
B Teaching Notes Planificación Anual • p11

Planificación Anual (continuación)
Variedad textual:
Unidad NAP
cotidiana
4 10 a 15 Vida personal y en Reconocer y Identificar los lugares Historieta La producción de textos orales Cuidar la escuela.
At school horas sociedad: yo y mi nombrar los en la escuela: cafeteria, (interacciones espontáneas, diálogos
escuela. lugares de la classroom, computer Canción breves) acordes al momento de Reconocer la
escuela. room, gym, library, toilet escolaridad y a las condiciones de importancia de la
Preguntar sobre enseñanza, apoyándose en lenguaje responsabilidad
los lugares de la Requerir información no verbal. en el cuidado de
escuela. sobre lugar: Where is espacios comunes.
the gym? There it is. La reproducción de rimas, canciones,
Where is he/she? poesías, entre otros.
He/She is in the gym.
5 10 a 15 Vida cotidiana: Reconocer y Animales silvestres: Historieta La escritura gradual y progresiva Respetar a los
My favourite horas yo y los animales. nombrar los crocodile, elephant, de textos breves en soporte físico o animales.
animal animales silvestres. giraffe, hippo, lion, Canción digital (carteles, afiches, entre otros).
Preguntar sobre el monkey, snake, zebra Reconocer la
animal favorito. La participación en dramatizaciones, importancia de
Expresar Números del 16 al 20 rondas infantiles, juegos y otras respetar el hábitat
preferencia. instancias lúdicas que impliquen y las costumbres
Reconocer los Requerir información interacción oral. de los animales
números del 16 sobre preferencia: What silvestres.
al 20. is your favourite animal?
Contar del 16 al 20. I like giraffes.
Is it the elephant?
No, it isn’t.
p12 • Planificación Anual Teaching Notes B

Variedad textual:
Unidad NAP
cotidiana
6 10 a 15 Vida personal y en Expresar lo que Frutas y verduras: apples, Historieta La lectura de consignas Comer de manera
At the horas sociedad: yo y el nos gusta y nos broccoli, carrots, corn, acompañadas de íconos u otro tipo saludable.
market mercado. disgusta. grapes, lettuce, pears, Canción de apoyo visual, utilizados como
Expresar pineapples, potatoes, referencia principal en una primera Reconocer la
preferencias. strawberries, tomatoes, Textos descriptivos instancia y posteriormente, sólo importancia de
Reconocer y watermelons breves (Explore) como apoyo o referencia secundaria una alimentación
nombrar frutas y de la palabra escrita. saludable y
verduras. Requerir y expresar variada.
información sobre La participación en dramatizaciones,
preferencia: My favourite rondas infantiles, juegos y otras
fruit is pears. instancias lúdicas que impliquen
I like lettuce and carrots! interacción oral.
I don’t like vegetables.
La reproducción de rimas, canciones,
poesías, entre otros.
B Teaching Notes Planificación Anual • p13

Unit
1 Tips for a successful trip practising or reviewing, you need to put into a bag toys or My favourite present: Pupils draw their favourite
pictures that can be used to achieve your linguistic aims. present and then colour it or just make a collage using
Play some background music. Pupils sit in a circle on the different materials available in the classroom at that
floor and pass the bag around. When the music stops, the moment. Walk around and help if necessary. Once
FIRST DAY AT SCHOOL: pupil with the bag takes out a toy or a picture and says pupils have finished drawing or completing their
`` It is very important to create and maintain a good something about it using the language presented. collage, have them complete the sentence on the board:
working atmosphere in the classroom all year round. My favourite present is … Display all the projects to add
Make your pupils feel at ease. Practical ideas: colour to the classroom.
`` Learn pupils’ names as soon as you can. Classroom management skills are vital to have a smooth
`` Make classroom rules clear, fair and consistent for
everybody. Speak English all the time.
and effective lesson. Every lesson should have a clear Lesson 1
beginning and end. Here are some ideas:
`` Help pupils understand the target language by using `` Beginning the lesson: Walk into the classroom Lesson objectives:
body language, gestures, signs, pictures, drawings with positive energy and with a big smile on your `` To greet by saying ‘Hello’.
and lots of examples. face. Feelings are contagious. Establish a routine. `` To wish somebody a happy birthday.
`` Praise your pupils’ effort and participation. You can sing a ‘Hello’ song (there are many available
`` To give somebody a present by saying, ‘A present for you’.
on YouTube), say a chant or practise a one-minute
`` Establish routines (greeting, calling the roll, asking `` To say ‘thank you’.
meditation technique or stretching exercises to clear
about the weather, asking about their feelings) – `` To ask and answer about one’s age.
the mind and reduce anxiety and excitement.
they make pupils feel secure and confident.
`` Ending the lesson: In the same way as you should `` To review numbers.
`` Finish the class with the same routine so that they
enter the classroom with positive energy, always `` To identify party food.
realize the class has finished. Sing a ‘Goodbye’ song
remember to end the lesson on a positive note. You New language: candles, hot dogs, pizza, present, sweets;
or play a simple game, for example.
can sing a ‘Goodbye’ song, have a round of applause Happy birthday! How old are you? I am 8 years old.
`` Make your classroom inclusive by taking into to congratulate the class on their good work or ask Materials: audio tracks 02, 39 and 40; flashcards of
account your pupils’ different learning styles, them to choose what new word they have learnt that a present, a cake, a pizza, hot dogs and sweets
language levels and cultural backgrounds. day. It takes only one or two minutes to recap and
`` And, above all, enjoy your classes. this gives pupils a sense of achievement. Lesson starters
a. Open the door of the classroom and say, Hello,
Teach with games: ‘All about me’ mini-project: children. Walk along the aisles and repeat the greeting
several times. Encourage pupils to say Hello! to you.
Games are the ‘spice of life’ in the primary classroom, Throughout the course pupils can make their ‘All about
b. Choose a ‘Hello’ song for your daily introduction. You
so try to include them in your lessons. There are many me’ book that they can take home at the end of the
may use the ‘Hello song’ on track 39 (see Audioscript
different types of games: miming games, spelling school year. The idea would be that at the end of each
on page 6). If not, there are many options available
games, board games, dice games, feely bag games, unit, pupils can make one page of their book connected
on the Internet. Listen to the track or watch the
memory games, etc. Choose the ones that are more with what they have learnt in the unit and applying it to
video clip several times. Encourage pupils to repeat
suitable for your group and start playing with a clear their own lives. You can give out sheets of paper at the
the lines with you.
objective in mind. end of each unit for pupils to work on their project. Have
The surprise bag: This game is always suitable, fun them create a front page for their book.
and engaging. Whatever the vocabulary area you are
p14 • Unit 1 Teaching Notes B

`` Ask the class to look at what Clara is giving Amanda.
Introduce the word ‘present’. Use a flashcard or bring
a real present. Give the present to a pupil and say,
A present for you. Encourage him/her to take the
present and say, Thank you.
`` Play Clara’s question ‘How old are you?’ and
Amanda’s answer. Model the question and the
answer several times.
`` Point to Clara and her present for Amanda. Draw pupils’
attention to what Clara says, ‘A present for you’. Ask pupils
to repeat Amanda’s answer, ‘Thank you, Clara’.
`` Play this dialogue again. Mime the lines. Pupils say
what the characters say while you mime.
`` Draw pupils’ attention to the boy in the garden and
the food he can see on the table. Play his line again.
Explain when we say, Yum, yum.
Audioscript
Amanda: Hooray! It is my birthday!
Tom: How many candles, Mum?
Mum: Eight.
Clara: Happy birthday, Amanda! How old are you?

Amanda: I am 8 years old today.
Clara: A present for you.
Amanda: Thank you, Clara!
Page 4 Page 5 Tom: Yum, yum! Pizza, hot dogs and sweets.
`` Play the track again and stop at the end of the first Dad: Happy birthday, Amanda!
1 02
mini-dialogue. Ask pupils to point to the girl. Say, It is
`` Ask pupils to open their books at page 4 and her birthday, so there is a cake and there are candles. `` Stick flashcards of party food on the board. Say the
describe the scene. Ask, Who can you see? What can Ask them to count the candles along with you, so words, cake, hot dog, pizza and sweets. Ask pupils to
you see? What are the people doing? What can you see you can check if they remember the numbers. point to or touch the flashcards you mention.
on the table? What do you think is going to happen? `` Play the next scene. Ask pupils to find out the girls’
Draw their attention to the ‘Happy Birthday’ banner. Closing activities
•
names (Clara and Amanda). Play the first line again.
`` Go on to page 5. Ask pupils to predict what the two Ask the class to repeat it. a. Choose one of the new words and mouth it. Pupils
look at your lips very closely in order to read and
!
girls are talking about and what the people are doing
at the table. Ask them to say what food they see. TIP guess the word you have chosen.
`` Play track 02. Pupils confirm their predictions. Sometimes pupils mispronounce the sound . Ask them b. Play the ‘Goodbye song’ on track 40 (see Audioscript
to place their tongue between their teeth and place a on page 6). Repeat the lines several times so that
finger in front of their mouth. In order to pronounce the pupils become familiar with them. Then, have pupils
sound correctly, the tongue must touch the finger. sing and act out.
B Teaching Notes Unit 1 • p15
Lesson 2 they do linguistic work. The more opportunities pupils
have for memory practice, the easier it will be for them to
Lesson objectives: deal with data, tons of information and details at school.
`` To identify and review birthday words and food words.
`` To learn new party food items.
p12
New language: cake, juice, popcorn
Materials: audio track 03; flashcards of a cake, candles, 1 Draw pupils’ attention to the shape of the snake and the letters
hot dogs, a present, popcorn, juice, a pizza, sweets; inside in Activity 1. Explain the task. Pupils find six words related
to birthday parties and one word which is the odd one out. Do
photocopiable material (page 69)
the first one all together. Pupils finish the task and check their
work with a partner.
Lesson starters Answers: popcorn, pizza, cake, hot dogs, sweets, juice /
a. Sing the ‘Hello song’ or say the ‘English time chant’. Odd one out: green
English time! No more Spanish! 2 Ask pupils to identify the pictures they see in the four frames. Ask
English time! Only English now! them to read the words under the pictures. Explain the task. Pupils
No more Spanish! tick what they see in each frame.
b. Play Let’s mime!: Prepare pictures of the vocabulary Answers: ✔ 1 sweets; 2 cake; 3 popcorn; 4 pizza
learnt in Lesson 1 and put them into a bag. A pupil
picks one and mimes what he/she sees on the card,
2
eg: sweets. The class has to guess what he/she is
miming. `` Ask pupils to open their books at page 6 and
describe what they see in the pictures in Activity 2.
1 03 `` Explain that they have to finish each incomplete
drawing and then circle the word that describes it.
`` Ask pupils to open their books at page 6. Tell them to
Page 6 `` Encourage pupils to say the correct words.
describe what they see on the table.
Answers: 1 cake; 2 pizza; 3 popcorn
`` Play track 03 without stopping. Then, play the track
again. Stop after each item. Pupils point to the item 2. Play I remember 2, I remember 3: Ask pupils
and say its name. to look at the picture of the birthday table Closing activities
on their books for 2 minutes. Tell them to a. Give out copies of the first activity provided as
try and remember two or three items with photocopiable material on page 69. Pair up pupils
Optional activities
their corresponding number. When time is and invite them to look at the scrambled letters and
1. Stick on the board the flashcards of the food up, encourage a pupil to say two or three discover the five words. They then match the words
items on the table. Ask pupils to come and items, eg: Number 1 is pizza, number 2 is with the corresponding picture. Walk around and
•
touch or point to the item you mention. Then, popcorn, number 3 is cake, etc. monitor. Do the first one as an example. Once they
ask pupils to close their eyes. Remove one have finished, have them say the food by pointing to
flashcard. When they open their eyes, they
say which flashcard is missing. ! TIP the picture.
b. Sing the ‘Goodbye song’.
It is important to include tasks that help pupils train their
memory and tasks that boost their visualization skills while
Lesson 3 2 05
Lesson objectives: `` Ask pupils to open their books at page 7.

`` To review party food items. `` Ask pupils to describe the scene in Activity 2. Ask,
`` To review numbers 1–10. What food can you see? Whose birthday is it? How
`` To review the concepts of ‘big’ and ‘small’. many candles are there on the cake?
`` To learn vocabulary related to games (see Tip). `` Play track 05. Pupils listen to the song and draw the
number of candles mentioned.
New language: big, small
Materials: audio tracks 04 and 05, cut-outs of birthday Audioscript
items Happy birthday to you! How old are you?
Happy birthday to you! How old are you?
Happy birthday, my friend! I am seven years old.
Lesson starter Happy birthday to you! Happy birthday to you! (x2)
Sing the ‘Hello song’ or say the ‘English time chant’.
`` Play the track again and encourage pupils to sing
p12 along and to act out the song. You may hold a
singing competition.
3 Draw pupils’ attention to the empty table and the list of food next
to it. Read the list aloud. Explain the task. Pupils draw the items
on the list. Encourage them to describe what they have drawn by Closing activities
saying the number followed by the item. a. Play a memory game: Pupils use the cut-outs of
birthday items that are at the back of the book. Pair
1 04
up pupils so that they have two sets of cards. Each pair
puts the cards face down on a table and play a memory
`` Ask pupils to open their books at page 7 and identify game. One pupil picks up two cards. If they are the
the food and drinks in the boxes. Page 7 same, he/she keeps them. If they are different, he/she
`` Revise the notions of ‘big’ and ‘small’. Ask pupils to places them again face down in the same places so that
Answers: 1 a big cake; 2 juice; 3 sweets; 4 small pizzas; 5 big hot
point to the small hot dogs or the big hot dogs. they can remember where the cards are. The winner is
•
dogs; 6 popcorn
`` Play track 04 without stopping. Then, play number 1 the pupil with the most cards.
`` Encourage pupils to describe the food or drinks they
!
and stop. Give pupils time to look, listen, think and
circle. Follow the same steps with the rest.
see in each box. TIP
`` Check all together. It is a good idea to introduce simple extra language when
p13 pupils play games. The more often they play games, the
Audioscript more they will hear this vocabulary in a non-intimidating,
Hi, there! My name is Henry. Today is my birthday! Look at the food.
A big cake, juice, sweets, small pizzas, big hot dogs and popcorn.
4 Ask pupils to focus on the food on the table. Ask them to describe fun scenario. Some suitable language can include: ‘It is my
what they see. Draw their attention to the words written next to the turn.’‘Let’s see …’‘Yes!’‘Super!’‘Oh no!’
Yum, yum! I am happy!
boxes. Explain they have to count the items they see on the table
and then complete the boxes with the corresponding number.
Answers: 7 candles; 6 sweets; 2 hot dogs; 1 cake; 4 pizzas

Lesson 4
Optional activity
Lesson objectives: Tell pupils to choose one of the children in
`` To talk about how old people are. Activity 1 and imagine that they are that child.
`` To identify party food. They should keep it secret. Pair up pupils.
`` To talk about one’s favourite party food. P1 asks, How old are you? and P2 answers,
`` To review numbers 1–10. I am (8). Then, P1 guesses who he/she is.
•
Provide an example first.
`` To sing a song.
`` To review ‘How old are you?’ and ‘I am …’
New language: numbers 1–10 ! TIP
Materials: a large-size dice; flashcards of party food; Remember to provide a good example first so that
photocopiable material (page 69); coloured pencils, pupils know exactly what you expect from them.
markers, scissors, glue; Unit 1 stickers You may ask strong learners to help you.
Lesson starters
a. Sing the ‘Hello song’.
2
b. Play a dice game: Stick the flashcards of hot dogs, `` Tell pupils to colour the cake in Activity 2 the way
a cake, a pizza, popcorn, juice and sweets on the they want.
faces of a large-size dice. Then, write the following `` Tell pupils to get the stickers of the candles that are
incomplete words on the board: PI_ZA, PIZZ_, H_T at the back of the book. Then, they go back to the
DOGS, HOT DO_S, POPC_RN, PO_CORN, C_KE, CAK_, cake and stick on the cake the number of candles
S_EETS, SWE_TS, JU_CE and J_ICE. Divide the class into that correspond to their age.
two teams. Pupils take turns to throw the dice and
`` In pairs, they can ask and answer about their age.
say the item that they get, and complete one of the Page 8 Provide an example first.
exponents of that item on the board. The group that
completes their six words correctly is the winner. 1 Closing activities
c. Hold up a flashcard of any new party food item and
`` Ask pupils to open their books at page 8 and look at a. Sing the song in Lesson 3.
say, These are hot dogs. If it is correct, pupils clap their
hands; if it is incorrect, they stamp their feet and say the pictures of the children there. Tell them that each b. Invite pupils to make a poster showing the months
the correct word. Repeat this several times. child is saying how old he or she is. of the year. Have pupils write down the date of
`` Read the first one all together and ask pupils to find their birthday on the poster. Stick it on one of the
d. Give out copies of the second activity provided as
the cake that corresponds to Susie. classroom walls so that you can celebrate their
photocopiable material on page 69. Pupils draw a
birthday by singing the song in Lesson 3.
picture of their favourite party food on the empty plate. `` Pair up pupils and tell them to read and match the
When they have finished, they show their picture to child with the corresponding cake. Set a time limit. c. Sing the ‘Goodbye song’.
their classmates and say, My favourite party food is … Then, call some pairs to say the answers.
Provide an example first. Hang the drawings on the Answers: Susie 2; Paul 3; Mark 4; Polly 1
walls and have pupils vote for the best one.

Lesson 5
Optional activity
Lesson objectives: Write the poem on the board and explain any
`` To review party food items. difficult words. You can also give out copies
`` To say a poem. of the poem so that pupils can stick it in their
notebook. Erase the word ‘present’ from the
`` To act out a mini-dialogue.
`` To talk about one’s ideal present. poem on the board and ask pupils to read the
poem, ‘reading’ the invisible word. Then, erase
New language: A present for you! Thank you.
other words or complete lines. On each occasion
Materials: audio track 06, flashcards of party food,
they ‘read the invisible words’. You can go on like
a flyswatter, photocopiable material (page 70), coloured
this until they are ‘reading’ the invisible poem.
pencils or markers
Lesson starters 2
`` Focus pupils’ attention on the picture in Activity 2.
b. Stick the flashcards of party food on the board.
Explain that it is the boy’s birthday and his friend has
Divide the class into two teams. Call one volunteer
given him a present.
from one of the teams. Give him/her a flyswatter.
Explain that you will say a word and he/she hits the `` Act out the situation yourself playing the role of the
corresponding flashcard with the flyswatter. If it is girl and the boy.
correct, the team scores a point. Play several times. `` Pair up pupils. Tell them to imagine that it is the
birthday of one of them and the other one has to
choose a present for him/her from the bottom of the
1 06
page (a boat, a doll, a skateboard). They practise the
`` Ask pupils to open their books at page 9. Invite them dialogue and then they switch roles. Walk around and
Page 9
to look at the picture and ask, How many girls can you monitor. Choose some pairs to act out the situation.
see? (two) Where are they? (at a birthday party) Audioscript
This is a present, A present for me? Closing activities
`` Point to the girl with the present and say, Look, this This is for you. Yes, a present, a present, a. Give out copies of the photocopiable material on
girl has got a present for her friend because it is her A present for you. A present for you.
page 70. Pupils work individually. Tell them to draw
birthday and she says, ‘A present for you!’ What colour For me? For me, for me!
Yes, for you. Oh, thank you! the present they would like to receive for their
is the present? (red and white) Is it big or small? Now, Oh, thank you! birthday. Then, pupils show their ideal present to the
•
let’s listen to the girls.
rest of the class saying, My ideal present is … Once they
`` Play track 06 once and check their predictions. Then, have finished, they choose a classmate and give it as a
play the track again and encourage pupils to repeat
the poem line by line. Practise saying it without the
! TIP present while they receive the other pupil’s present.
In the exchange they should say, P1: A present for you.
It is vital that you know the poem by heart yourself
recording with the whole class, keeping up a good P2: Oh, a …! Thank you!
before teaching it. You should practise saying it with a
rhythm and listening for pronunciation problems.
good beat. Add any actions or gestures that you think b. Sing the ‘Goodbye song’.
are appropriate. Note: Ask pupils to bring magazines for the following class.
Lesson 6 2
Lesson objectives: `` Ask pupils to think of a situation in which they would
`` To say a poem. use either ‘thank you’ or ‘sorry’. Invite some of them
`` To learn the concepts of ‘sorry’ and ‘thank you’. to tell you their situation in L1, if necessary.
`` To discuss the importance of apologizing and being `` Tell pupils to go to Activity 2 and draw one situation
thankful. in which they will say ‘thank you’ or ‘sorry’. Then,
they write the corresponding expression in the
Materials: pictures of toys; pictures from magazines;
speech bubble. Pupils show their drawing to their
scissors, glue, markers or coloured pencils, poster paper
classmates and say the appropriate expression.
Lesson starters `` Encourage pupils to use these expressions in class.
b. Encourage pupils to recite the poem they learnt in Closing activities
Lesson 5. Divide them into small groups, give them a. Divide pupils into small groups. Tell them to take out
some time to practise and then invite each group to the magazines that they have brought. Ask them to
say the poem. Hold a competition. look for situations in which they can say ‘thank you’
c. Pair up pupils. One will be Pupil A and the other or ‘sorry’ in the magazines and cut them out. Give
one, Pupil B. Give out cards with the pictures of toys them some time to do this. Walk around, monitor
to all pupils A. Tell them that today it is pupils B’s and help, if necessary. Stick two big poster sheets
birthday. PA gives a present to PB. Provide one or on the board: one for the ‘thank you’ situations and
two examples first. Give them some time to practise. the other for the ‘sorry’ situations. Pupils from the
•
Monitor and help if necessary. Then, choose some different groups show their picture cut-outs one
pairs to act out the situation. by one and decide whether they stick them in the
! Page 10 ‘thank you’ poster or in the ‘sorry’ poster. Once all the
TIP groups have stuck their cut-outs, put the posters on
Remember that pupils are musical and they love singing `` Tell pupils to look at the pictures and call their attention display in the classroom.
songs and saying poems, rhymes and chants but they to the different situations. Explain in L1 that in order to b. Sing the ‘Goodbye song’.
need to sing the songs and recite the poems and be kind there are two magic expressions that we need
rhymes more than once so that they can be stored in to use. The first one is ‘thank you’ to thank someone for
their long-term memory. what he/she has done or has given to us and the other
one is ‘sorry’ to apologize for something wrong that we
have done or a mistake that we have made.
1
`` Pair up pupils. Ask them to look at the different
`` Ask pupils to open their books at page 10 and draw pictures again. Make every context clear. Invite them
their attention to the icon on the top of the page. to circle the appropriate expression according to
`` Ask in L1 what they can see. You may also ask in L1, each situation. Set a time limit. Do class correction.
What is the robot holding? What can you say about these Answers: 1 Thank you. 2 Sorry. 3 Thank you. 4 Sorry.
two expressions? Then, highlight the idea of ‘kindness’.
Lesson 7 `` Play track 07 and pupils circle the correct answer.
You can do the first one all together as an example.
Lesson objectives: `` Play the track again and stop after each number to
`` To introduce oneself. give pupils time to circle the answers.
`` To talk about one’s age. Audioscript / Answers
1 Ted: My name is Ted. I am 8 years old. 2 Luke: My name is Luke.
`` To review party food items. I am 4 years old. 3 Rob: My name is Rob. I am 10 years old.
`` To review numbers 1–10. 4 Nick: My name is Nick. I am 6 years old.
`` To act out a dialogue.

Materials: audio track 07, flashcards of party food, word 2
cards of party food, pictures for the story
`` Tell pupils to look at the empty table in Activity 2.
Ask them to imagine that it is their birthday today
Lesson starters
and they can draw the party food that they want to
have in their birthday party. Set a time limit.
b. Play Memotest: Stick flashcards of party food and
`` Pupils show their pictures to their classmates and say
the word cards on the board in random order. Ask
the party food that they have drawn.
pupils to look at the pictures and the words for a
minute and remember where they are. Then, turn the
p13
flashcards face down. Divide pupils into groups. Ask
a representative of one of the groups to choose two 5 Pair up pupils. Ask them to look at the picture and complete the
cards (a flashcard and a word card). If they match, the dialogue with the words in the box. Correct orally.
group scores a point. If not, the cards are placed face Answers: 1 birthday; 2 eight; 3 present; 4 skateboard
down again. Play several times.
c. Use pictures to build up a simple story, asking pupils
p70 `` Refer pupils to page 70 and have them
to join in by calling out the words of the pictures you Page 11 read the words in the banner for this unit
hold up. Tell the story without the underlined words. (section in red).
`` Tell pupils to look at the picture on pages 70 and 71,
•
Story to be read by the teacher:
This is Tom (hold up picture of a boy). He is very happy and find in it the items listed in the banner. Explain to
them that one of those words has not been included in
!
today because it is his birthday. He is 7 today (hold
up picture with number 7). His Mum has organized TIP the picture. They put a tick next to the words they find
a birthday party for him. She has prepared pizza (hold Pupils love stories. This is a good way to present all and a cross next to the one that is not included (doll).
up picture), hot dogs (hold up picture), popcorn the new vocabulary in context. Apart from stimulating Then, have them say the words. You can also ask them
(hold up picture), juice (hold up picture) and a pupils’ creativity, you are revising vocabulary. to find and say other party items that are in the picture.
big cake (hold up picture) with 7 candles (hold up Closing activities
picture). His friends have given him a lot of presents a. Pair up pupils. One of them plays the role of Trip and
1 07
(hold up picture). He is really happy! the other one the role of the boy. Give them some
`` Ask pupils to open their books at page 11. Focus time to practise the dialogue. After the allotted time,
their attention on the pictures and the sentences. choose some pairs to act out the situation.
Unit 1 • Lesson 2
Look, write and match. Then say.

a
1 zzapi:
2 akce:
c
3 eewtss:
d
4 ppoocrn:
e
5 oodthgs:
Unit 1 • Lesson 4
Draw your favourite party food and say.
B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p69

Unit 1 • Lesson 5
Draw and say.
p70 • PHOTOCOPIABLE © Macmillan Publishers S.A. 2017 Teaching Notes B

Unit
2 Tips for a successful trip Practical ideas: Lesson 1

Using flashcards or pictures to review vocabulary: Lesson objectives:
For every set of vocabulary, it is advisable to gather `` To identify parts of the body.
TEACH YOUNG LEARNERS:
pictures or flashcards with the items presented in class. `` To ask ‘What is wrong?’ and ‘What is the problem?’
Teaching grammar and vocabulary: Young learners You should set your eyes on any material available New language: arm, foot, head, leg; Touch your foot.
usually learn chunks of language, which combine around you so as to generate a robust bank. Any photo Materials: audio track 08; flashcards of a head, an arm,
vocabulary and grammar structures in a holistic way. or picture from supermarket leaflets or magazines can a foot and a leg
In other words, they do not analyze the grammar come in handy for further vocabulary practice. These are
structure into its components. They learn, for example, some ideas to review vocabulary by using pictures: Lesson starter
‘I’ve got’ as a single item. As they grow older, they `` Place six or seven pictures on the board and ask Sing the ‘Hello song’ or say the ‘English time chant’. Try to
•
develop the ability to notice and analyze language pupils to come and point to or touch the picture(s) use body movements as a warm-up in your first activity.
forms and functions more explicitly. Therefore, it is vital you mention.
to give pupils exposure to the language in meaningful
contexts, ie: contexts which are known to them.
`` Ask pupils to look at the pictures on display very
closely for 1 or 2 minutes. They close their eyes
! TIP
If the class is overexcited, some physical movements
When teaching vocabulary to young learners, it is and you remove one or two pictures. They open are excellent to unwind and reduce their excitement.
important to teach concrete vocabulary items which are their eyes and they say which pictures have been Tell pupils to listen to you and imitate what you do.
related to their environment and personal experience removed. The more you repeat the same movements in different
through pictures, flashcards, drawings, miming or
`` Have pupils remember the order of the pictures. lessons, the better for them to pick up the language and
realia. It is considered essential to teach vocabulary in
Cover the pictures and encourage them to say, be ready to follow instructions. You can give pupils the
multisensory ways, using as many channels as possible.
Number 1 is … Number 2 is … Uncover the pictures following instructions to cool down: Stand up! Stretch,
This is a way to cater for your pupils’ different learning
and check. stretch. Imagine you want to touch the sky! Yes! Stretch,
styles. As pupils grow older, they can deal with more
`` Write some scrambled words on the right side of the stretch! Now, turn around, turn around. Touch the ground,
abstract concepts.
board and place the pictures on the left. Pupils must touch the ground. Show me a big smile!
Teaching through drama: Drama techniques provide
unscramble the words and find the correct match.
possibilities for multisensory, kinesthetic responses to
stories. Pupils can use the language they have seen in `` Use a large-size dice to review vocabulary. On each 1 08
the story by acting out or by using puppets to dramatize side of the dice you can paste an item of vocabulary.
Pupils roll the dice and identify the item they get. `` Ask pupils to open their books at page 14 and to say
the situation. They may also act out a dialogue they have
in L1 what they see. Help pupils describe the scene
read in their books, a dialogue they have created, etc.
by asking, Who can you see? What can you see? Where
are the children? What are they doing? Point to the
boy in pain and ask, What is the matter with him?
`` Go on to page 15. Focus on the two scenes. Ask
pupils to predict what the coach and the children
are talking about.
`` Play track 08 without stopping. Pupils confirm their
predictions.

`` Stick on the board the flashcards of a head, an arm, a
foot and a leg. Introduce the words. Pupils repeat the
words. Ask them to point to or touch the part of the
body you mention. Ask the class to close their eyes and
remove one flashcard. When pupils open their eyes,
they say which one is missing. You can also number
the flashcards and pupils have to remember their
order. Cover them and ask, Which is number 1? etc.
`` Play the next scene. Introduce the instruction given
by the coach: ‘Touch your foot!’ Do the movement
and encourage the class to imitate you.
`` Repeat the instruction ‘Touch your …’ with ‘head’,
‘arm’ and ‘leg’.
`` Play the third mini-dialogue. Encourage pupils to
act out this scene.
Closing activities
a. Play Trip says!: Introduce this game to the class.
Pupils perform different actions when you say,
Trip says before the action to perform, eg: Trip says,
‘Touch your head.’ If you give an instruction without
saying Trip says at the beginning, pupils stand still
and do nothing. If they do perform the action, they
lose and are out of the game.
Page 14 Page 15
Boy 3: What is wrong, Lucas? Is it your leg?
Audioscript Lucas: No, it is my foot.
Girl: What is wrong?
Boy 1: Is it your head?
Boy 2: Is it your arm? `` Play the track again and stop at the end of the
Lucas: No! second mini-dialogue.
Boy 1: Is it your leg?
Lucas: No! `` Point to the boy in pain and say his name is Lucas.
Say, The children want to know where the pain is.
Coach: Touch your foot. Repeat the question the children or coach ask,
Lucas: (moaning)
Coach: Is it your foot? Is it your head? At the same time point to your head.
Lucas: Oh yes! Repeat the same steps with the words ‘arm’ and ‘foot’.

Lesson 2
Encourage the class to say the chant. This is
Lesson objectives: an example:
`` To review parts of the body. Chant
`` To identify new parts of the body. This is my body.
Listen to the words.
New language: hand, fingers, toes
The head is up here,
Materials: audio track 09; photocopiable material
And now see the rest.
(pages 71 and 72)
Arms, hands and fingers,
Legs, foot and toes.
Lesson starters
Now show me your body.
a. Sing the ‘Hello song’ or say the ‘English time chant’.
Do you remember all?
b. Play Trip says! (see Closing activity ‘b’ in Lesson 1).
2. Give out copies of the photocopiable
material on page 71. In groups, pupils
1 09 assemble the puppet and label the body
parts they know. Once assembled, they
`` Ask pupils to open their books at page 16 and draw
can hang their own puppet from a string,
their attention to the girl in Activity 1. Ask them to
a hanger or a mobile and point and say to
point to the parts of the body they already know.
the class the parts of the body learnt.
`` Ask pupils what new parts they are going to learn.
They answer in L1. 3. Give out copies of the photocopiable
material on page 72. Pair up pupils and invite
`` Play track 09 without stopping. Tell pupils to follow
them to find the seven words learnt in the
in their books. Pupils listen and point to the part
lesson. Once they have found the words and
mentioned.
checked them as a class, draw their attention
`` Play the track again and stop after each word. Page 16 to the picture. Invite pupils to label the boy’s
Encourage pupils to say the parts of the body. parts of the body. Check answers orally.
`` Ask the class to stand up, touch different parts of the each photo. Explain that they have to look at each
body and say the name of the part. After doing this photo and circle the correct word.
for some minutes, touch different parts of the body Answers: 1 leg; 2 fingers; 3 foot; 4 hand Closing activities
in silence and encourage the class to say the name of a. Tell the class that it is sports day at school and they
the part by themselves. Optional activities have all done a lot of physical exercise and they feel
1. To help pupils remember the parts of the pain in a part of the body. One by one they mime
2 body, think of a simple chant they can easily where the pain is. They must show that they are in
memorize. You say the chant and point to pain. The rest of the class has to guess which part of
`` Ask pupils to look at the children in the four photos. the body hurts.
the parts of the body mentioned. Then,
They are showing different parts of the body. b. Sing the ‘Goodbye song’.
ask pupils to touch the parts of the body
Encourage the class to say which part of the body
mentioned. Repeat the chant many times
has a light-blue circle.
`` Ask the class to read the two options given under
Lesson 3 Audioscript / Answers
Hello! This is my friend, Beep. The eyes are green. The mouth is red.
The nose is blue and the ears are yellow.
Lesson objectives:
`` To review parts of the body.
`` To identify new parts of the body. Optional activity
`` To review colours. Encourage pupils to describe Beep. In a very
New language: ears, eyes, mouth, nose simple way they can introduce Beep and talk
•
Materials: audio tracks 10 and 11, photocopiable about his nose, mouth, etc.
material (page 73)
Lesson starters ! TIP

a. Sing the ‘Hello song’. It is essential to make time for ‘stand up and talk’ tasks in
which pupils are expected to say something very simple
b. Say the chant about the parts of the body in Lesson 2.
about an object or themselves. They can have the help of a
c. Review the parts of the body. Give out copies of the framework on the board, showing incomplete sentences as
first activity provided as photocopiable material on a guide. Pupils read the sentences, complete them and they
page 73. Pair up pupils. Explain that the words have soon realize that they are actually talking about a topic.
their letters scrambled and invite pupils to discover
and match them with the corresponding pictures.
Then, have pupils write and say what the missing 3
word is. Do class correction.
`` Ask pupils to look at the face and to say what is missing
or incomplete. Encourage them to read the labels.
1 10 `` Explain they are to complete the face and then they
match the words to the parts of the face.
`` Draw pupils’ attention to the picture. Say, Trip is with Page 17
a friend. Ask pupils to point to the parts of the body
they already know. p22
2 11
`` Ask pupils what new parts they are going to learn. 1 Have pupils read the words and write them on the corresponding line.
They can answer in L1. `` Introduce Trip’s friend to the class. Say his name is Beep. Then, they share their work with their classmates. Do class correction.
`` Play track 10 without stopping. `` Explain the task. Review colours before doing the task. Answers: 1 hand; 2 head; 3ear; 4 mouth; 5 leg; 6 toes; 7 fingers;
Call out a colour and ask the class to point to or show 8 arm; 9 eye; 10 nose; 11 foot
`` Play the track again and stop after each word.
Encourage pupils to repeat. Pay special attention to you an object of that colour. Then, ask pupils to make 2 Direct pupils’ attention to the picture in Activity 2. Encourage them to
the pronunciation of some sounds. some predictions. Ask, What colour is Beep’s nose? And his read the words next to the picture. Explain they have to read a word,
mouth? What colour are his eyes? What about his ears? count how many there are in the picture and write the number in the
`` Ask the class to stand up, touch the parts of the face corresponding box. Do class correction.
learnt and say the name. `` Play track 11 without stopping. Pupils follow in their
Answers: eyes: 6; noses: 3; ears: 6; legs: 4; mouths: 3; heads: 3
books. They comment about their predictions.
`` Play the track again. Stop to give them time to colour. Closing activity
Sing the ‘Goodbye song’.
Lesson 4 2
Lesson objectives: `` Divide the class into groups.
`` To review parts of the body. `` Explain they have to complete the lines to create
`` To learn a song about the parts of the body. their own chants.
`` To learn the concepts of ‘body’ and ‘move’. `` Encourage the groups to present their chants and to
`` To learn the expressions ‘Find a friend’ and ‘Back we go’. act them out.
Materials: audio track 12; photocopiable material `` Pupils vote for the best chant.
(pages 73 and 74)
Optional activity
Lesson starters
a. Sing the ‘Hello song’. Give out copies of the photocopiable material on
page 74. Have pupils look at the different robots
b. Play Trip says! with all the parts of the body pupils
in the box. Explain that below the box, the robots
know.
appear again but with some parts missing. Have
c. Give out copies of the second activity provided as pupils complete the robots and write the words
photocopiable material on page 73. Pair up pupils. Tell of the missing parts on the lines below the them.
them to give Trip’s friend a new name, write it down Walk around and monitor. Do class correction.
in the blank space and colour the parts of the body
learnt the way they want. They present their work to
Closing activities
the class describing the coloured parts of the body.
a. Pair up pupils. One of them pretends to be a robot.
Invite each pair to draw their favourite robot. Then,
1 12 one of the pupils introduces their robot to the class,
describing mainly the face. The pupil says what
`` Ask pupils to open their books at page 18. Draw their Page 18 colour the nose, the mouth, the ears and the eyes
attention to the pictures in Activity 1. are. Tell pupils they can use colour paper and tape to
Leg to leg,
`` Ask the class what parts of the body each picture is Toe to toe, stick colour paper to the different parts of the face.
showing. Hand to hand, To make it more real, pupils can walk like a robot
And back we go. while describing it. This can be an example of the
`` Explain that they should listen and order the pictures
accordingly. Body, body, sing the song. oral production: This is Skon, my favourite robot. The
Move your body all day long. (x2)
`` Play track 12 without stopping. mouth is (red). The nose is (green). The eyes are (brown)
and the ears are (yellow). Say hello, Skon.
Audioscript `` Play the track again and stop after each line. b. Sing the ‘Goodbye song’.
Body, body, sing the song.
Move your body all day long. (x2)
`` Play the song once more. Do class correction.
Touch your head, Answers: a 5; b 2; c 3; d 4; e 1

And touch your nose.
`` Play the song again, clarify some vocabulary queries
Find a friend,
And here we go. and encourage pupils to sing and act out the song.

Lesson 5 Answers: 1 13; 2 15; 3 14; 4 12
Lesson objectives:
`` To review parts of the body. Optional activities
`` To review colours. 1. Write a number between 11 and 15 on the
`` To learn numbers 11–15. board. Ask pupils to work in groups and
New language: numbers 11–15 come up with two different calculations that
Materials: audio track 13, cut-outs of the parts of the have the same result, eg: ‘15 = 5 + 5 + 5’ and
body, photocopiable material (page 75) ‘15 = 10 + 5’.
2. Give out copies of the photocopiable material
Lesson starters on page 75. Explain to pupils that they have
a. Sing the ‘Hello song’ or the song in Lesson 4. to look at the picture and count the total
b. Encourage pupils to say the chants they prepared in number of the parts of the body listed below
the previous lesson. the picture. Walk around and monitor. Help
c. Play a memory game with the cut-outs of the parts when necessary. Then, do class correction.
of the body that are at the back of the book. Pair up
pupils. Each pupil has his/her own set of cards. Pupils p23
place the cards face down. A pupil picks up two cards.
If they are the same, he/she keeps them. If they are 3 Direct pupils’ attention to the picture Trip is looking at. Call out
different, the cards are placed face down in the same numbers between 11–15 and pupils point to the numbers in the
picture. First they solve the calculations. When they get the result,
places they were. The game finishes when there are
they use the colour code to colour the picture. Do class correction.
no more cards to pick up. The winner is the pupil with
Answers: a 15; b 12; c 11; d 13; e 14; f 10
most cards.
•
Page 19
3
1 13
!
`` Encourage pupils to identify the parts of the body
`` Ask pupils to open their books at page 19. Draw their TIP they see on the cards bearing numbers 11–15.
attention to the pictures of the new numbers shown. Make sure pupils pronounce ‘13’ and ‘15’ correctly. The `` Give pupils time to memorize the cards. Then, pair them
`` Explain that they have to listen and point to the \T\ sound is likely to cause more trouble that the \f\ up. They cover the cards. P1 calls a number and P2 must
corresponding number. sound. To produce \T\ correctly, pupils have to stick out say the part of the body on that card. They repeat and
`` Play track 13 without stopping. Pupils follow in their their tongues and touch the upper teeth. To produce then they change roles. Walk around and monitor.
books. the \f\ sound correctly, pupils have to bite their lower lip.
`` Play the track again, stop after each number and invite Closing activities
pupils to repeat the word. For extra practice call out a 2 a. Sing the song in Lesson 4 or the chant in Lesson 2.
number and they point to the number in their books. b. Sing the ‘Goodbye song’.
`` Pair up pupils and explain they have to do the
calculations. Then, they match the results to the Note: Ask pupils to bring some Plasticine® and magazines
numbers provided. Do class correction. for the following class.
Lesson 6 Audioscript
1 [sound of computer games being played]
2 [sound of kids skating and laughing]
Lesson objective:
`` To discuss the importance of Answers: 1 picture 2; 2 picture 4
doing physical exercise.
Materials: audio track 14, Plasticine®, magazines,
Optional activities
As an extension to the previous activity, you can:
Lesson starters 1. Ask pupils to think of possible sounds and
a. Sing the ‘Hello song’. noises for the other two scenes. Ask them
b. Sing the song in Lesson 4. Hold a class competition. to justify their choices.
c. Play the memory game on page 19 again. 2. Have pupils cut out pictures from
d. Pair up pupils. Have them use Plasticine® to make magazines that show people doing
numbers 11–15. They then put the numbers on display. physical exercise in different contexts.
Call out a number and all the groups point to the Then, they stick the cut-outs on a poster
number in their set. Encourage pupils to point to and paper under the title ‘Let’s exercise.’
say which their favourite number between 11 and 15 is.
Closing activities
a. Write sequences of numbers on the board. Each
1
sequence should bear a blank standing for a missing
`` Ask pupils to open their books at page 20. Draw their number. Pair up pupils. They analyze the sequence
attention to the icon on the top of the page. and say which number is missing, eg: 11 – 12 –__;
`` Ask in L1 what they can see. You may also ask in L1, 13 –__– 15; 10 –__– 12.
What is the robot doing? How does he look? Do you b. Give out copies of the photocopiable material on
Page 20
think it is easy for him to skateboard? page 76. Pair up pupils and explain that they have to
`` Draw pupils’ attention to the scenes. Ask them to listen to you and then match the items on the page.
2 14
Tell them there is one extra part of the body and
describe in L1 what they see and what differences
they find. `` Draw pupils’ attention to the four pictures in Activity 1. one extra number. Once the activity is over, do class
correction.
`` Explain that they are to analyze the situations and decide `` Ask pupils to imagine sounds, or noises, that can be
Text to be read by the teacher:
which scenario deserves a happy face or a sad face. heard in the different situations. Then, explain that
Look! He is Nick. He is 13 years old. His eyes are big.
`` Pupils work in groups and discuss. Accept different they are to listen to the track and say which activity
She is Lucy! She is 11 years old. Her legs are short!
attitudes to the scenarios given. the sounds, or noises, represent.
He is Tobias! He is 12 years old. His nose is small!
Answers: 1 ;2 ;3 ;4 `` Play track 14 without stopping.
c. Sing the ‘Goodbye song’.
`` Play the track again and stop after the first situation
`` After discussing the scenarios altogether, it is important
is presented. Pupils say which scene it is and tick it.
to help pupils see the message: ‘Let’s exercise’.
Encourage them to say why it is important to exercise. `` Follow the same steps with the second recording.
Then, check orally.

Lesson 7 2
Lesson objective: `` Draw pupils’ attention to the picture in Activity 2.
`` To review parts of the body. Ask them to imagine what the children are playing.
Materials: audio track 15; a large-size dice made of `` Explain the game. Pupils work in groups. In each
cardboard; Unit 2 stickers; photocopiable material group, one gives commands and the others follow.
(page 77); flashcards of the parts of the body Pupils in the group exchange roles.
Lesson starters p70

a. Sing the ‘Hello song’ or the song in Lesson 4.
b. Play Trip says! integrating parts of the body and orders.
c. Prepare a large-size dice made of cardboard. On each `` Refer pupils to page 70 and have them read the words
side paste flashcards of: a head, a pair of eyes, a nose, in the banner for this unit (section in light-blue).
a pair of ears, a mouth and a hand. Divide the class `` Tell pupils to look at the picture on pages 70 and
into two teams. Then, draw two sketches of a head on 71, and find in it the body parts listed in the banner.
the board, one for each team. The aim is to complete Explain to them that one of those words has not
the head first before the other team. One member been included in the picture. They put a tick next
of a team rolls the dice and gets a part of the head/ to the words they find and a cross next to the one
face, eg: a pair of eyes. He/She draws eyes on their that is not included (toes). Then, have them say the
head. After this, a pupil from the other team follows words. You can also have them find and say other
the same steps. If they get a part of the head/face body parts that are in the picture.
already drawn, the team misses the round. The same
happens if they get a hand. The winner is the first Closing activities
team to complete the face. a. Play Bingo!: Give out copies of the Bingo grid
Page 21 provided as photocopiable material on page 77.
1 15 Answers: 1 eye; 2 nose; 3 head; 4 leg; 5 arm
Ask pupils to draw five parts of the body in the six
boxes on the card. Place flashcards or word cards in
`` Ask pupils to open their books at page 21. Draw their `` As an extension, call a number and pupils say the a bag of all the parts of the body they know. A pupil,
attention to the spaces for the stickers. part of the body corresponding to that number. the caller, takes one card out of the bag. He/She says
`` Play track 15. Pupils listen and put the corresponding the word. The class checks their cards to see if they
sticker showing the part of the body mentioned for Optional activity have that part of the body. If they happen to have it,
each number. they cross out the part mentioned. The winner is
Pair up pupils. Then, give out copies of the
the one who manages to cross out all the parts on
Audioscript first activity provided as photocopiable
1 Touch your eye! 4 Touch your leg! the card.
2 Touch your nose! 5 Touch your arm!
material on page 77. Tell pupils to find in the
3 Touch your head! snake the words that identify parts of the
body. The pictures below the snake can help.
Then, have them write the words under each
picture. Do class correction.
Unit 2 • Lesson 2
Our body
✁
✁

Unit 2 • Lesson 2
Find and circle the words. Then look and write.
L G H L T N N
K I A E O A O
F I N G E R S
O A D E S M L
O N I R O O O
T P H E A D N
O T T O J U A
3 2
5
6

Unit 2 • Lesson 3
Look, write and match. Then write and say the missing word.
a
b
1 elg:
2 danh:
3 eahd: c
4 mar:
e
5
Unit 2 • Lesson 4
Colour. Then complete and say.
He is
He is my friend.

Unit 2 • Lesson 4
Look and complete the pictures. What is missing? Write.
1 2
3 4

Unit 2 • Lesson 5
Look and count. Then say.
heads eyes mouths
noses arms legs

Unit 2 • Lesson 6
Listen to your teacher and match.
Nick
Lucy
Tobias

Unit 2 • Lesson 7
Find and circle 6 words. Then look and write.
M
NRL
OTMO
ARM
SE UT S
NO
JNB HN
ER
XJ
GITFOOT AJ
G
N
EE FI
YENMAJ
1 2 3
4 5 6
✁
Bingo Time!

Unit
3 Tips for a successful trip would like to review. You can finish the instruction They make the fame with cardboard, which has to be a bit
in this way: Close your eyes and imagine something bigger than the drawing. Then, they stick the drawing and
you want to eat or imagine what your mum is doing decorate the frame as they wish. Hang the frames around
now or imagine there is a new animal in the zoo. You the classroom or the school.
TEACH YOUNG LEARNERS: give them some seconds to relax and imagine the
Keeping learners’ attention and motivation: One of scenario. When they open their eyes, they can draw
the characteristics of young learners is that they have or tell you what they have imagined. Lesson 1
got a short attention span. Moreover, they are energetic `` Listen and draw: Play some background music
Lesson objectives:
and they need to move. Here are some points to bear in and ask them to draw something they like eating or
`` To review family members.
mind when planning a class for young learners: their favourite animal, etc. Then, they can show their
`` Make your activities short and varied. drawing to a partner. `` To identify new family members.
`` Change the pace of the activities by having stirrers On the other hand, stirrers are designed to stir pupils `` To ask and answer about place.
followed by settlers. into action. When the level of energy is too low, bring in New language: grandma, grandpa; Where is Grandma?
`` Use lots of physical movements and mime. Use an activity that ‘wakes them up’ and adds excitement to She is in the living room. He is Dad!
puppets not only to catch your learners’ attention the lesson. These are some stirrers you can use: Materials: audio track 16, flashcards of family members,
but also to make them speak. Include games, songs, `` Think fast and give me three: This highly adaptable a soft or paper ball, photocopiable material (page 78)
rhymes, chants, stories, TPR activities, etc. activity is good to shake up the minds of your class
as they have to think and give you a quick answer. Lesson starters
`` And, above all, enjoy your class. If pupils see that you
You can say, Think fast and give me three colours / a. Sing the ‘Hello song’.
love what you do and that you enjoy yourself, then they
things you can eat / parts of the face or of the body, etc. b. Play Trip says!: Tell pupils to follow the instructions
will participate more and be motivated all the time.
`` Put into categories: Draw a chart with three you give only when preceded by the phrase ‘Trip
Arts and crafts: Creative activities and crafts are very
columns on the board. Write three categories, for says’. Say, Trip says, ‘Touch your nose!’ Pupils touch
motivating. They give you a good opportunity to give
example: colours, animals, parts of the house, etc. In their nose. But if they follow an instruction not
instructions in English. They should be connected with
pairs or in mini-groups they have to think of three or preceded by ‘Trip says’, they sit down. The last pupil
what pupils are learning at the moment or have just
more words for each category. The first group to be to remain standing is the winner. Provide several
learnt. It is essential that you try it out yourself and you
ready says the words aloud. The other groups listen examples before playing.
take a finished product so that pupils can see it. Once
and add words the first group has not mentioned.
they have finished, put on display what they have made.
This gives them a sense of pride in their work. `` Other examples of stirrers are all TPR tasks, ball 1 16
games, action songs, etc.
`` Ask pupils to open their books at page 24. Focus
Practical ideas:
‘All about me’ mini-project: their attention on the title: ‘Visiting Grandma’. Ask,
Settlers and stirrers help you vary the pace of the Where are Clara, Tom and their Dad? What colour is the
lesson. When pupils are overexcited and restless, a My favourite room of the house: Before setting pupils car? Is the house big or small? Point to Grandpa and
settler may be just what they need to calm down and to do this task, show different pictures of different parts ask, Who is he? Pupils make predictions and answer
be able to focus on the activity you intend to present. of houses and ask pupils to identify them. Then, pupils the questions.
These are some settlers you can try: draw their favourite room in their house and colour it. `` Go on to page 25 and ask, Where are they? Point to
`` Close your eyes and imagine …: This is a simple They can even paste part of the room with cut-outs taken Grandma and ask, Who is she? What are they doing?
task you can adapt to whatever vocabulary you from magazines to make it more real. Once the drawing is
over, have them prepare a special frame for the drawing.
• ! TIP
When acting out, prompt pupils to use mime and
actions as well as repeating the phrases or lines from the
dialogue. Do not force shy learners to act out in front of
others if they do not want to.
Optional activities
1. Stick flashcards of family members on the
board (mother, father, brother, sister, baby,
grandma, grandpa). Call a volunteer and
tell him/her, Touch the mother. or Point to
the grandpa. Repeat this several times.
2. Give out copies of the photocopiable
material on page 78. Ask pupils to complete
the family tree with the names and drawings
of their family members. Then, divide them
into pairs and ask them to share each others’
tree. Provide an example first. Walk around
and monitor.

Page 24 Page 25 Closing activities

a. Play Pass the ball: Ask pupils to sit on the floor in a
`` Play track 16 and check predictions. Ask, Who is Joe? `` Play the track again and pupils point to the people circle. They pass a soft ball round the circle while
(Dad) mentioned as they listen to them and say the words. music plays. When the music stops, you show a
Explain the meaning of the question ‘Where is Grandma?’ picture of a family member to the pupil holding the
Audioscript
Make them aware of the fact that we are asking about a ball and ask, Who is this? He/She says, This is (mother).
Clara: Hi, Grandpa! Where is Grandma?
Grandpa: She is in the living room. place. Provide other examples to clarify meaning. If it is correct, you start the music again and get pupils
`` Divide the class into small groups and allocate each to carry on passing the ball round. If it is incorrect, ask
Dad: Look! It is Grandpa.
Clara: And this? group a role. Play the track one more time, getting another pupil to help him/her and then you go on.
Grandma: It is my baby Joe. the groups to repeat their role in chorus. Repeat this several times.
Tom: Baby Joe?
`` Divide the class into groups of five, with one pupil b. Sing the ‘Goodbye song’.
Clara: He is Dad! per role. Give them some time to practise the
Dad: Oh no! dialogue in their group. Note: Ask pupils to bring a photo of their family
`` Invite groups to act out the dialogue. including their grandma and grandpa, if possible, for
next class.
Lesson 2
Optional activities
Lesson objectives: 1. Hold up a flashcard of a room in the house
`` To review family members. and say, This is the living room. If it is correct,
`` To ask and answer about place. pupils stamp their feet; if it is incorrect, they
`` To identify and talk about rooms in the house. clap their hands. Repeat this several times.
New language: bathroom, bedroom, dining room, 2. Play a miming game: Call a volunteer and tell
garage, kitchen, living room; in the kitchen him/her the room where he/she is secretly.
Materials: audio tracks 17 and 18, word cards of the He/She pretends to be there and mimes
family members, pupils’ family photos, flashcards of actions connected to the room where he/she
rooms in the house, Unit 3 stickers is. The rest of the class guesses. Ask, Where is
(Lucia)? Encourage pupils to say, She is in the
Lesson starters (kitchen). but accept if they say In the(kitchen).
b. Play a guessing game: A pupil chooses a card with
the name of one family member but he/she can’t
look at the card. The teacher sticks the card on the 2 18
pupil’s forehead. The class reads the card and mimes `` Tell pupils to go to the back of the book and take the
some characteristic of that family member for the first sticker for this activity. Say, This is Tom. Listen to
pupil to guess. Repeat this several times. where he is.
c. Pair up pupils and ask them to take out their family `` Play track 18 and stop after the first sentence. Ask,
photos. Encourage them to introduce their family Where is Tom? (in the bathroom). Pupils stick Tom in the
members by saying, This is my … Provide an example
•
bathroom. Follow the same procedure with the rest of
first. Show them a photo of your family. the members of the family. Provide help if necessary.
Page 26
! TIP `` Play track 17. Hold up your book and point to the
pictures as the different rooms are mentioned on the
Audioscript
Tom is in the bathroom. Clara is in the kitchen. Dad is in the garage.
Remember to provide an example first and to write Grandpa is in the bedroom. Grandma is in the living room.
some useful language on the board, if necessary, so that recording.
weak learners know exactly what they have to do and `` Play the track again and ask pupils to repeat Closing activities
thus feel confident enough to do the task. each word. Pay attention to the pronunciation of a. Play Chinese whispers: Divide the class into groups. Call
‘bathroom’. a pupil from each group and whisper one room of the
`` Play the track one more time and ask pupils to point house to them, the same room. They go back to their
1 17
to the corresponding picture in their textbooks. group, whose members will be standing up in a line,
`` Ask pupils to open their books at page 26. Draw their and whisper the word to the next pupil in the group,
`` Say the rooms of the house in random order and ask
attention to the picture of the house. who in turn whispers it to the one beside/behind him/
pupils to point to the room in their books.
her. This continues to the last pupil in the group who
then says the word out loud.
Lesson 3 2 19
Lesson objectives: `` Play the track again. Pair up pupils. Ask them to
`` To review family members. listen to the recording again and complete the
`` To identify and talk about rooms in the house. sentences. Call volunteers to read the answers.
Answers: 1 bathroom; 2 bedroom; 3 living room; 4 kitchen
Materials: audio track 19, flashcards of rooms of the
house, word cards of the rooms of the house, a large-size `` Ask questions randomly, eg: Where is Tom?
dice, photocopiable material (page 79) Encourage pupils to say, He is in the living room. but
accept if they say In the living room.
Lesson starters
b. Play a dice game: Stick the flashcards of the rooms Optional activity
of a house on the faces of a large-size dice made of Give out copies of the photocopiable material
cardboard. Pupils take turns to throw the dice and on page 79. Ask pupils to cut out the family
say the room they see on the face of the dice. Repeat members and stick them where they want to
this several times. and keep it secret. Set a time limit. Then, have
pupils pair up and ask each other where the
1 19
different family members are, eg: P1: Where is
the (mother)? P2: She is in the (bedroom). Then,
`` Stick the flashcards of the rooms and write the they switch roles. Provide an example first and
corresponding words next to each flashcard on write some useful language on the board for
the board. support.
`` Point to the written words and ask the class to read
them out loud. Tell pupils to pay attention to the
Page 27 Closing activities
words and take a photo of them with their imaginary
camera. After a few minutes, ask them to close their a. Pair up pupils. One of them chooses one of the
`` Draw their attention to the pictures. Tell them
eyes. Erase the vowels of each word. Call a pupil words and with his/her forefinger writes it on his
that they are going to listen to the children in the
to the board and ask him/her to write the missing partner’s back. His/Her partner feels the word and
pictures saying where they are. They should number
letters in one of the samples offered. Provide an guesses it. Provide an example first with the whole
•
the pictures. Play track 19 twice. Do class correction.
example first. Do the same with the other words. class. Repeat this several times.
!
`` Ask pupils to open their books at page 27. Focus Audioscript
their attention on the words with missing letters. Pair
1 Tom: Hi, there! My name is Tom. I am in the living room.
2 Sue: Hello! I am Sue. I am in the kitchen.
TIP
up pupils and ask them to complete the words. Then, 3 Nick: Hi! My name is Nick. I am in my bedroom. The more senses you can engage your pupils in your
call different volunteers to read the words. 4 Mary: Hello! I am Mary. I am in the bathroom. choice of activities, the easier it will be for them to store
the information in their long-term memory and retrieve
Answers: 1 c; 2 d; 3 a; 4 b it when needed.

Lesson 4 1
Lesson objectives: `` Ask pupils to open their books at page 28 and focus
`` To ask and answer about place. their attention on the children in Activity 1.
`` To review rooms in the house. `` Pair up pupils and ask them to follow the lines to
Materials: cut-outs of the rooms of the house, flashcards know where the children are. Set a time limit. Ask,
of rooms of the house Where is Mark? They answer. Repeat the procedure
with the rest of the characters.
Lesson starters Answers: 1 Mark is in the living room. 2 Fred is in the dining room.
3 Julie is in the garage. 4 Sarah is in the bathroom.
b. Play Bingo: Ask pupils to go to the back of the book `` Tell pupils they have 3 minutes to remember where
and cut out the rooms of the house. Set a time limit. each child is. After the allotted time, ask them to close
Then, ask them to choose four cards from the set of their books. Say, eg: He is in the dining room. and they
cards and place them face up on their desks. Call out have to tell you the name of the child, P1: Fred.
the words in random order. Pupils turn their cards `` Pair up pupils and invite them to play.
over when they hear the words. The first pupil to
•
turn all his/her cards over says BINGO! and wins. Closing activities
!
a. Pupils stand or sit in a circle. Give out the flashcards
TIP of the rooms of the house to different pupils in the
Remember to give clear instructions and demonstrate circle. Play some music and the pupils pass the cards
and/or model playing the game with the whole class clockwise round the circle. When the music stops,
first before you begin actually playing it. the pupils holding the cards have to show the card
and say where they are, eg: I am in the (living room).
c. Stick the flashcards of the rooms of the house on the b. Play a miming game: Call a volunteer and whisper a
Page 28
board and write the words below each picture. Ask room of the house for him/her to mime. The rest of
pupils to take a photo with their imaginary camera the class tries to guess. The first pupil who guesses
and after a few minutes ask them to close their eyes. p32 correctly has the next turn.
Erase some letters from each word. Tell pupils to open 1 Pair up pupils and ask them to complete the words corresponding c. Sing the ‘Goodbye song’.
their eyes. Invite volunteers to complete the words. to the rooms in the house. Do class correction. Then, draw their
attention to the pictures of the rooms of the house. Tell them to
write the words in the picture. After some time, ask pupils to read
the answers and show the pictures in their books.
Answers: 1 bathroom; 2 bedroom; 3 kitchen; 4 dining room;
5 garage; 6 living room

•
Lesson 5 `` Play the track again and encourage pupils to sing along.
Lesson objectives:
`` To review family members.
! TIP
It is a good idea to make a song book where pupils can
`` To ask and answer about place. add the new songs as they learn them. At the end of the
`` To review rooms in the house. year, they can take it home and share it with their family.
`` To sing a song.
Materials: audio track 20, flashcards of family members, p33
flashcards of rooms of the house, photocopiable material
2 Pair up pupils and draw their attention to the boy in Activity 2,
(page 80), cardboard paper, glue, scissors, paper fasteners
Fred. Read the speech bubble and tell them to look at the pictures
of Fred’s family and to choose the correct option. Call some pupils
Lesson starters to read out the answers.
a. Sing the ‘Hello song’. Answers: 1 mum; 2 grandpa; 3 dad; 4 grandma
b. Stick flashcards of the rooms of the house on the
board. Call a pupil and give him/her a flashcard of a
member of a family, for example, Grandma. Say, Put 2
Grandma in the kitchen. The pupil sticks the picture `` Pair up pupils. Tell them to draw a member of the
of Grandma in the kitchen. Then, call two pupils. P1 family in the bedroom. Then, pupils show their
gives the instruction and P2 sticks the member of drawing to the class and sing a stanza with the
the family in the corresponding place. Repeat the family member they have drawn.
procedure with all the family. Help if necessary.
c. Tell pupils to look at the pictures on page 28 of their Closing activities
books for some minutes and then have them close a. Give out copies of the photocopiable material on
their books. Say, Mark is in the living room. If it is Page 29 page 80 and some cardboard paper. Tell the class
correct, pupils stamp their feet; if it is incorrect, they to cut out the wheel and the arrow and to stick
clap their hands and correct the statement. Repeat `` Play the song again and ask pupils to number the them onto the cardboard paper. Then, tell them
this several times. family members in the order they are mentioned. to draw a room of the house in each section and a
Do class correction. family member in each room. Then, they fix a paper
1 20 Audioscript fastener through the hole in the wheel. Pair up
Where is Where is Grandpa? In the living room. pupils and have them play Spin and say. They use
`` Ask pupils to open their books at page 29. Draw their Grandma? In the dining room. Yes, there he is! the wheel and ask his/her partner where a family
attention to the house. Tell them that they are going In the kitchen. Where is he?
Where is she? In the dining room.
Where is Mum? member is. P1 spins the wheel and asks, Where
to listen to a song. In the kitchen. Yes, there he is!
In the bathroom. is (Mum)? P2 answers, She is in the (living room).
Where is she?
`` Play track 20 and ask pupils to point to the different Yes, there she is!
Where is Dad? In the bathroom.
Pupils take turns using their wheel and asking and
family members. In the living room. Yes, there she is! answering questions. Walk around and monitor.
Where is he?
Answers: 1 Grandma, in the kitchen; 2 Grandpa, in the dining Note: Ask pupils to bring magazines for next class.
room; 3 Dad, living room; 4 Mum, in the bathroom
Lesson 6 `` Pair up pupils and ask them to look at the different
pictures again and draw a happy or sad face
Lesson objectives: according to each situation.
`` To discuss the importance of `` Do class correction. Have pupils justify their choice.
helping at home. Answers: 1 ;2 ;3 ;4
Materials: flashcards of family members and rooms of
the house, word cards of family members and rooms of
the house, a flyswatter, photocopiable material (page 81), 2
magazines, scissors, glue, cardboard paper
`` Ask pupils to think of one way in which they can help
at home. Give them some time to think. Then, tell
Lesson starters
them to go to Activity 2 and draw in their books the
way in which they can help. Set a time limit. Invite
b. Sing the song in Lesson 5. pupils to show their drawing to their classmates.
c. Play Memotest!: Stick some flashcards of members Have them vote for the best drawing.
of the family and rooms of the house and the
corresponding word cards for both categories on
the board in random order. Ask pupils to look at Closing activities
the flashcards and the words for two minutes and a. Divide pupils into small groups. Ask them to take out
remember where they are. After the allotted time, turn the magazines and to look for photos showing people
the cards face down. Divide pupils into groups. Ask a helping at home. When they find a picture, they cut it
representative from one of the groups to choose two out and stick it on a large sheet of cardboard paper to
cards (a picture and a word). If they match, the group make a collage. Ask groups to show the rest of the class
scores a point. If not, the cards go back to their places. their collage. Put them on display in the classroom.
Play several times. b. Sing the ‘Goodbye song’.
d. Play Hit the word: Stick the flashcards of the rooms of Page 30
the house and word cards of family members on the
board. Divide the class into two teams. Call a volunteer 1
from one of the teams and give him/her a flyswatter.
`` Ask pupils to open their books at page 30. Draw their
Say a word and the pupil should listen and hit the
attention to the icon on top of the page. Ask in L1
correct word with the flyswatter. If it is correct, the team
what they can see. You may also ask in L1, What is
scores a point. Do the same with members of the other
Trip doing? Does he look like a common robot? Why?
team. Play several times.
`` Tell pupils to look at the pictures and call their
e. Give out copies of the photocopiable material on
attention to the different situations. Explain in L1 that
page 81 and ask pupils to draw their favourite room
it is very important to help at home with very simple
of the house. Set a time limit. Then, ask pupils to show
things. Do a brainstorming by asking them in what
their drawing to the class and encourage them to say,
way they can help at home. Accept different answers
My favourite room is …
in L1.

Lesson 7 1
Lesson objectives: `` Ask pupils to open their books at page 31 and focus
`` To review family members. their attention on the pictures in Activity 1. Ask them
`` To ask and answer about place. questions about the characters in random order, eg:
Where is (Kate)? Encourage them to answer, She is in
`` To review rooms in the house.
the (living room). Repeat the procedure with all the
`` To review toys. characters.
Materials: photocopiable material (page 82) `` Draw their attention to the different toys in the
activity. Say the toys in random order and ask them
Lesson starters to point to them in their books.
`` Tell them that they are going to play a game. Pair up
b. Pair up pupils and give out copies of the pupils. P1 chooses a toy and P2 looks for the toy and
photocopiable material on page 82. Pupils have says where the toy is. Provide an example first. Walk
to find the names of six rooms of the house in the around and monitor. Help if necessary. Set a time
snail and then write them under the corresponding limit. Choose some pupils to ask and answer about
pictures. Provide an example first. Once they have the toys.
finished, invite some pupils to write the words on the
board for class discussion. p70
c. Draw a table on the board divided into two columns

and write the headings: Rooms of the house and
Family. Write different words corresponding to the `` Refer pupils to page 70 and have them read the
two categories on the board in random order. Pair words in the banner for this unit (section in green).
up pupils. Explain that they are to write the words
`` Tell pupils to look at the picture on pages 70 and 71,
in the corresponding column in their notebooks. Page 31
and find in it grandpa and the parts of the house listed
Provide an example first. Set a time limit. Then, call
in the banner. Explain to them that one of those words
volunteers to write the words on the board so that
p33 has not been included in the picture. They put a tick
they can all check.
next to the words they find and a cross next to the one
3 Pair up pupils. Ask them to look at the pictures in Activity 2 and
that is not included (living room). Then, have them say
circle the correct option. Set a time limit. Do class correction.
the words. You can also have them find grandma in
Answers: 1 She, bathroom; 2 He, living room
the picture.
4 Tell pupils to imagine where Trip is. Give them some time to think
and draw a room of the house where Trip is. They should complete
the sentence in the book: ‘Trip is in the …’ Then, pair up pupils. P1 Closing activities
asks, Where is Trip? P2 answers according to his/her drawing, eg: He a. Sing the family song in Lesson 5. Divide the class into
is in the kitchen. Then, they switch roles. Call volunteers to act out two groups and hold a singing competition.
the mini-dialogue.

Activate ∙ Units 1, 2 & 3 Lesson starters 2 21
a. Sing the ‘Hello song’. Divide the class into groups
Lesson objectives: and have each group sing the song with a different `` Draw pupils’ attention to the pictures in Activity 2.
`` To review party food items. rhythm. Ask them to look at the different cakes and count the
`` To review numbers. b. Tell pupils to imagine it is your birthday today. candles on each cake.
`` To review parts of the house. Encourage them to sing the song in Unit 1 Lesson 3 `` Tell pupils that they are going to listen to two
(track 05). Praise their effort and their performance. children, Sam and Clara, talking about their ages.
Materials: audio tracks 05 and 21, flashcards of party
c. Stick the flashcards of party food on the board. Make Tell them to listen to and circle the correct cake for
food, a flyswatter, photocopiable material (page 83)
sure pupils can identify the items shown. Divide the Sam and Clara.
class into two teams. Call one volunteer from one of `` Play track 21 twice. Give pupils some time to do the
the teams. Give the pupil a flyswatter. Explain that activity. Do class correction.
you will say a word and that he/she should listen
Audioscript
and hit the correct word with the flyswatter and a 1 Sam: Hi, I am Sam. Today is my birthday. I am 10 years old.
member of his/her team should say the word aloud. 2 Clara: Hello! My name is Clara. I am 5 years old.
If it is correct, the team scores a point. Do the same
with members of the other team. Play several times. Answers: 1 cake with 10 candles; 2 cake with 5 candles
Closing activities
1
a. Pair up pupils and give out copies of the
`` Ask pupils to open their books at page 34. Draw their photocopiable material on page 83. Explain to them
attention to the pictures in the activity. that they are going to listen to you reading some
`` Ask pupils to describe what they can see in each texts and that they have to identify the boys and
picture. Ask, What can you see on the table? How girls in each room, ie: write their name and age in the
many hot dogs can you see? How many candles? corresponding box. Tell pupils that there are an extra
Is there any orange juice on tables 1 and 2? boy and girl. Do class correction.
Script to be read by the teacher:
`` Once they have described both pictures, pair up
Hello! My name is Jim. I am 8! I am in the living room now.
pupils and ask them to decide which silhouette on
Hi, there! I am Tommy. I am 6! I am in the kitchen now.
the right corresponds to each picture. Set a time
Hello! My name is Susan. I am 9! I am in the bedroom now.
limit. Call volunteers to say the answers.
Hello! I am Mary! I am 10! I am in the dining room now.
Answers: 1 b; 2 c
Page 34
p38 • Activate 1−3 Teaching Notes B

Explore ∙ Units 1, 2 & 3 Lesson starters Closing activities
a. Sing the ‘Hello song’. a. Play Trip says!: Tell pupils to stand up. Say, Trip
Lesson objectives: b. Draw a chart on the board. Divide it into two says, ‘Touch your head!’ Pupils touch their head.
`` To review parts of the body. columns, with the headings Party food and Parts of Tell pupils to follow the instructions only when
`` To review party food items. the body. Write different words corresponding to they are preceded by the phrase ‘Trips says’.
the two categories on the board in random order. Continue giving instructions with different parts
`` To review instructions.
Pair up pupils. Explain that they will have to write of the body. If pupils follow the instructions not
the words in the corresponding column in their preceded by ‘Trip says’, they sit down. Provide an
notebooks. Provide an example first. Set a time limit. example first. Play several times. You may invite
Call volunteers to write the words in the columns on some pupils to give the instructions. The last pupil
the board to check. to remain standing is the winner.
1
`` Tell pupils to open their books at page 35. Draw their
attention to the pictures and ask them to identify the
different parts of the body.
`` Pair up pupils. Ask them to match the numbers with
the corresponding letters. Provide an example first.
Then, call volunteers to say the answers.
Answers: 1 d; 2 e; 3 c; 4 a; 5 b
`` Focus pupils’ attention on the incomplete sentences

below the pictures. Tell them to complete them
with the words shown on pictures 1–5. Provide an
example first. Do number 1 altogether. Set a time
limit. Then, call volunteers to say the answers.
Answers: 1 legs; 2 arms; 3 feet; 4 mouth; 5 hands
`` Tell pupils that this is a chant. Say the chant, clarify

vocabulary doubts and ask pupils to repeat after
you. Say the chant again and encourage them to say
the chant and do the actions.
`` When they are familiar with the chant, they can
repeat it in different ways: fast and slow, in a high
voice or in a low voice, etc.
Page 35
B Teaching Notes Explore 1−3 • p39

Unit 3 • Lesson 1
My family tree

Unit 3 • Lesson 3
Where is the family? Choose, stick and say.

Unit 3 • Lesson 5
The house wheel

Unit 3 • Lesson 6
My favourite room
My favourite room is .

Unit 3 • Lesson 7
Find and circle 6 words. Then look and write.
DRO
KBE OM
EN
H
C
Q
T
BA
KI
OMX
O
OOMT
THROOM
VINGR
NGR
LI
KG
ARAGEU
I
IN
PD
4
2
5 6

Activate
Who am I? Listen to your teacher and write.
1 2
3 4
5 6
1 2 3
Name: Name: Name:
Age: Age: Age:
4 5 6
Name: Name: Name:
Age: Age: Age:

Unit
4 Tips for a successful trip above all, to have fun. Songs can definitely change the simple pictures for the correct use of ‘his/her’ with a
atmosphere of your class. When the energy is low, music boy or a girl respectively.
can lift spirits and stir pupils into action.
Once children memorize a song, you can add a plus to ‘All about me’ mini-project:
Teach YOUNG LEARNERS: anchor the new language and to have fun. You can:
Correcting spoken mistakes: Teaching children `` add a choreography created by children working in My school: You may divide the class into groups or
to speak a foreign language can be a complex but groups. pupils can work individually. Invite pupils to draw a
rewarding task. In general, young learners love acting `` sing the song at a faster rhythm or more slowly. plan of their school and mark some of the places they
out little conversations, singing songs, learning short know. They may also add some cut-outs or pictures
`` divide the class into groups so that each group sings
phrases, and it is easier for them to get a native-like of elements characteristic of the places drawn. Once
one line of the song.
pronunciation. Even though correcting children’s the posters are ready, invite pupils to share them and
`` ask pupils to work in groups and to change one or explain their choice. Hang them in the classroom or on
performance is necessary, we need to be very careful two words. When they sing the new version, the
when doing so because a child who is constantly any school wall. Praise their work.
other groups must guess which words are different.
corrected inappropriately can lose confidence, fluency,
`` ask pupils to add one more stanza specially if it is a
the interest to participate in class and the ability to
correct himself/herself. Here are some tips to bear in
song like ‘If you are happy …’ or ‘This is the way we …’ Lesson 1
mind when correcting young learners: `` remove one or two lines and have a mini-dialogue
Lesson objectives:
`` Avoid interrupting your learners when they are between two pupils, especially in songs that include
`` To identify parts of a school.
speaking. Wait till they finish speaking to correct the ‘What is the weather like?’ ‘Where is (mum)?’ etc.
mistake, even when it is a serious one. `` To ask where somebody is.
`` Correct the most serious mistakes. Practical ideas: `` To ask where a part of the school is.
`` Use gestures and mime to prompt correct answers. `` To say one’s favourite place.
Mistakes: In today’s society, most people do not like to
`` Offer learners two options and let them decide New language: cafeteria, computer room, gym, library;
make mistakes and fail. What these people fail to see is
which one is correct. Where is the (gym)? There it is.
that mistakes help us learn or relearn. In fact, mistakes
Materials: audio track 22; flashcards of a classroom,
`` Allow for self-correction as well as for peer are indicators that learning is taking place. When you, as
a cafeteria, a computer room, a library and a gym;
correction. a teacher, spot a mistake, you can:
magazine pictures of celebrities, famous people, etc
`` Correct in a positive way. And, above all, remember `` use an echo question or sentence, ie: a correct
that mistakes are part of the learning process. version of the given sentence and encourage pupils
Lesson starters
to repeat.
Teach with SONGS: `` show with your fingers the number of words and
b. Do a short review of vocabulary items using
highlight the word that was not said.
flashcards. Elicit chorus repetition and individual
Children really love learning and singing songs. You may `` think of some physical movement to accompany repetition. Play a true and false game with the
use a song at any stage in a lesson: at the beginning of the stretch of language. Pupils will focus on the flashcards you are using.
the lesson to greet your learners, in the middle to add movement and repeat the correct version at the
variety and at the end to round the lesson off. Some same time.
songs are good for singing, others for doing actions
`` have some pictures on display with new words or
while singing and others for both things. You may use
structures and point to the one needed to give a
songs to revise structures and vocabulary items, but,
correct version of the language produced, eg:
`` Play the track again and stop after ‘Look! This is the
library.’ Stick the flashcards of a gym, a library, a
computer room and a cafeteria on the board. Point
to each and say the word. Encourage pupils to repeat
after you. Then, number the flashcards on the board,
eg: 1: the gym; 2: the library; 3: the computer room;
4: the cafeteria. Give pupils time to look closely at the
pictures and their numbers. Cover the flashcards and
ask them to say the word for each part of the school.
`` Play the second part of the track. Repeat the
question in the dialogue: ‘Where is Mathew?’ and
the answer ‘There he is.’
`` Bring magazine pictures of famous people,
celebrities, singers, sportspeople, etc and stick them
on the board. Ask pupils to say their names. Prepare
slips with the names of these people. Call two pupils
to the front. P1 picks up a slip and asks, Where is
(name of the person on the slip)? P2 examines all the
pictures and when he/she finds that person, points
to the picture and says, There he/she is.
`` Replay the line in the track in which Mathew says
that the cafeteria is his favourite place. Say which
your favourite place at school is. Encourage pupils
to say which their favourite places at school are.
Page 36 Page 37
Closing activities
`` Play track 22 without stopping. Pupils confirm their a. Play a miming game: Pupils mime what they are
1 22
predictions. doing at a certain part of the school. The rest of
`` Ask pupils to open their books at page 36 and to the class guesses which part of the school they are
Audioscript
describe in L1 what they see. Ask, Who can you see? Boy: This is the computer room.
based on the activity pupils are doing or miming.
How many boys and girls are there? Where are the Girl: Where is the gym? Pupils can come to the front one by one or it may
children? What is on the table? What school objects Matthew: There it is. be more fun if you call a mini-group of four and they
can you see? How many pencils are there on the table? pretend to be in one of the parts of the school just
Boy: Look! This is the library.
What colour are the pencils? Girl: Where is Matthew? presented.
`` Go to page 37. Focus on the two scenes. Ask pupils b. Sing the ‘Goodbye song’.
Boy: There he is!
to predict what the children are talking about. Matthew: The cafeteria is my favourite place at school. It is big!

Lesson 2 flashcards and then pupils have to say which one(s)
is/are missing.
Lesson objective: `` Distribute the flashcards to pupils in the class and
`` To identify parts of a school. say one part aloud. Those who have that flashcard
New language: classroom, toilet stand up and show it to the class.
Materials: audio track 23; flashcards of a classroom, `` Play Lip reading: Mouth one of the new words and
a cafeteria, a computer room, a library, a gym, a toilet; pupils have to guess which word you are saying.
word cards of parts of the school
Lesson starters 2
a. Sing the ‘Hello song’ or say the ‘English time chant’. `` Draw pupils’ attention to the words in the snake.
b. Stick flashcards of the parts of the school on the They find seven words and say which the odd one
board on the left and the word cards of the parts out is.
of the school on the right. Pupils match the places
Answers: classroom, library, computer room, toilet, cafeteria;
with the corresponding words. Encourage them to Odd one out: bedroom
practise the following exchange: P1: Where is the
(computer room)? (pointing to the flashcard)
P2: There it is. (pointing to the word). p44
c. Place flashcards of the parts of the school face
1 Ask pupils to say which parts of the school they can see. Then, they
down on a pile on your desk. Place the word
read the words on the left. Invite them to match the words with the
cards scattered around the classroom. A pupil pictures. Check orally.
picks up a flashcard and then looks around for the
Answers: 1 c; 2 e; 3 a; 4 b; 5 d
corresponding word card. Once he/she has got both,
he/she sticks them on the board. He/She then invites
Page 38 Closing activities
another pupil to point to and say the word.
a. Draw a chart with six columns on the board and
repeat them. Later, add these two new flashcards to write all the places at school they know: classroom,
1 23 the other flashcards on display on the walls together gym, cafeteria, computer room, library and toilet. Each
•
with the corresponding written word. pupil says what his/her favourite place is and puts a
`` Ask pupils to open their books at page 38. Tell them
cross in the corresponding column. At the end, count
!
to look at the parts of the school in Activity 1.
`` Call one part of the school and pupils point to that part.
TIP all the crosses for each place and announce what the
most popular place at school for your class is.
It is vital to expose pupils to the new words several
`` Play track 23. Pupils follow in their books and point b. Sing the ‘Goodbye song’.
times. The more times they hear the new words, the
to the places mentioned.
more chances to remember them. With any new area
`` Play the track again. Stop after each word and encourage of vocabulary, try these activities: Note: Ask pupils to bring magazines for the following
pupils to repeat the word. Pay special attention to the class.
`` Stick the flashcards on the board and ask pupils
pronunciation of the sound \dZ\ in ‘gym’.
to point to or touch the places you mention or
`` On the board, stick flashcards of the two new places: ask them to close their eyes, remove one or two
classroom and toilet. Say the words and pupils
Lesson 3 `` Invite pupils to show their drawing to the rest of
the class.
Lesson objectives:
`` To identify parts of a school.
p44
`` To ask and say where somebody is.
2 Ask pupils to identify the parts of the school in the pictures. Then,
`` To revise all the parts of the school.
they read and circle the right place. Do class correction.
New language: Where is he/she? He/She is in the gym. Answers: 1 library; 2 cafeteria; 3 toilet; 4 classroom
Materials: Unit 4 cut-outs, flashcards of parts of the
school, word cards of parts of the school, photocopiable
material (pages 84 and 85), scissors, magazines, glue Optional activities
1. Have pupils cut out the faces of famous
Lesson starters
people from magazines. Give out copies
of the photocopiable material on page 85.
b. Use the cut-outs for this unit that are at the back of the Write the parts of the school on the board
book. You need cut-outs for half of the class and word and pupils write them on their school plan.
cards corresponding to each school part for the other Once this is done, pupils stick the photos in
half. Play background music. Pupils move around and the different parts of the school and have
mingle. When the music stops, they find their partner: mini-exchanges, eg: P1: Where is (Brad Pitt)?
if they have a cut-out, they need to match it with the P2: There (he) is, in the (library).
corresponding word card and vice versa. The first pair
to have a correct match is the winner. 2. Have pupils work in groups and draw their
ideal school. They discuss in their group
c. Write some scrambled words on the board, eg:
what parts of the school they are going to
SROOSMLCA (classroom), IOLTET (toilet), FETRCAIAE
include and how many of each. Pupils show
(cafeteria). Then, place some flashcards scattered
Page 39 their work to the class.
around the classroom. Pupils discover the words and
then find the corresponding flashcard to match. `` Ask pupils to read the words in the box. Explain that they
have to complete the lines with the corresponding word. Closing activities
Optional activity Answers: 1 gym; 2 computer room; 3 library; 4 classroom a. Divide the class into two groups. One group remains
seated; the other dances to background music. When
Give out copies of the photocopiable material on `` Give pupils time to practise the question and answer the music stops, they freeze. Their poses must show
page 84. This activity is similar to the previous one. presented in the task. Then, they act out mini- what part of the school they are in, eg: eating (for the
exchanges. Walk around and monitor. cafeteria) or doing gym (for the gym), etc. The pupils
1 `` You may write some examples on the board with the in the other group work in pairs and ask each other
question ‘Where …?’ to reinforce meaning and structure. where the others are. Encourage pairs to say their
`` Ask pupils to open their books at page 39. Tell them mini-exchanges aloud.
to identify the parts of the school in Activity 1. 2
`` Tell pupils to draw a friend in a part of the school.
Note: Ask pupils to bring magazines for the following class.
Then, in pairs, they ask each other where the friend is.
Lesson 4
2
Lesson objective:
`` Explain the task. Give pupils time to study where the
`` To ask and say where somebody is.
people are.
Materials: Unit 4 stickers, scissors, magazines, glue `` Pair up pupils. A pupil asks the questions and the
other one must remember where the people are
Lesson starters without looking at the book. Then, switch roles and
a. Sing the ‘Hello song’ or say the ‘English time chant’. repeat the activity.
b. Write on the board the words referring to parts of
the school pupils have seen but remove the vowels. p45
Invite pupils to complete the words, eg: C_F_T_R_ _
(cafeteria) or CL_SSR_ _M (classroom). If you wish, 4 Draw pupils’ attention to the two pictures in the activity. Ask them
which parts of the school are shown. Explain that they are to
write the same words without the consonants.
choose between ‘He’ or ‘She’ and complete the line with the
c. Play Lip reading: Mouth a part of the school. Pupils corresponding word. Do class correction.
look at your lip movements and guess which part it is. Answers: 1 He, classroom; 2 She, toilet
1 24
Optional activity
Draw a big square on the board with smaller
attention to the school plan in Activity 1. Ask them
parts inside resembling a school plan. Then,
to identify the different parts of the school. Then, ask
ask pupils to come and write the names of the
pupils to write the words on the board.
different parts of the school. Pupils cut out big
`` They look at the different parts of the school in the pictures of famous people from magazines.
plan again and write the corresponding word in each Choose five famous people and stick each in
numbered line. Do class correction. Page 40
a different part. Give them time to study the
Answers: 1 classroom; 2 library; 3 toilets; 4 cafeteria; 5 gym plan in order to remember where they are.
`` Play the track again and stop after each person is
`` Focus pupils’ attention on the second part of the mentioned to give pupils time to find the person and Cover the pictures. Encourage the class to say
activity. Tell them to listen and put the stickers of stick him/her in the corresponding place. Do class where each person is.
the people in the corresponding part of the school correction.
following the audioscript. Have pupils get the Answers: 1 Nick; 2 Mark; 3 Maria; 4 Susan; 5 Katie Closing activities
stickers at the back of the book. a. Play a guessing game: Call a pupil and whisper into
`` Pair up pupils and encourage them to practise the his/her ear a part of the school. He/She has to draw one
`` Play track 24 without stopping so that pupils get to
following exchange: P1: Where is (Susan)? P2: There element usually found there. The rest of the class has
know the context.
(she) is, in the (cafeteria). or (She) is in the cafeteria. to guess which part of the school it is by saying, It’s the
Audioscript `` Walk around and monitor. Provide help if needed. (toilet). They may draw: a basin (to represent the toilet),
Where is Susan? He is in the Where is Maria?
She is in the classroom. She is in the toilet.
computers (to represent the computer room) or balls
cafeteria. Where is Katie? Where is Mark? (to represent the gym), etc.
Where is Nick? She is in the gym. He is in the library.
Lesson 5 `` Ask pupils which part of the school is not mentioned.
Answer: computer room
Lesson objective:
`` To ask and say where somebody is. `` Play the track once more and encourage pupils to
sing along.
Materials: audio track 25, cut-outs of the parts of the
school, photocopiable material (page 86) 2
Lesson starters `` Explain the task. Pupils draw themselves in a part of
a. Sing the ‘Hello song’ or say the ‘English time chant’. the school.
b. Explain that you will describe a sequence at school. `` Ask pupils to say which part of the school they have
Pupils listen to you, follow the sequence, do some drawn. Invite them to share their drawing with their
actions and, if they can, repeat some lines. friends.
Script to be read by the teacher:
Time for school! Here is my school. We say, ‘Hello, school!’ Optional activities
(Pupils repeat). Now, this is my classroom. It is big. (Pupils 1. Give out copies of the photocopiable
mime). And these are my friends. We say, ‘Hello, friends! material on page 86. Explain that pupils have
Time for gym. One, two, three, let’s do exercise.’ (Pupils to follow the lines and find out where each
pretend to do PE). I like the gym. (Pupils repeat). Now, child is. Then, pair up pupils and they say
we go to the cafeteria. Water, please. (Pupils repeat and where each child is, eg: Mike is in the toilet.
mime). Now, where is the toilet? Ah, there it is! (Pupils
point to the toilet). We wash our hands. (Pupils mime). 2. Divide the class into groups of five. Each
When the sequence is finished, repeat it and stop for group chooses a part of the school. When
pupils to repeat the same lines they said before or to the leader hears ‘Lights, camera, action’,
perform the corresponding actions. he/she starts miming an action connected
c. Play a memory game: Ask pupils to find the cut-outs of Page 41 to the part of the school chosen. It is
the parts of the school that are at the back of the book. important to highlight that each pupil
Pair up pupils. Each pair has two sets of cut-outs. `` Play track 25 and explain that they have to listen to should mime a different action as they are
The cut-outs are placed face down on the desk. One the recording and tick the parts they hear. in different parts of the school. The rest of
pupil picks up two and checks if they are the same. the class watches the scenes and guesses.
Audioscript
If they are, he/she keeps them. If not, he/she places Where is Katie? Where is Tom?
them back face down. The winner is the one with the Where is Katie? Where is Tom?
Is she in the gym? Is he in the toilet? Closing activities
highest number of cut-out pairs. No! She is in the classroom. No! He is in the library. a. Play track 25 again and encourage the class to sing
In the classroom! In the library!
1 25 the song. They can add choreography or they can
mime actions that people usually do in each part.
`` Ask pupils to open their books at page 41. Draw `` Play the track again and stop after each part is
their attention to the pictures in this activity. Ask the mentioned. Do class correction.
class to identify the different parts of the school. Answers: ✔ d: gym; e: classroom; c: toilet; a: library

Lesson 6 `` Draw pupils’ attention to the pictures in Activity 1. Ask
them to identify the parts of the school they can see.
Lesson objectives: `` Ask pupils to discuss in mini-groups which pictures
`` To discuss what good and bad behaviour is at school. show good behaviour and which ones show bad
`` To discuss about taking care of the school. behaviour. The groups report to the class.
Material: photocopiable material (page 87) `` Discuss in L1 what type of behaviour is not correct.
`` Invite them to justify their choice. They then draw
Lesson starter happy faces or sad faces accordingly.
Sing the ‘Hello song’ or say the ‘English time chant’. Answers: 1 ;2 ;3 ;4
You can also sing the song in Lesson 5.
`` Conclude the task by presenting the slogan for good
behaviour: ‘Take care of your school’.
p45
3 Have pupils examine the pictures in the activity and find the odd 2
one out. They compare their work with a partner. Do class correction.
Answers: 1 soap; 2 printer; 3 pencil case `` Explain the task. Pupils have to make their own
‘Take care of your school’ sign.
`` To brainstorm ideas, you can start by eliciting which
Optional activity
aspects or areas of the school are neglected or not
As a follow-up, give out copies of the in good condition. Pupils can also suggest ways to
photocopiable material on page 87. Divide improve these.
the class into groups. They create their own `` You can launch a project or campaign using the
‘odd one out’ strips. They draw four elements. slogan ‘Take care of your school’ and the signs pupils
Explain that three belong to a category prepare. After a month, the class can evaluate results
and one does not. When the drawings are Page 42 and decide what actions to take.
finished, the groups exchange their work so
that each group must solve the ’odd one out’ changing society. There are different ways in which pupils Closing activities
strips prepared by another group. Walk can be encouraged to develop their creative skills. Teachers a. Play Ping-pong: Divide the class into two groups.
•
around and monitor. can easily implement project works or problem-solving Use this game as a revision game for Units 1–4. Write
tasks in their daily work. Another way is to let them create the topic on the board, eg: School places. Each group
!
their own activities based on a model. at a time should provide a word of the topic. If they
TIP repeat a word or fail to provide a new one, they miss
For a long time, the main objective in education was to a turn and the other group gets a point.
1
develop the three ‘R’s: ‘reading’, ‘writing’ and ‘arithmetic’.
Creativity did not have an important role. However, `` Ask pupils to open their books at page 42. Draw their
recently there has been a rethink regarding the role of attention to the icon on top of the page. Ask in L1
creativity in education. Experts now state that it is essential what they can see. You may also ask in L1, What is
to promote creativity in the classroom to help pupils think Trip doing? What has he got in his hands?
out of the box to be ready to face the challenges of a

Lesson 7
Lesson objectives:
`` To review parts of the school.
Materials: photocopiable material (page 88), pictures of
• ! TIP
‘Find the differences’ is a fun activity which helps develop
pupils’ critical thinking skills. To find the differences,
pupils have to think, focus, compare, evaluate, learn to
objects usually found in the different parts of the school see details, etc. They have to exercise different skills in
(see Closing activity ‘a’) order to come up with a solution, which is exactly what
they have to do in real-life situations.
Lesson starters
a. Sing the ‘Hello song’ or say the ‘English time chant’. p71
Pupils can also sing the song in Lesson 5. Hold a

singing competition, if you wish.
b. Give out copies of the photocopiable material on `` Refer pupils to page 71 and have them read the
page 88. Pair up pupils. They have to find in the words in the banner for this unit (section in purple).
wordsearch the words for the pictures. Once they `` Tell pupils to look at the picture on pages 70 and
have found a word, they circle it and write it under 71 and find in it the parts of the school listed in the
the corresponding picture. Walk around and monitor. banner. Explain to them that one of those words has
Help if needed. not been included in the picture. They put a tick next
to the words they find and a cross next to the one that
1 is not included (cafeteria). Then, have them say the
words.
attention to the names at the top: Julia, Emily, Sarah, Closing activities
Tobias and Brian. a. Place pictures of objects usually found in the different
`` Tell the class to look at the two school plans. Ask, Page 43 parts of the school pupils have learnt. Suggested
Are the schools different? (No.) pictures: a towel, a ball, a mouse, a book, a glass,
`` Divide the class into groups and have pupils find a bottle of water, some food, a piece of chalk, etc.
`` Ask the class to say what is different between pictures where the other children are in plans 1 and 2. Pupils sit in a circle on the floor. Play some
1 and 2. (The children are in different parts of the Groups report their work to the class. background music. They pass the bag around. Stop
school.)
the music. When the music stops, the pupil with the
`` Ask pupils to focus on one child, eg: Julia. Ask them
2 bag opens it and takes a picture. If he/she knows the
to find where she is in plan 1 and where she is in
word of the object, he/she says it and he says which
plan 2. Help them frame the sentence to describe `` Pupils work individually. They study the pictures part of the school the object is generally found. One
the differences, eg: In picture 1, Julia is in the library again and complete the sentences. Do class object may be found in two parts sometimes.
and in picture 2, Julia is in the classroom. correction.
Answers: Picture 1: Julia, Tobias; Picture 2: Julia, Tobias

Unit 4 • Lesson 3
Solve, write and match.

1 ygm:
2 lcssramoo:
3 ioltte:
4 rupetmoc moor:
5 fetriace:
6 ralirby:
a b
c d
e f

Unit 4 • Lesson 3
Look and write. Where are they? Stick and say.
1 4
2 5
3 6

Unit 4 • Lesson 5
Find and say.

1
Mike
2
Emma
3
Joe
Molly
5
Kevin
Alice

Unit 4 • Lesson 6
Create ‘odd one out’ strips.

Unit 4 • Lesson 7
Find and circle. Then look and write.
R I H Y N R I S R B
L A T O I L E T I G
I R L O N G C E V Y
B C L A S S R O O M
R Q V F G U B A W U
A Z A R T S D I L T
3 R S R K J E L O R K
Y C A F E T E R I A

Unit
5 Tips for a successful trip Practical ideas: ‘All about me’ mini-project:
You can always anchor new language, revisit areas of My favourite place at school: This project can be done
vocabulary and have great fun with poems, chants and in groups, ie: joining pupils who like the same place at
TEACH YOUNG LEARNERS:
rhymes. Not only do children remember rhyming lines school. Otherwise, it can be done individually. Discuss
Teaching reading: Young learners will benefit from very easily but they do not mind repeating them many why pupils like certain parts at school. Then, have them
having lots of opportunities to being exposed to print times! You can always write your own rhyming lines and draw that part of the school on a poster paper, colour it or
in the foreign language in the classroom. Here is a list of simple chants. At the same time, you can borrow ideas just use different materials to decorate it. Once the posters
things you can do to help your pupils: from the Internet. It is advisable to have your own bank are ready, display them in the classroom. Praise their work.
`` Labels: foreign language labels can be put on of poems, chants and rhymes that you can use as fillers
furniture and objects around the classroom or in when an extra activity is needed or they can also be
some other parts of the school. This will help pupils used as stirrers, or when you feel the energy level is low. Lesson 1
familiarize with the written forms. Try these rhyming lines to mark the different moments
in the lesson: Lesson objectives:
`` Posters: colourful posters with pictures and words
`` To identify wild animals.
from different vocabulary areas can be displayed English time! English time!
on walls. No more Spanish! Only English now! `` To talk about one’s favourite animal.
`` Chart for instructions, eg: Listen. Read. Draw. Circle time! Circle time! `` To talk about likes and preferences.
accompanied with symbols to show what Sit on the floor and listen to all! New language: elephant, giraffe, hippo, lion, zebra;
they mean. It is time to go! Time to go! What is your favourite animal? I like giraffes. Is it the
`` Weather and date charts. Let’s get ready and off we go! elephant? No, it isn’t.
Materials: audio track 26, pictures of children, a large-size
`` A birthday calendar. Pick papers. Tidy your desk.
dice, flashcards of different rooms in the school, flashcards
Another important aspect to bear in mind when Show me a smile.
of wild animals, a soft ball
developing initial reading skills in a foreign language We are happy. We are fine!
is to read aloud regularly with your pupils while they Lesson starters
follow the pictures or the text in their books or in big Or try these simple chants and poems:
books. I love my mum. My friend is super. b. Stick the pictures of four children on the board.
Teaching through poems, rhymes and chants: Young I love my dad. My friend is great. Prepare a large-size cardboard dice and stick the
learners are usually familiar with rhymes, poems and I love my family, I am very happy. flashcards of different parts of a school on its faces.
chants in L1. Using them in our English lessons creates With all my heart. (Name) is my friend. Tell pupils that the children on the board are at
a link between home and school. They are also used to
Red and blue, school but you don’t know exactly where. Call two
practise pronunciation and some structures and, above
Green and pink, volunteers. Tell them to choose one of the children
all, to add variety to the class. There are traditional
Black and white, and ask about him/her. One of them throws the dice
poems and rhymes and also finger rhymes. Children
Brown and green. and asks, eg: Where is Mary? The other one answers
love them.
according to the place on the face of the dice he/she
got, eg: She is in the computer room. Provide an
example first.

`` Divide the class into small groups and allocate each
group a role. Play the dialogue again, getting the
groups to repeat their role in chorus.
`` Divide pupils into groups of four, with one pupil per
role. Give them some time to practise the dialogue in
their group. Then, invite groups to act out the dialogue.
`` Stick the flashcards of the wild animals on the board.
Point to each picture and make a gesture or the
characteristic sound of that animal. Encourage pupils
to repeat after you.
`` Make the sound and the gesture corresponding to
each animal and ask, Is it a lion? Encourage pupils to
answer, Yes, it is. or No, it isn’t. Repeat this with all the
animals.
`` Call a pupil. He/She makes the noise or the gesture
for the class to guess the animal. Encourage pupils
to ask, Is it a …? and he/she answers, Yes, it is. or
No, it isn’t. Practise the question ‘Is it a …?’ getting
everyone to repeat. Make sure pupils are using the
right intonation for this question.
Optional activity
Give out flashcards of animals to different pupils.
Page 46 Page 47 Tell them not to show the flashcard to anyone.
When you mention the name of an animal, the
1 26 Audioscript
pupil with that flashcard holds it up. Ask, Is it a …?
Dad: What is your favourite animal?
`` Ask pupils to open their books at page 46. Focus Daughter: I like giraffes. and the pupil answers, Yes, it is. or No, it isn’t.
Son: I like lions!
their attention on the title: ‘My favourite animal’. Ask,
Where are the children and their Dad? How many girls Dad: My favourite animal is the hippo. What is your favourite Closing activities
can you see? How many boys? Point to Dad and ask, animal, Pam?
a. Play Pass the ball: Invite pupils to sit on the floor or
Son: Is it the elephant?
Who is he? Point to the animals and try to elicit their Pam: No, it isn’t. stand in a circle. They pass a soft ball around the
names. circle while music plays. When the music stops, the
Pam: My favourite animal is the zebra! pupil holding the ball says his/her favourite animal.
`` Go on to page 47. Ask, What are they talking about?
What are they doing? `` Play the track again and pupils point to the animals Provide an example first. Repeat this several times.
`` Play track 26 and check predictions. mentioned as they listen to them and then say b. Sing the ‘Goodbye song’.
the words. Explain the concepts of ‘I like …’ and
‘My favourite animal is …’
Lesson 2
2
Lesson objectives:
`` Focus pupils’ attention on the silhouettes in Activity 2.
Pair them up. Tell them to guess the animal and write
`` To talk about one’s favourite animal. its name below the corresponding silhouette.
`` To talk about likes and preferences. `` Provide an example first. Set a time limit. Call
New language: crocodile, monkey, snake volunteers to read the answers.
Materials: audio track 27, flashcards of wild animals, Answers: 1 lion; 2 crocodile; 3 giraffe; 4 elephant; 5 hippo; 6 monkey
word cards of the animals, a large-size dice
Lesson starters Optional activity

a. Sing the ‘Hello song’. Pair up pupils. One of the pupils should choose
b. Play a dice game: Stick the flashcards of wild one of the animals and with his/her forefinger
animals already learnt on the faces of the large-size write the name of the animal on his/her
cardboard dice. Pupils take turns to throw the dice partner’s back. His/Her partner should feel the
and say the animal they get. word and guess it. Provide an example first
c. Stick on the board the word cards next to each with the whole class. Repeat this several times.
flashcard of wild animals. Point to the word and the
picture of the animal. Ask pupils to ‘read’ the word
out loud. Do the same with all the words. p54
d. Write some words of wild animals on the board.
1 Draw pupils’ attention to Activity 1. Pair them up. Tell them to
Tell pupils to pay attention to the words and take
complete the drawings following the order of the numbers, then
a photo of them with their imaginary camera. Ask colour the animals and after that write the animals’ names. Set a
them to close their eyes. Erase some letters from Page 48 time limit. After the allotted time, call volunteers to come to the
each word. Call one pupil to the board and ask front and write the animals on the board.
•
him/her to write the missing letters. `` Play track 27 pausing after each animal for pupils to Answers: 1 giraffe; 2 hippo
point to and repeat the names of the animals.
! TIP Closing activities
a. Write a list of all the wild animals pupils have learnt
Remember that when pupils start reading and writing, Optional activity
it is best to initially base this on language that is already on the board. Ask them to choose one word from
Play a memory game: Pair up pupils. Tell them the list and to write it as many times as they can in
familiar orally.
they have 3 minutes to memorize the animals 30 seconds. The pupil with the highest number of
in Activity 1. After the allotted time, ask them words written is the winner. Repeat this several times.
to close their books. Pupil 1 says a number
1 27 b. Sing the ‘Goodbye song’.
and Pupil 2 says the corresponding animal.
`` Ask pupils to open their books at page 48. Focus If it is correct, Pupil 2 scores a point. Then, they
their attention on the wild animals in Activity 1. switch roles. Provide an example first. Play
Make them notice that there are three new animals. several times.

Lesson 3 `` Play track 28 again. Tell pupils to listen and complete
the speech bubbles with the corresponding animals.
Lesson objectives: `` Do class correction.
Answers: Martin: monkeys; Sally: elephants; Kate: zebras
`` To talk about one’s favourite animal.
`` Pair up pupils. Ask them to tell their partners what
`` To talk about likes and preferences.
animal they like. Encourage them to say, I like
Materials: audio track 28, flashcards of wild animals, (hippos). Provide an example first. Set a time limit.
cards with the names of the animals, photocopiable Then, choose some pupils to talk about their likes.
material (page 89), Unit 5 stickers
Lesson starters p54

a. Sing the ‘Hello song’. 2 Pair up pupils. Focus their attention on the parts of the animals
b. Stick flashcards of wild animals on the board and they see and tell them to guess the animal. Then, they circle the
the corresponding word cards in disorder. Divide the correct option. Provide an example first. Set a time limit. Call some
volunteers to read the answers.
class into two groups and call one pupil from each
group to match the flashcard with the corresponding Answers: 1 snake; 2 zebra; 3 lion; 4 crocodile
word. Provide an example first. If they match word

with picture correctly, the team scores a point. Closing activities
c. Give out copies of the photocopiable material on a. Play Chinese whispers: Divide the class into groups.
page 89. Put the flashcards of wild animals in a bag. Call a pupil from each group and whisper one of the
Call different pupils to be the caller. When pupils wild animals to them. They go back to their group
hear a word that they have on their Bingo card, they whose members will be standing up in a line and
cross it out. The first pupil to mark all the words calls whisper the word to the next pupil in the group, who
out, BINGO! and is the winner. Explain the rules of the in turn whispers the word to the pupil beside/behind
Page 49 him/her. This continues to the last pupil in the group
game very well. Provide an example first.
who then says the word out loud. If it is correct, the
Audioscript group scores a point. Repeat the procedure several
•
1 28 1 Martin: Hi, I am Martin. I like monkeys. times.
2 Sam: My name is Sam. My favourite animal is the lion.
!
`` Tell pupils they are going to listen to some children 3 Sally: I am Sally. I like elephants.
talking about the animals they like. Ask pupils to get the
4 Peter: My name is Peter. My favourite animal is the crocodile. TIP
5 Kate: Hello! I am Kate. I like zebras.
stickers of the animals that are at the back of the book. Try to make different teams every time they play a game
because in this way pupils will get used to working with
`` Ask pupils to open their books at page 49. Play track 28 Answers: 1 monkeys; 2 lion; 3 elephants; 4 crocodile; 5 zebras
all their classmates.
and stop after each child so that pupils have enough
time to decide which sticker goes in the corresponding
number. Provide an example first. Repeat the 2 28
procedure until you have finished with all the animals.
`` Draw pupils’ attention to the children in Activity 2.
Read their names and what they are saying.

Lesson 4 `` Play the track again and encourage pupils to sing
along. Play the song again and get them to clap the
•
Lesson objectives: rhythm while they sing the song.
`` To talk about and draw one’s favourite animal. ! TIP
`` To talk about likes and preferences. Remember that songs and rhymes are an exciting way for
`` To sing a song. pupils to learn pronunciation and memorize large chunks
of language. Try to sing the songs once from time to time.
Materials: audio track 29, flashcards of wild animals,
word cards of the animals, photocopiable material
(page 90) 2
`` Ask pupils about their favourite wild animal. Accept
Lesson starters
all answers.
`` Tell pupils to draw their favourite wild animal and
b. Show pupils a flashcard of an animal, eg: an elephant,
to complete the sentence. Be ready to write new
and they say the word. Stand with your back to your
animals on the board.
pupils, hold out your arm to the right and write the
word ‘elephant’ in the air with your finger. Get pupils `` Set a time limit. Call volunteers to read their sentence.
to do the same. Repeat the procedure several times
with different words. Then, you may stick two or three Closing activities
flashcards of animals on the board, you choose one and a. Play Memotest: Stick the flashcards of wild animals
write the word in the air. Pupils say which word it is. and the word cards in random order on the board.
Tell pupils to take a photo with their imaginary
c. Pair up pupils. Give out copies of the first activity
camera and to try to memorize where the pictures
provided as photocopiable material on page 90. Pupils
and their corresponding words are. After a few
have to find the names of six wild animals in the snail. Page 50 minutes, put the flashcards and word cards face
Provide an example first. Set a time limit. Do class
down. Divide the class into two teams. Choose a
correction. Then, have pairs write the corresponding `` Play track 29. Tell pupils to point to the animals as they
pupil from each team to come to the front and turn
words under the pictures. Walk around and monitor. listen to them in their books. After a few minutes, call a
over a picture and a word. If they correspond, then
pupil to say the answer. Deal with language queries.
the team scores a point. If not, the picture and word
1 29 Audioscript are turned over in the same place and they go on
Animals, animals, big and Animals, animals, big and playing.
`` Ask pupils to open their books at page 50. Draw their small. small.
What’s your favourite? What’s your favourite? b. Sing the ‘Goodbye song’.
attention to the pictures in Activity 1. Ask them to tell
I love them all. I love them all.
what difference they see between both pictures. Tell
I like elephants, I like elephants,
them to mention the animals they see in both pictures. And lions too! And lions too!
`` Explain to pupils that they are going to listen to a I like monkeys! I like zebras!
What about you? What about you?
song about animals. They have to decide in which
picture they can find all the animals mentioned.
Answer: picture 2

Lesson 5 2 31
Lesson objectives: `` Draw pupils’ attention to the sign. Ask them where
`` To identify wild animals. they can see a sign like this. Tell them that they will
`` To count 16–20. listen to a recording about the number of animals in
the Eco Park. Read the phrases.
`` To identify numbers 16–20.
`` Play track 31 once and then play it again and stop it
New language: numbers 16–20
after each phrase. Pupils circle the correct option. Once
Materials: audio tracks 30 and 31; cut-outs of wild
they have finished, call volunteers to read the answers.
animals; flashcards of numbers 16–20; sheets of
coloured cardboard paper, coloured pencils, markers Audioscript / Answers
17 giraffes; 19 snakes; 20 monkeys; 16 zebras; 18 crocodiles; 11 elephants
Lesson starters
p55
b. Sing the song in Lesson 4.
c. Tell pupils to get the cut-outs of wild animals at the 3 Pair up pupils. Ask them to count the animals and do the calculations.
back of the book and put them on their desk. Then, Set a time limit. Then, call volunteers to read the answers.
explain to them that you are going to tell them a Answers: 1 18; 2 19; 3 17; 4 20
story and when they hear one of the animals they
should take it from their desk and hold it up. Closing activities
Story to be read by the teacher: a. Divide the class into groups of four. Give out a sheet
Anna and Tom are very happy today because they are of coloured cardboard paper to each group. Tell
at the Eco Park. There are a lot of wild animals there. them that they are going to create their own Eco
They see hippos in the water and the big elephants with Park in which they may include the animals they
their big trunks. Anna likes the monkeys and the zebras like, the amount of animals they like, etc. Pupils
Page 51
but Tom likes the giraffes and the lions. have to draw the animals and write the signs with
Answers: Pupils should hold up the cut-outs in the following `` Play the track again and ask pupils to repeat their names. Set a time limit. Pupils share their Eco
order: hippo, elephant, monkey, zebra, giraffe, lion each word. Park with their partners. You may write some useful
`` Say the numbers in random order and ask pupils to language on the board, eg: This is our Eco Park.
point to the number in their books. We like (animals). We have 16 hippos, 20 snakes, etc.
1 30 Once pupils have finished presenting the Eco Parks,
•
`` Ask pupils to open their books at page 51. Draw their remember to put them on display.
Optional activity
!
attention to the numbers. Hold up the flashcards of
numbers 16–20, point to each number and say it.
Divide the board in two parts and write TIP
numbers 16–20 in both parts. Then, divide the
`` Play track 30. Tell pupils to listen and point to Don’t expect works of art from pupils; you may get some,
class into two teams. Call one pupil from each
the numbers. but always bear in mind that the most important aspects
team and ask him/her to circle the number
to consider are the process and the language used.
you say. If it is correct, the team scores a point.
Repeat this several times.
Lesson 6 `` Talk in L1 about the importance of taking care of
nature, plants and animals. It is important to make
Lesson objectives: them aware that when they go and visit an Eco Park or
`` To identify wild animals. nature reserve, they shouldn’t bother the animals or
`` To identify numbers from 16-20. feed them with food that it is not suitable for them.
`` To talk about how we can show respect for the animals.
Materials: flashcards of wild animals, word cards of the 2
animals, photocopiable material (page 90), magazine
`` Tell pupils to draw themselves at the Eco Park
pictures of people showing and not showing respect for
showing respect for the animals. Set a time limit.
animals
`` Pupils show their drawing to the class explaining
Lesson starters in L1 in what way they are showing respect for
a. Sing the ‘Hello song’. the animals.
b. Sing the song in Lesson 4. Closing activities

c. Play musical cards: Have pupils stand up or sit in a a. Show pupils different situations in which people
circle. Use a set of flashcards and give them out to are or are not showing respect for the animals and
pupils in the circle. Play some music. Pupils pass the ask them to put a happy or sad face according to
cards round the circle. When the music stops, the the situation.
ones holding cards show them to their classmates b. Pair up pupils. Tell them to take out the cut-outs of
and say, My favourite animal is (the one on the card). wild animals and put them face down in front of
Play several times. them in a pile. They each turn over one card and
d. Pair up pupils. Give out copies of the second activity place them on the table face up and next to each
provided as photocopiable material on page 90. Tell other. If the cards match, they have to call out, Snap.
them that they have to identify the wild animals Page 52 The first one to do so keeps the cards. The pupil with
they know in the picture and write their names. the most cards at the end of an allotted time limit is
Provide an example first. Set a time limit. Then, he giving some fruit to the monkey? Ask pupils in L1 the winner. Provide an example by playing with the
call volunteers to come and write the names of different ways in which they can take care of animals whole class once or twice.
the animals they have found on the board. Once and show respect for them. c. Sing the ‘Goodbye song’.
they have finished, invite pupils to think of another `` Tell pupils to look at the pictures in Activity 1. Pair
animal and draw it in the space given. Have pupils them up and ask them to decide in which situations Note: Ask pupils to bring pictures of their favourite
share their drawing with their classmates. the children are showing respect for the animals. animals for the following class.
Set a time limit. Ask them their opinion picture by
1 picture. Then, tell them to draw a happy or a sad face
according to the situation.
`` Ask pupils to open their books at page 52. Draw
Answers: 1 ;2 ;3 ;4
their attention to the icon on top of the page. Ask in
L1 what they can see. You may also ask in L1, What
is Trip doing? What has he got in his hands? Why is

Lesson 7
2 32
Lesson objectives:
`` Pair up pupils. Tell them that they are going to listen to
some animal sounds. They have to identify the animal
`` To talk about likes and preferences. and choose the correct word. Provide an example.
`` To talk about your favourite animal. `` Play track 32 twice. Do class correction.
Materials: audio track 32; pictures of animals to cut Audioscript / Answers
out; music; pictures of pupils’ favourite animals, scissors, 1 [elephant trumpeting] (elephant); 2 [lion roaring] (lion); 3 [monkey
glue; shapes of different colours of wild animals screeching] (monkey); 4 [snake hissing] (snake)
Lesson starters
Optional activity
b. Sing the song in Lesson 4. Divide the class into groups of three or four.
Tell them to take out the pictures of their
c. Prepare some pictures of animals and cut them out
favourite animals and to stick them on a sheet
into irregular halves. Give out the pieces at random
of coloured cardboard paper to make a collage.
order. Invite pupils to walk around the classroom to
Encourage them to take turns and say,
find the other half of the picture. When they have
My favourite animal is …
completed the jigsaw, they sit down together. Once
everybody has completed their animal, each pair
says, My favourite animal is … and shows the animal p71 `` Refer pupils to page 71 and have them
to the rest of the class.
read the words in the banner for this unit
(section in orange).
1 `` Tell pupils to look at the picture on pages 70 and 71,
Page 53 and find in it the animals listed in the banner. Explain to
them that one of those words has not been included in
attention to the children in Activity 1.
Optional activity the picture. They put a tick next to the words they find
`` Pair up pupils and ask them to follow the recording and a cross next to the one that is not included (hippo).
to know the children’s favourite animals. Once they Play Musical statues: Play some music and have Then, have them say the word. You may ask them to
have found the favourite animal, they write it down pupils dance. When the music stops, they stand identify and mention what other animals they can find.
in the corresponding place. still, as statues, pretending to be their favourite
`` Provide an example first. Set a time limit. Then, call animal. Walk around and point to one pupil. Closing activities
some pupils to read the answers. He/She mimes the animal or makes the sound of a. Play I spy: Prepare shapes of wild animals in different
the animal he/she is pretending to be and says, colours. Try to have four or five shapes of different
Answers: 1 monkey; 2 hippo; 3 lion; 4 elephant; 5 crocodile
My favourite animal is … Repeat several times. colours representing the same animals. Stick them

on the board. Say, I see with my little eyes something
(red). The pupil who guesses comes to the front and
has his/her turn. Play several times.
Unit 5 • Lesson 3
Bingo Time!
lion monkey
snake elephant
crocodile giraffe
zebra hippo

Unit 5 • Lesson 4
Find and circle. Then look and write.
R GIRAFFE
LE
X
EL
DI
YP
KE
ROCO
EPHANT
MON
NTC
1 2 KH
G
IPPO
IO
ML
3 4 5 6
Unit 5 • Lesson 6
Find and write. Then draw.

Unit
6 Tips for a successful trip Storytelling tips: Stories are great fun for children. Lesson 1
Stories invite children to a world of fantasy where
monsters and princesses live together. At the end of Lesson objectives:
a story, everybody has learnt something new about `` To identify fruit and vegetables.
TEACH YOUNG LEARNERS: themselves or the world. If you are planning to read a `` To talk about preferences.
Teaching with technology: Technology is another story, take these tips into consideration: `` To talk about likes and dislikes.
tool that you can use to present and practise any new `` The story must be chosen with great care. If it has a
New language: carrots, corn, lettuce, pears, strawberries,
language. The colourful images together with sound and repetitive line so much the better so that pupils can
watermelon; fruit, vegetables; My favourite fruit is pears.
animation attract pupils’ attention and help to keep up repeat it or even act it out in very simple scenes.
I like lettuce and carrots! I don’t like vegetables.
their motivation. It is important to establish clear rules `` Pay attention to your tone of voice and your body Materials: audio track 33, flashcards of fruit and
with the class as to how and when to use their netbook, language. These two elements tell pupils much more vegetables, word cards of fruit and vegetables
tablet or computer. The educational material available in than the words themselves presented in the story.
different websites provide instant access to interactive `` Prepare a corner in your classroom where pupils can sit Lesson starters
games, stories, songs, quizzes, picture dictionaries, comfortably on a mat to enjoy the story time. Decorate a. Sing the ‘Hello song’.
graphics and other activities. When selecting Internet the corner with pictures that promote reading. b. Draw a chart on the board. Divide it into three
sites for children to visit, it is essential to ensure that the `` Repeat the story several times. Remember that every columns with these headings: Rooms at school,
presentation of the site is clear and easy to navigate. time you read the story, pupils pick up some more Wild animals and Numbers. Write different words
Teachers should always check the site first. language and understand the plot more clearly. corresponding to the three categories on the
Storytelling: Telling and reading stories to children is an
`` Have a box in the reading corner always prepared board in random order. Pair up pupils. Explain that
important part of the language learning process. Children
with the stories you have read. Pupils who finish they have to write the words in the corresponding
love listening to stories mainly because most of them are
their tasks faster can be invited to go to the reading column in their notebook. Provide an example first.
motivating and fun. Stories allow the teacher to revise
corner to have a look at the books in the box. Set a time limit. Call volunteers to write the words on
•
or introduce vocabulary and structures. You may choose
the board and read them so that they can all check.
a story that is connected with the vocabulary area that
!
you are dealing with at the moment. You may also resort ‘All about me’ mini-project:
to stories that link English with other subjects across the TIP
My favourite fruit and vegetables: Divide the class It is important to include this kind of task mainly
curriculum. Stories cater for different learning styles and
into groups of three or four. Each group will design because thinking critically requires the ability to
add variety to your lesson.
a poster which will include a variety of fruit and categorize which is basic for proper language use.
vegetables, even the ones which have not been taught
Practical ideas:
in the unit. Then, they will highlight the fruit and
Technology tips: For every vocabulary area or new vegetables they like eating and the ones they don’t like. 1 33
language to be presented, the Internet can provide Pupils may write We like … but we don’t like … Display all
`` Ask pupils to open their books at page 56. Focus
you with sites full of games and activities as well as the posters on the classroom walls.
their attention on the picture. Ask, Where are the
video clips with songs, chants and even stories. Surf the children? How many boys can you see? How many girls
Internet and find sites which are suitable to the level can you see? Explain to pupils that the children are
and age of your pupils. Children are ‘digital natives’ and, at the market and they are buying some fruit and
as such, they need technology in their life. Make a point vegetables.
of incorporating ‘techno’-time to your lessons.

group will be Tom and the last one will be Alex. Play
the dialogue again, getting the groups to repeat
their role in chorus.
`` Divide the class into groups of three, with one
pupil per role. Give them some time to practise the
dialogue. Invite groups to act out the dialogue.
`` Stick flashcards of the fruit and vegetables
mentioned in the dialogue on the board. Point to
each picture, say the word and encourage pupils to
repeat after you.
Optional activities
1. Stick the flashcards of fruit and vegetables
on the board. Call a volunteer and tell him/
her to touch or point to a fruit or vegetable.
Say, Touch the (carrots). or Point to the
(watermelon). Repeat this several times.
2. Stick the fruit and vegetables word cards
next to the corresponding flashcards on
the board. Tell pupils to take a photo with
their imaginary camera. After a few minutes,
remove the word cards and pile them up
face down on your desk. Call a pupil. He/She
Page 56 Page 57 takes a word card, reads it, sticks it below the
`` Play track 33, point to the children and the fruit Annette: A watermelon turtle! corresponding flashcard and says whether
Tom: Yum! Thank you! he/she likes that fruit or vegetable or not.
and vegetables as they are mentioned. Confirm
Alex: Oh, I like THIS watermelon!
predictions. Repeat the procedure until you finish with
all the fruit and vegetables.
Audioscript `` Play the track again and stop for pupils to point to
Annette: This strawberry is delicious! the children and the fruit and vegetables as they
Tom: My favourite fruit is pears.
listen to them and say the words. Remind them of Closing activities
Alex: I don’t like fruit.
the meaning of the expression ‘My favourite fruit is …’ a. Stick the flashcards of fruit and vegetables on the
Tom: I like lettuce and carrots! Explain ‘I like …’ and ‘I don’t like …’ through gestures board. Tell pupils to look at them carefully for two
Annette: I like corn. And you, Alex?
and happy or sad faces. Provide some examples: I like minutes. Then, ask them to close their eyes. Remove
Alex: I don’t like vegetables. one of the flashcards from the board. Pupils open
strawberries but I don’t like watermelon. Ask pupils to
tell you what they like and what they don’t like. their eyes and say which flashcard is missing.
`` Divide the class into small groups and allocate each b. Sing the ‘Goodbye song’.
group a role: one group will be Annette, the other
Lesson 2
Optional activity
Lesson objectives: Play a memory game: Pair up pupils. Tell them
`` To identify fruit and vegetables. to memorize the fruit and vegetables with their
`` To talk about preferences. numbers in Activity 1. Then, ask them to close
`` To talk about likes and dislikes. their books. Pupil 1 says a number and Pupil 2
New language: apples, broccoli, grapes, pineapples, says the corresponding fruit or vegetable. If it is
potatoes, tomatoes correct, Pupil 2 scores a point. Then, they switch
•
Materials: audio tracks 34 and 35, flashcards of fruit roles. Provide an example first. Play several times.
and vegetables, a large-size cardboard dice,
! TIP
Lesson starters Remember to vary how the pairs are formed – ask pupils to
a. Sing the ‘Hello song’. work with the classmate to the right, left, in front or behind.
b. Play a dice game: Stick flashcards of fruit and

vegetables on the faces of a large-size dice. Pupils 2 35
take turns to throw the dice and say the fruit or the
vegetable that they get. Encourage them to say, I like `` Draw pupils’ attention to Activity 2. Invite them to listen
or I don’t like … Repeat this several times. to some children talking about what fruit they like.
c. Show pupils flashcards of the fruit and vegetables. `` Play track 35. Pupils listen and circle the correct
Elicit the names. Then, choose a pupil and ask him/ option. Do class correction.
her to wait outside the classroom door for a few Audioscript / Answers
minutes. Hide one of the flashcards somewhere 1 Hi! I like yellow pears. They are delicious.
in the classroom. Ask the rest of the class to help 2 Hello! I like fruit. I like red apples.
Page 58 3 Hi! My favourite fruit is green grapes.
you. Ask the pupil to come back into the classroom
and everyone says, Look for the (carrot), please. The
pupil looks for the flashcard and the rest of the class Closing activities
helps by saying, Hot, hot, hot! if he/she is near where
1 34 a. Pair up pupils. Give out copies of the photocopiable
the flashcard is hidden or, Cold, cold, cold! if he/she material on page 91. Invite pupils find and circle in
`` Ask pupils to open their books at page 58. Focus their
moves away from it. When he/she finds the flashcard, the wordsearch 12 names of fruit and vegetables.
attention on the fruit and vegetables in Activity 1.
the pupil says, eg: I like / don’t like (carrots). Repeat the Once they have finished, tell them to write the words
Make them notice that there are three new fruit and
procedure with the rest of the fruit and vegetables. below the corresponding pictures. Walk around and
three new vegetables.
monitor. Then, do class correction.
d. Write the names of the fruit and vegetables on the `` Play track 34 pausing after each word for pupils to
board. Tell pupils to pay attention to the words. After a b. Sing the ‘Goodbye song’.
point to and repeat.
few minutes, ask pupils to close their eyes. Erase some
letters from each word. Call a pupil to the board and
ask him/her to write the missing letters in one of the
words and then read it aloud. Provide an example first.

Lesson 3 p64
Lesson objectives: 1 Draw pupils’ attention to sequence 1. Ask them to identify and say
`` To identify fruit and vegetables. the fruit and vegetables shown. Tell them to draw the pictures that
are missing following sequence 1. Do the first one all together. Pair
`` To talk about preferences.
up pupils and tell them to draw the missing pictures. Call volunteers
`` To talk about likes and dislikes. to read the answers.
Materials: audio track 36, flashcards of fruit and Answers: 2 tomato, carrot; 3 pineapple, broccoli; 4 pineapple,
•
vegetables, word cards of fruit and vegetables, Unit 6 pear, tomato
stickers, photocopiable material (page 92), a soft ball
Lesson starters
! TIP
Remember to walk around and monitor pupils
a. Sing the ‘Hello song’. especially when they are working in pairs or in groups.
b. Play Memotest: Stick flashcards of fruit and vegetables
2 Pair up pupils. Focus their attention on the shopping bag. Tell
and word cards in random order on the board. Pupils
them to read the shopping list and draw the fruit and vegetables
memorize where the flashcards and their corresponding in the shopping bag. Set a time limit. Then, call volunteers to share
words are. After a few minutes, put the cards face down. their drawing with their classmates.
Divide the class into two teams. Choose a pupil from
each team to turn over two cards. If they match, the Optional activity
team scores a point. If not, the cards are turned over in
Play Pass the ball: Ask pupils to sit down or
the same place and pupils go on playing.
stand in a circle. They pass a soft ball round the
circle while music plays. When the music stops,
1 36 you show a flashcard of a fruit or vegetable to
the pupil holding the ball and he/she says its
`` Ask pupils to open their books at page 59 and look
Page 59 name and whether he/she likes or doesn’t like
at Activity 1. Then, ask them to get the stickers that
it. If it is correct, you start the music again and
are at the back of the book. Invite them to listen to Answers: I like: potatoes, tomatoes, carrots; I don’t like: broccoli, get pupils to carry on passing the ball around.
Paul talking about his likes and dislikes. lettuce, corn
If it is incorrect, you may ask another pupil to
`` Play track 36. Pupils listen and place the stickers in help him/her and then you go on. Repeat this
the corresponding circle. several times.
Optional activity

Audioscript
Hi, I am Paul! I like potatoes. Mmm … I like tomatoes. And I like Give out copies of the photocopiable material
Closing activities
carrots! I don’t like broccoli. I don’t like lettuce. Yuck! I don’t like corn. on page 92. Ask pupils to complete the pictures
Do you like fruit and vegetables?
a. Show pupils a word card with a fruit or vegetables,
of fruit. Once they have finished, they draw (or
eg: apple. Tell them to focus on the word for 2 minutes.
write) the fruit they like and the ones they dislike
After that, hide the card and ask them to write the
`` Play the track again for pupils to check. Call in the corresponding column. Then, they share
word in their notebooks. Repeat this procedure several
volunteers to read out the answers. their final version with the class. Encourage them
times. Invite a pupil to write the words on the board for
to say, I like … but I don’t like …
class correction.
Lesson 4 `` Play the track again. Stop after each number is
mentioned to give pupils time to write the number.
Lesson objectives: `` Encourage pupils to check their work with another
`` To identify fruit and vegetables. pupil. Then, do class correction.
`` To talk about preferences. Answers: a 13; b 20; c 15; d 17; e 19
`` To talk about likes and dislikes.
`` Encourage pupils to say which fruit from Activity 1
Materials: audio track 37, photocopiable material they like and which fruit they do not like.
(page 93)
Lesson starters 2
a. Sing the ‘Hello song’. `` Ask pupils to describe what they see in Activity 2.
b. Call a pupil and whisper the name of a fruit to Ask them to identify the fruit they see. Invite them to
him/her. The pupil starts drawing the fruit and stops. follow the lines to find out which fruit Trip likes and
He/She does not complete it. The class guesses which fruit he does not like.
which fruit it is. Model the question: Is it a (carrot)? `` Pupils work individually and then they compare their
If the class cannot guess, the pupil adds a part to work with a partner. Then, do class correction.
the drawing. Continue until the class guesses or
•
Answers: 1 potatoes; 2 tomatoes; 3 carrots; 4 broccoli
the drawing is complete.
! TIP p65
It is always fruitful to make the most of echo questioning.
3 Ask pupils to identify the fruit and vegetables they see in this
If, when playing this game, the pupils shout the question activity. Have them follow the lines. Pupils discuss the answers
and they only say, Apple? you always have the chance to with a partner. Do class correction.
repeat the guess by using the full form, Is it an apple? Page 60 Answers: 1 corn; 2 strawberries; 3 grapes; 4 lettuce
The more pupils hear the full form, the more chances
they will imitate you and start using it by themselves. Closing activities
1 37
a. Use the beginnings of the sentences from My Practice
`` Ask pupils to open their books at page 60. Draw Trip, page 65, Activity 3. Have pupils complete the
•
Optional activity their attention to the pictures of fruit in Activity 1. sentences with information about themselves.
Ask them to identify the fruit they see.
!
Give out copies of the first activity provided
as photocopiable material on page 93. Pair up `` Play track 37 and pupils follow in their books. TIP
pupils and ask them to complete the words It is important to personalize the new language presented.
and then match them to the corresponding Audioscript
Personalization offers the chance to practise the language
a Look! Thirteen watermelons! I like watermelons!
pictures. Walk around and monitor. Do class b Yum! Strawberries! 1, 2, 3 … twenty strawberries! Delicious! even further. It also brings the personal element which
correction. c Look at the apples! Fifteen red apples. Yummy! adds motivation: pupils love talking about themselves.
d I like pears! Look, seventeen pears!
e My favourite fruit is pineapples! Look, nineteen pineapples!

Lesson 5 `` Play the track again. Stop after each fruit or vegetable
is mentioned. Pupils circle either the thumbs up or the
Lesson objectives: thumbs down picture. Then, do class correction.
`` To identify fruit and vegetables. `` Play the track once more. Encourage pupils to repeat the
`` To talk about preferences. lines. Then, play the track again for pupils to sing and act
`` To talk about likes and dislikes. out the song. If you wish, hold a singing competition.
Materials: audio track 38, flashcards of fruit and Answers: corn: ; broccoli: ; potato: ; tomato: ;
lettuce:
vegetables, cut-outs of fruit and vegetables
Lesson starters Optional activity

Read the following poem out to pupils:
b. Play I have a compass: Hang up several flashcards
I like brown. I like red.
showing fruit and vegetables around the classroom.
I like lettuce. I like grapes.
Pupils pretend to have a compass. To show their
Write I like four times on the board. Elicit
compass, they align their arms together in front of their
colours, fruit, vegetables, food and drinks
chest: one arm over the other one to pretend the arms
pupils know. Divide the class into groups and
are the magnetic needle in the compass. The hands
invite them to create their own rhyme. Pupils
should be one touching the other so that they imitate
work in groups and mix ‘I like’ with colours,
the point of the needle. Call out a fruit or vegetable at a
food and drinks. Monitor their work and help
time for pupils to point to the corresponding flashcard.
out when needed. Encourage the groups to
They then identify the fruit or vegetable and their colour.
say their rhymes in front of the class.
c. Play Memotest: Pupils work in pairs. They use their own
set of fruit and vegetables cut-outs that are at the back
of the book. Each pair then has two sets. They place
Page 61 2
them face down. A pupil picks up two cards. If the
pictures match, he/she keeps them. If not, he/she places `` Play track 38 and pupils follow in their books. `` Ask pupils to describe what they see in Activity 2.
them back face down in the same place they were.
`` Pupils draw what they like and what they do not like.
The winner is the pupil with the most pictures. Audioscript
I like corn and potatoes. I like broccoli. Then, they compare their work with a partner.
Oh yes! Oh yes! Oh yes! Oh yes!
I like corn and potatoes. I like broccoli. Closing activities
1 38 Yes, yes, yes! Yes, yes, yes!
a. Write on the board a chart with the names of the fruit
`` Ask pupils to open their books at page 61. Draw I don’t like lettuce. I don’t like tomatoes.
Oh no! Oh no! Oh no! Oh no!
learnt in the unit. Pupils come and tick the fruit they
their attention to the pictures of fruit and vegetables. I don’t like lettuce. I don’t like tomatoes. like and put a cross in the fruit they do not like. Once
Ask them to identify what they see. Focus on the No, no, no! No, no, no! all the pupils have written their ticks and crosses,
thumbs up and thumbs down for each picture and count them and say which the favourite fruit in the
elicit meaning. class is. Then, they repeat the process with the crosses
to see which is the fruit most pupils do not like.
Lesson 6 2
Lesson objective: `` Ask pupils to describe what they see in Activity 2.
`` To discuss the importance of `` Pupils examine both options given and tick the
eating healthily. healthy choice in each.
Materials: magazines and newspapers (for pupils to `` Pupils work individually and check their work with
get pictures of healthy food and unhealthy food), a partner.
poster paper
Answers: 1 boiled potatoes; 2 the red apple on the left; 3 orange
juice
Lesson starters
a. Sing the ‘Hello song’. Encourage the groups to say the
rhyming lines they created in the previous lesson. 3
b. Draw a chart with six columns and write the name `` Pupils work in groups. They go through magazines
of the vegetables pupils have learnt (carrots, corn, and newspapers in order to collect pictures, photos
lettuce, broccoli, potatoes, tomatoes). Pupils come and images of food and healthy eating. They stick
and tick the vegetables they like and put a cross for the pictures on poster papers. The groups present
the vegetables they do not like. Once all the pupils their work to the class. Maybe pupils can visit other
have written their ticks and crosses, count them classes and show them their work or they can put up
and say which vegetables your pupils like the most. their posters on display on the school news bulletin
Announce the results of the survey on the board, boards.
eg: The pupils in my class like … and …, but the pupils
in my class don’t like … or …
Closing activities
Note: Some pupils may point out that the tomato is a a. Prepare several pictures of food: some of healthy
fruit, and they are right. Explain to pupils that although choices and some others showing unhealthy or junk
it is a fruit, it is used as a vegetable when cooking. And Page 62
food. Put these pictures face down on a table. Write the
that is why you included it in this chart. following two categories on the board: Healthy and Not
`` Explain they have to decide which type of food is
recommended and which is not good to eat. In L1, healthy. Call pupils to the front. They pick a picture, look
1 pupils discuss which picture takes the happy face at it and decide whether it is healthy or not healthy and
and which one the sad face. put it on the board in the corresponding category.
As a follow-up, have pupils draw in groups a healthy
attention to the icon on top of the page. Ask in L1, `` Conclude by presenting the slogan ‘Eat healthily’.
snack for school breaks. All the groups put up on
Who can you see? What has he got? Do you think Trip Encourage pupils to say what type of food people
display their work and share their idea with the other
likes fruit? Ask them to justify their choice. should eat to have a healthy diet.
groups. They may even visit other classes or show
`` Draw pupils’ attention to the two pictures in Activity 1. `` Invite pupils to say whether they eat healthily or their work to the head of the school to propose the
They show children eating different types of food not. Also, ask the class if the food offered at school is healthy snacks as an option for their lunch at school.
in different places. Ask pupils to identify where the healthy. Ask them to support their opinion with data
children are, what food they are eating and what they and examples in L1.
are drinking. Offer guidance so that they can focus on Answers: 1 ;2
the differences.
Lesson 7 2
Lesson objective: `` Draw pupils’ attention to the drawing of the empty
`` To review fruit and vegetables. plate. Explain that they must draw a healthy lunch.
Material: photocopiable material (page 93) `` Once they have drawn their lunch, they share their
work with the class. Encourage them to produce a
Lesson starter sentence when they describe their lunch. They point
Sing the ‘Hello song’. to the dish and say, This is my healthy lunch: broccoli,
tomatoes, lettuce, etc.
p65 p71
4 Ask pupils to focus on the pictures in this activity. Ask them to look at
the pictures and give examples of fruit and examples of vegetables.
Explain that they have to examine the four pictures and find a
`` Refer pupils to page 71 and have them read the
connection among them. Three belong to one category and one is
the odd one out. Pupils work individually. Then, they compare their
words in the banner for this unit (section in yellow).
work with a partner. Do class correction. `` Tell pupils to look at the picture on pages 70 and 71,
Answers: 1 The odd one out is the carrot. 2 The odd one out is the and find in it the fruit and vegetables listed in the
corn. 3 The odd one out is the green apple. 4 The odd one out is banner. Explain to them that one of those words has
•
the pineapple. not been included in the picture. They put a tick next
to the words they find and a cross next to the one that
! TIP is not included (corn). Then, have them say the word.
When correcting the activity, pupils will spontaneously
give the answer by merely saying the odd one out. Of Closing activities
course this is correct. However, you can do something extra a. Play a memory game: Give each pupil a slip of paper.
Page 63 They choose two things (fruit or vegetables) they like
in this activity to help them increase their fluency. Once
pupils give their one-word answer, model a longer answer and two they do not like and draw them. Each pupil
introduce the children in the photos by saying, reads his/her line to the class and puts his/her slip in
for them to imitate you. You can say, eg: In number 1, the This is (Anna). Help them notice the thumbs up
odd one out is the carrot as it is a vegetable. As a conclusion, a box. Shuffle all the slips. Ask a pupil to pick one slip
(food the children like) and thumbs down (food from the box. He/She reads the line on the slip and
say, The carrot is a vegetable. Encourage pupils to repeat the children do not like) columns.
after you and to do the same with the next series. the class must remember who said that.
`` Ask the class to identify the food in both columns. b. Give out copies of the second activity provided as
Explain that each child in the activity says what photocopiable material on page 93. Pair up pupils
1 he/she likes and pupils must guess who is talking and invite them to look at the pictures and complete
by checking all the pictures, eg: Pupil 1 says, I like the sentences. Walk around and monitor. Do class
`` Ask pupils to open their books at page 63. Draw pineapples and watermelons. I don’t like pears and
their attention to the photos of the children and correction.
strawberries. The rest of the class asks, Are you Nataly?
their names presented in Activity 1. Ask the class to c. Sing the ‘Goodbye song’.
And Pupil 1 answers, Yes, I am.
`` Follow the same steps until all the children in
Activity 1 are presented.
Activate ∙ Units 4, 5 & 6 Lesson starters
a. Sing the ‘Hello song’ or any other song learnt in Optional activities
Lesson objectives: the previous units. Invite pupils to sing and act the
1. Give pupils time to look at the complete
`` To review ‘I like / don’t like …’ songs. Hold a singing competition.
table. A pupil chooses an animal and
`` To review fruits and vegetables. b. Ask pupils to sit in a circle on the floor. Explain to stands up and says, eg: I like carrots but I
`` To review animals. them that one pupil should start a chain by saying, don’t like lettuce. The rest of the class must
eg: I like pears. The pupil next to him/her (to the guess which animal he/she is. So pupils
Materials: newspapers, magazines, glue, scissors;
right) adds another item to the list and starts from ask, Are you a giraffe? The choice can also
flashcards of fruit
the beginning, eg: I like pears and grapes. A third be expressed through miming. So a pupil
pupil adds another item and repeats the chain mimes the animals and what it likes or
from the beginning, eg: I like pears, grapes and dislikes eating and the class guesses.
strawberries. The chain continues until one pupil fails
to remember or makes a mistake when repeating 2. Pupils work in groups. Hand out
the chain. You can also start a new chain with ‘I don’t newspapers and magazines and have them
like …’ The chain can also be done reviewing animals look for pictures of animals. They choose
or places at school. one or two pictures and make a poster
about those animals. Pupils draw what
those animals like and don’t like eating.
1 Ask them to share their work with the class.

attention to the pictures in Activity 1. Ask the class to Closing activities
identify the animals and the food they see. a. Write the following anagrams on the board: PESLPA
`` Draw pupils’ attention to the thumbs up/thumbs (apples), PSERGA (grapes), NIOL (lion), BRAEZ (zebra),
down columns. Elicit meaning. Explain that they BRAYRIL (library) and LETIOT (toilet). Pair up pupils and
have to look at the table and then complete have them solve the anagrams. Do class correction.
sentences accordingly. Do class correction. Then, have them categorize them whether they are
Answers: 1 Monkeys like watermelons. 2 Crocodiles don’t like animals, fruit or parts of the school. They should then
lettuce. 3 Elephants like apples. 4 Giraffes like carrots. 5 Zebras add another word to each category.
don’t like strawberries. 6 Snakes don’t like tomatoes.
b. Draw three incomplete animals on the left side of
As a follow-up, pair up pupils and invite them to the board, eg: a crocodile, a monkey and an
complete the table by drawing some other fruit and elephant. Then, stick three flashcards of fruit on the
vegetables the animals like or don’t like. Once they right-side of the board. Invite pupils to complete the
have completed their drawings, pairs can share their animals and then match them with any of the fruit
ideas with the class. They read what they have done given. Then, they say, eg: Elephants like watermelons.
by saying, eg: Monkeys like watermelons but they don’t Accept any matching at this stage.
like (broccoli). c. Sing the ‘Goodbye song’.
Page 66
p64 • Activate 4−6 Teaching Notes B

Explore ∙ Units 4, 5 & 6 Lesson starters
a. Sing the ‘Hello song’. Optional activity
Lesson objectives: b. Have several pictures of parts and elements of a house Pair up pupils. Invite them to write two or three
`` To review the parts of a school. or parts and elements of a school. Place them on a sentences following any of the texts in Activity 1.
`` To describe a part of the school. table face down. Shuffle them. Draw two groups on Walk around and monitor, helping when
`` To review ‘big’ and ‘small’. the board: 1: the house and 2: the school. Call a pupil. necessary. Then, have them draw themselves in
He/She chooses a picture, says what element or place the part of school they chose. Hang the drawing
`` To introduce the concept of ‘school yard’.
the picture shows and decides if it belongs to group 1 together with the texts on the classroom walls.
Materials: pictures of parts or elements of the school or 2. If he/she fails to identify the part of the house or
and of the house, a picture of a school yard school, ask another pupil to help him/her.
c. Choose six words connected to parts of the school. 2
Write them on the board but with spelling mistakes.
Pair up pupils and have them correct the words. `` Explain the task. Pupils draw themselves in the
Pupils can look for the words in their books to check. school yard.
1 Optional activity
Write some lines on the board for pupils to
`` Ask pupils to open their books at page 67 and to
make up a short text to go with the drawing.
identify the parts of the school in Activity 1.
Walk around and monitor. You can write the
`` Explain the meaning of ‘school yard’. Stick a picture following text, eg: Hello! My name is (Pedro /
of it on the board. Encourage pupils to repeat after Ana). Look! I am in the school yard. It is (big /
you. Ask about their yard at their school. Then, small / very big). I like my school yard.
call one of the parts of the school in the pictures
(classroom, cafeteria or school yard) and pupils point
to it in their books. Closing activities
`` Explain that they have to read the texts and then a. Pupils move around the classroom while you play
match them with the pictures. Clear any language background music. When the music stops, they
queries. freeze. They must pretend they are in a part of the
school and perform an activity usually carried out in
`` Pupils work individually and then they check their
the part of the school. With your back to the class,
work with a partner. Do class correction.
ask in a loud voice, (Tomás), where are you? and the
Answers: 1 b; 2 a; 3 c
pupil can answer, Look! I am in the (cafeteria).
b. Write on the board some statements connected to the
three texts in Activity 1. Pair up pupils and invite them
to write ‘Yes’ if the statements are true or ‘No’ if they
are false. Do class correction. You may write, Idi is in the
cafeteria. Juana is in the cafeteria. The cafeteria is small.
Page 67 c. Sing the ‘Goodbye song’.
B Teaching Notes Activate 4−6 • p65

Unit 6 • Lesson 2
Find and circle the words. Then look and write.
I B R E B R O C C O L I
S T R A W B E R R I E S
P O T A T O E S K U T E
E D L T E C A R R O T S
A P P L E S Y L T O U C
R A K I J O C O R N C A
S E P I N E A P P L E S
I W A G R A P E S E D Y
W A T E R M E L O N S M
T O M A T O E S A T Q U
1 3
2 4
5
7
8
10 12
9
11

Unit 6 • Lesson 3
Complete the pictures and write. Then say.
I like... I don’t like...

Unit 6 • Lesson 4
a b
Complete and match.
1 l__ttu__e
2 s__raw__errie__
c
d
3 to__at__es
4 g__a__es
e
5 c __ __n f
6 p__ta__oes
Unit 6 • Lesson 7
Look and complete.
1 I and .
2 I .
3 I .
4 I and .
5 I .
6 I and .

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Teaching Notes

Ana María Barragán

Texto escrito por Ana María Barragán y Paola Danesi

How to use Trip in the classroom 9

Activate & Explore (Units 1, 2 & 3) 38

Activate & Explore (Units 4, 5 & 6) 64

Final Game instructions 68

Tests and Extra Activities Answer Keys 102

In each unit, there is a lesson

4 • Walkthrough Teaching Notes B

c. Activate & Explore

B Teaching Notes Walkthrough • 5

6 • Walkthrough Teaching Notes B

Each lesson starts with a quick summary of the

At the end of the Teaching Notes, you will find a section

8 • Walkthrough Teaching Notes B

B Teaching Notes How to use Trip in the classroom • 9

Juguetes (revisión): ball,

p10 • Planificación Anual Teaching Notes B

B Teaching Notes Planificación Anual • p11

p12 • Planificación Anual Teaching Notes B

B Teaching Notes Planificación Anual • p13

p14 • Unit 1 Teaching Notes B

Clara: Happy birthday, Amanda! How old are you?

Lesson objectives: `` Ask pupils to open their books at page 7.

B Teaching Notes Unit 1 • p17

p18 • Unit 1 Teaching Notes B

`` To act out a dialogue.

Look, write and match. Then say.

Draw your favourite party food and say.

B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p69

Draw and say.

p70 • PHOTOCOPIABLE © Macmillan Publishers S.A. 2017 Teaching Notes B

2 Tips for a successful trip Practical ideas: Lesson 1

p22 • Unit 2 Teaching Notes B

B Teaching Notes Unit 2 • p23

Lesson starters ! TIP

Touch your head, Answers: a 5; b 2; c 3; d 4; e 1

p26 • Unit 2 Teaching Notes B

p28 • Unit 2 Teaching Notes B

Lesson starters p70

B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p71

Find and circle the words. Then look and write.

p72 • PHOTOCOPIABLE © Macmillan Publishers S.A. 2017 Teaching Notes B

Colour. Then complete and say.

B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p73

Look and complete the pictures. What is missing? Write.

p74 • PHOTOCOPIABLE © Macmillan Publishers S.A. 2017 Teaching Notes B

Look and count. Then say.

heads eyes mouths

noses arms legs

B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p75

Listen to your teacher and match.

p76 • PHOTOCOPIABLE © Macmillan Publishers S.A. 2017 Teaching Notes B

Find and circle 6 words. Then look and write.

B Teaching Notes PHOTOCOPIABLE © Macmillan Publishers S.A. 2017• p77

Page 24 Page 25 Closing activities

b. Sing the ‘Goodbye song’.

B Teaching Notes Unit 3 • p33

p34 • Unit 3 Teaching Notes B

p36 • Unit 3 Teaching Notes B

c. Draw a table on the board divided into two columns

B Teaching Notes Unit 3 • p37