Inglés 1º Básico - Teacher's Methodological

English 1st grade Teacher’s Methodological Manual
Teacher’s Methodological Manual

Learning
by
English1
st
grade
Doing
Teacher’s Methodological Manual Learning
by
English1
st
grade
Doing
Learning by Doing Teacher’s Methodological Manual, is an adapted work from Beep series, which has been
designed by Richmond Publishing Department of Education, under the direction of
RODOLFO HIDALGO CAPRILE
Publishing Deputy Music and Recordings: Riera Sound, Suena Estudio

Director-Public Area: Cristian Gúmera Valenzuela Song Lyrics: Brendan Dunne and Robin Newton
Editor: Ly-Sen Lam Díaz Consultants: Debbie Benn, Amanda Morrison Prince,
Editorial Assistant: Manoli Camacho Ángeles Jayne Williams
Authors: Richmond materials Publishing Director: Vicki Caballero Anderson
Design: Verónica Román Soto Managing Editor: Andrea Turner
Design and Layout: Elizabeth Gálvez Donoso Development Editor: Miranda Friel
Daniel Monetta Moscoso Editorial Team: Beatriz Román, Rebecca Watson
Production: Rosana Padilla Cencever Art Director: José Crespo
Design: Colart Design S.C.
Original Texts Illustrators: Alins Illustration: Sonia Alins,
References: Beep series Gloria Celma, Marina Gómez Mut,
Juan Diego Molina Jiménez,
Beehive Illustration: Moreno Chiacchiera, Jim Peacock
Photo Researcher: Amparo Rodríguez
Technical Director: Ángel García Encinar
Production Manager: Rocío Lominchar Romero
Technical Coordination: Javier Tejeda, Rosa Marín
Layout: Novimago, S.L
Photos: © Manufacturas Artesanía Española S. L.
Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del derecho de autor, bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta
obra por cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático, y la distribución en ejemplares de ella mediante alquiler o préstamo público.
La editorial ha hecho todo lo posible por conseguir los permisos correspondientes para las obras con derecho de autor que aparecen en el presente
texto. Cualquier error u omisión será rectificado en futuras impresiones a medida que la información esté disponible.
© 2017, by Santillana del Pacífico S. A. de Ediciones.

Avda. Andrés Bello 2299, piso 10, Providencia, Santiago (Chile).
PRINTED IN CHILE. Impreso en Chile por A Impresores S.A.
ISBN: 978-956-15-3218-2 – Inscripción nº 286.302
Se terminó de imprimir esta 1ª edición de 8.323 ejemplares, en el mes de enero del año 2018.
www.santillana.cl infochile@santillana.com
Santillana® es una marca registrada de Grupo Santillana de Ediciones, S. L. Todos los derechos reservados.
Index
Language Syllabus............................................................................................................................................................................................... 4
Methodology........................................................................................................................................................................................................... 6
Student’s Materials.............................................................................................................................................................................................. 8
Teacher’s Materials............................................................................................................................................................................................ 10
Key Competences.............................................................................................................................................................................................. 12
CD Track List.......................................................................................................................................................................................................... 13
Transcript Classroom Language.............................................................................................................................................................. 14
Unit Hello! 15 Unit 8 At the seaside 228

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255
Unit 1. At school 24
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Unit 2. My family 54 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Flashcards
Unit 3. Perfect pets! 83 Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Unit 4. My toys 112 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Unit 5. In the house 141 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Unit 6. My body 170

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Unit 7. My favourite food 199

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
Index 3
Language syllabus
Level 1 Target Vocabulary Target Structures
Numbers: 1 to 10 Hello!
Hello! Colours: blue, green, orange, pink, What’s your name?
purple, red, yellow My name’s…
What’s this?
Classroom objects: book, crayon, glue, It’s a…
Unit 1
pen, pencil, pencil case, rubber, ruler,
At school I’ve got a pink pencil.
school bag, sharpener
Phonics Tongue Twister: p
This is my mum.
Unit 2 Family: brother, dad, grandad, granny, How old are you?
My family mum, sister I’m seven.
Phonics Tongue Twister: m
Is it black? Is it a cat?
Animals: cat, dog, frog, goldfish, Yes, it is. / No, it isn’t.
Unit 3 hamster, parrot, rabbit, rat Imperatives: jump, run, catch, stand up,
Perfect pets
Colours: black, brown, grey, white sit down, go to sleep
Phonics Tongue Twister: r
Have you got a teddy?

Yes, I have. / No, I haven’t.
Unit 4 Toys: ball, bike, car, computer game,
Colour adjective + noun: a red kite,
My toys doll, kite, plane, teddy, train
a pink doll
Phonics Tongue Twister: c
4 Learning by Doing English 1st grade

Level 1 Target Vocabulary Target Structures
Where’s my book?
Rooms: bathroom, bedroom,
It’s in the kitchen.
garden, hall, kitchen, living room
Unit 5
Where’s the spider?
In the house Furniture: bath, bed, chair, table
It’s in/on the table.
Prepositions: in, on
Phonics Tongue Twister: b
Imperatives: stamp your feet, clap your

hands, turn around, touch your toes,
Body parts: arms, ears, eyes, feet, wave your arms, shake your hands, nod
Unit 6
hair, hands, head, knees, legs, mouth, your head
My body
nose, toes
My hair is blue. I’ve got a green mouth.
Phonics Tongue Twister: t
Food: apples, bananas, bread, cake, I like apples. / I don’t like cake.
Unit 7 cheese, chicken, juice, milk, oranges,
Do you like cheese?
My favourite food pizza, sandwiches, sausages,
spaghetti, yoghurt Phonics Tongue Twister: ch
Seaside: boat, crab, dolphin,

lighthouse, sand castle, sea, seagull, What can you see?
Unit 8 shark, shell I’m hungry.
At the seaside
Feelings: bored, happy, hungry, sad, Phonics Tongue Twister: s
scared
Festivals Halloween, Christmas, Easter
Language syllabus 5
Methodology
In the third cycle, the focus on form is a lot more
Creating the right conditions for
explicit and there is some use of basic meta-language
language learning such as the names of tenses.
Language learning begins and ends with meaning.
It is a guiding principle of Learning by Doing Speaking / Communication
1st grade that all contexts and situations where
our learners encounter the language should be In Learning by Doing 1st grade, students are always
meaningful and relevant to them and draw on their given opportunities to see, hear and absorb language
own worlds, both real and imaginary. The child in context before speaking activities. In addition, all
characters that present new language and appear in activities have clear models and make use of familiar
the stories are appealing and it’s easy for the learners situations, such as a shopping role-play or playing a
to identify with them and the situations they find guessing game. Speaking practice comes in many
themselves in. forms, including:
There are also frequent opportunities for the learners • Choral repetition activities such as chants, songs
to bring their own lives into the classroom. In and tongue twisters.
addition to activities such as surveys, pair work and
personalised writing, students are often asked to talk • Dialogues where students take roles and read a
about their interests and experiences, making the script aloud.
learning process much more meaningful for them. • Surveys and questionnaires.
Learning is most successful when it is enjoyable. • Role plays and question and answer exchanges
Songs, chants, stories and games provide fun ways in with a partner.
which to address a range of activity preferences and
learning styles.
Literacy
While it is primarily the teacher who supports and
guides the learners by monitoring progress and
providing extra help where needed, peer-support has Literacy skills are key not just to language
been shown to be a vital factor in classroom learning learning, but to all learning in general and literacy
and learners are actively encouraged to support each development plays a central role in Learning by
other through pair and group work. Doing 1st grade. In addition to the two stories
per unit, students engage in a broad range of text
based activities to develop literacy skills, including,
Language awareness songs, chants, phonics tongue twisters, dialogues,
surveys, puzzles and games. Students are called on
The extent to which rules about form are taught or increasingly to use what they have learned in their
made explicit to students depends on the cycle. own writing; building from word to sentence to
paragraph level, so that by the third cycle they can
In the first cycle, new language is taught implicitly as work with and produce more sophisticated texts.
formulaic ‘chunks’ that the students use to talk about
themselves or ask questions. There is minimal focus
on the structure of forms, though students begin
to look at basic elements such as the difference
between He and She.
In the second cycle, new language is still mostly
taught as chunks, though students are asked to focus
more on sentence building and distinctions between
affirmative and negative forms such as can and can’t.

Stories Review
Stories are a main focus in each unit. Appealing Review and recycling of the language are vital for
characters and plots, which often make use of long-term retention. All units have a review page in
humour and dramatic tension, reinforce the positive the Activity Book, where students revise and practise
experience of reading in English. The stories act the new language. In second and third cycles, there
as a vehicle for introducing or revisiting core unit are also three review units. Here the students revisit
language and provide opportunities to encounter the the language covered in the three previous units
language in meaningful contexts. For each level of through games, quizzes and pair work.
Learning by Doing 1st grade, there is also a graded
reader, featuring the child characters, which reviews
language from the level and provides extended Diversity
reading practice and comprehension activities.
Learners may come from a variety of backgrounds
and bring a diversity of abilities and experiences to
Pronunciation and Phonics the classroom. They learn at different rates, and have
different learning styles and preferences. Learning
The complexity of letter-sound relationships in by Doing 1st grade fosters and caters for diversity in
English presents a big challenge for our learners and a number of ways. Pair and group work encourage
is given special focus throughout the course. The cooperation and peer-scaffolding. There is a wide
audio CD provides strong models of pronunciation range of activity types that will appeal to all learning
for all new language. The phonics tongue twisters styles and intelligences and allow for participation at
in each unit provide a specific focus on letter- all levels. Teacher’s notes highlight activities that lend
sound relationships. These are carefully graded in themselves best to this.
difficulty through the cycles. In the lower levels the
emphasis is on simple initial sounds. In later levels,
there is a progression to the more sophisticated F Mixed abilities
F
phonemes of consonant clusters and blends; vowels
Flashcards
and dipthongs; and stressed and non-stressed
pronunciations. Rhyme and rhythm are essential in Teaching tip
order to facilitate and emphasise pronunciation and
to enhance the humorous nature of these verses. X Track reference
F Pair works
Learning through English (CLIL)
Cut-outs
Exploring other areas of the curriculum in English can
provide variety, and interest and is very motivating for
students. Each unit of the course has a CLIL (Content
and Language Integrated Learning) page, which links
to a subject from the school curriculum. On these
pages, children explore cross-curricular content, such
as making maps, healthy eating or animal habitats
through the medium of English.
Methodology 7
Student’s materials
The student’s Book contains The cut-outs found from the The Activity Book provides
all the core work for the year page 97 of the book are used additional support for you. The
divided into 8 units. to review the topic. activities are simple enough for
you to do alone.
Cut-outs 1. At school
Learning by Doing U1 - Page 18 U1 - Page 19 1 Trace and match.
English1
grade
”penci¬ ‚choo¬ ”ba@ ”pe> ”rule®

U2 - Page 24
U2 - Page 25
brothe®
grann¥ da∂
U2 - Page 28
Student’s Book
”rubbe® ”penci¬ ”casæ ”sharpene® ”boo§

Ninety-seven 97 One hundred and seven 107
Knowing Your Book

Read the titles. They will help you follow and enjoy your book.
Hello! LESSON 1 LESSON 2
1 Listen and point. 2 3 Listen, point and repeat. 4
Hello!
These pages will
introduce the Hello! What’s
characters in the book your name?
and sometimes you

will play a game, sing
songs or chants.
My name is
Monica.
2 Listen and chant. 3 4 Sing and point. 5
Activity Book 104 Activity Book 105

Page Page
8 Eight Nine 9
Icons
You will see this sign You will see this sign You will see this sign when
when you need to when you have to talk you will have available extra
43 listen to an audio. with a classmate and do 36 practice, your teacher will help
a task. you in your Activity Book.

Unit 1. At school Presentation
Getting Ready
1. Look and answer.

a. Where are the children?
Presentation
pen
b. Point to all the school objects.
ruler
2. Listen, point and repeat. 6 These pages will show you
3. Listen, find and say. 7
a beautiful picture with
My Goals
new vocabulary, there are
4. Colour the of goals you like most.
also two listening tasks.
sharpener
rubber pencil 5. Which would you like to learn first? At the end, you will show
your opinion about the
goals of the units.
Unit Goals
1. Finding the school objects.
2. Sing songs and chants.
3. Drawing the school objects.

school bag book
4. Listening a story.
pencil case
Activity Book 107

Page
10 Ten Eleven 11
Unit 1 • At school
3 Colour the food.
Stop and think!

and Think back!
4 Count and match.
You will reflect on the 1 Think back! Unit 1 • At School
activities and lessons 2 11 Colour and count the with the goals you can do.
of the unit. 3 Lesson 1
I can say What’s this?

I can answer It’s a ruler.
4 Unit
1 Lesson 2
5
Stop and think!
I can trace school objects.
Read and colour one of the about the activities.
Lesson 3
I have doubts, I can’t do it alone. Lesson 4

I have doubts, but I can do it.
I can understand a story.
I can do it, I could help others.
I can sing a song.

Thirteen 13
I can cut and paste school objects.

Lesson 5
Lesson 6
Review
I know the p sound.
Almost there!
You did it!
Review Let’s share! Unit 1 • At School

Twenty-one 21
LESSON 3
5 Listen to the story. 12
5 6
Review
1 2 You will enjoy a different
colourful story every
7 8 unit, where you will
practice vocabulary.
3 4 Stop and think!

Read and colour one of the about the story.
I don’t understand.
I need help to understand.
I understand, I could help others.
16 Sixteen Seventeen 17
Studen’t materials 9
Teacher’s materials
The Teacher’s Methodological The teacher uses the Flashcards

Manual, contains step by step during lessons to help to present the
instruction for each lesson. It also vocabulary.
contains information to help the
The flashcards are doublé sided. The first
teacher develop the necessary skills
side has the key vocabulary in the unit,
for working with a content-related
and the other side is the Beep story in
approach and other useful sections
the Student’s book. It includes the text,
such as how to anticípate difficulties
which is not present in the book.
and prepare for each lesson.
pe> Beep’s
world!
15
Hello gir
ls! Hello
boys! It’s
time for
school!
Look! No
w a boy
is asking
a questio
n.
Can I go Can I go
to the toi the toilet to
let ? ?
What’s
magic wothe
rd?
Later…
rule® What’s
gluæ Can I go
magic wothe
rd?
the toilet to
? Look at
in the dicthat boy! He’s loo
know the tionary! Does he king
magic wo
rd?
What’s the What’s Hey! The

magic wothe
crayo> magic wo word is PL magic
rd? Wha rd? EASE!
scho@o¬
t’s the ma
gic word?
Can I go Oh no!
ba to the toi
let… PLEA
rubbe®
SE?
Oh dear!
Everyon
e is go
penci¬
ing to the
toilet!
®
sharpene
Thank you
!
Ah, fantas
tic! Now
we know
the magic Yes!
sæ word!
boo§
Tongue
16
penci¬ ca
twister
Pick up! ol
At scho
Pick up the Unit 1
Pick up the pink and Fl puas
rplehcard
Pick up the pin k an pe nc ils!
d pu
pink and rple pencils, Pe
purple pe te
ncils, Pe r!
ter!… Plee
eease!
The teachers are provided

with two complete audio
CDs containing all the songs,
chants, listening activities
and stories in each level.
rita de los titulares del “Copyright
ción esc ”, bajo
toriza sanci
in la au one
as, s s es
ibid tab
roh lec
ida
te p se
en n la
am s le
ros ye
gu s, l
n ri ar
da ep
ue r
Q
od
te prohibidas, sin la autorización escri

uc
samen ta de
riguro
ció
l para los tit

Especia cación dan
nt
Edición Que
ular
rio de Edu alización es d
ota
el Ministe erci el “C
lo
a su com op
yrig
Prohibid
pa
ht”,
rcia
ba
jo
l de
san
cio
esta
l. n
ua
al.
obra
ectu
es
ct
es
ele
tab
Intel
nt
Edició
por c
n
dI
lec
el Min Especial par

da
ida
iedad
isterio a
ualqu
pie
Prohib
s
de Edu
en
Pro
ida su cación
comerc
las
ción Nº 237.328 en Registro Prop
stro
ier med
ializac
ley
ión
egi
es,
en R
la
io o
rep
328
rodu
procedimiento, compren
237.
1
cción
1
n Nº
st
Disc 18
total o
cripció
Tracks 1–4
st
parcial de
cia, Santiago (Chile). Ins
Disc 2
. Inscrip
English
Grade
esta obra por cualquier m
didos
Tracks
Grad
(Chile)
49–90
e
la re
tiago
progr
1, Providen
, San
afía
Engli
ncia
y el
ide
trata
of. 100
edio o
sh
rov
mie
1, P
2299
nto
io
proc
00
CD aud
f. 1
inf
ello
edim
9o
orm
és B
9
22
áti
ient
co
llo
ndr
o, c
Be
yl
v. A
ad
rés
om
ist
s. A
nd rib
pre
CD au
.A uc
ne
Av ión
nd
icio
es.
dio
de
ido
ion
Ed
eje
s la
Edic mp
de
e lare
rep
A. d
A.
s de
.
co S.
oS
rog
ella acíf
ífc
ra
med
iante del P ac
fía
alquiler tillana lP el y
o préstamo público. ©2014, by San de tra
na tam
tilla ien
San to
info
, by
014 rm
átic
©2 o, y
blico. la
distr pú
ibuci tamo
ón de
ejemplare o prés
s de ella mediante alquiler

CLIL
This CLIL lesson explores a curriculum
area related to the theme of the unit,
for example the ability to use numbers,
perform basic operations, understand
symbols and solve problems in order to
interpret the physical Word.
CLIL: Students develop competence in autonomy, personal initiative and arts by drawing and
describing their favourite toy. Afterwards, students can describe it to the class by reading their
sentences and showing the picture. Giving a short mini-presentation of this kind helps students
to gain confidence.
Unit 4 Assessment
Name: Class: 3 Read the questions and write your answer.
1 Listen and tick (✓) the toys. 48 Yefi, I ha√æ. Nø, I ha√e>ª†.
Unit Assessment H”a√æ yo¤ go† å compu†e® gaµæ?

H”a√æ yo¤ go† å pla>æ?
Every unit provides guidelines Photocopiable Material H”a√æ yo¤ go† å ki†æ?
Photocopiable Material
for testing children as well 2 Write the words under the pictures.
H”a√æ yo¤ go† å trai>?
as the Test audioscript and dol¬ †edd¥ bi§æ ca® 4 Look at the pictures and circle the correct word.
answer key. These materials

are photocopiable.
ca® compu†e® gaµæ dol¬ ki†æ
†edd¥ pla>æ bal¬ trai>

English 1st Grade 139 140 Methodological Manual
Unit 8 Assessment
Name: Class: 3 Read and trace, then match the pictures to the sentences.
1 Listen and number the seaside objects. 87

I´µ bo®e∂.
I´µ hungr¥.
I´µ happ¥.
I´µ sca®e∂.
Colour the pictures according to the key, then complete

2 Write the words. 4 the sentences.
crab boa† lighthoußæ s™el¬ dolphi> shar§ 1 2 3 4 5
lighthoußæ ßeagul¬ crab boa† s™el¬

T™æ ifi whi†æ.
1 = whi†æ
T™æ ifi oran@æ. 2 = oran@æ
T™æ ifi ®e∂. 3 = ®e∂
4 = bl¤æ
T™æ ifi bl¤æ. 5 = pin§
T™æ ifi pin§.
English 1st Grade 255 256 Methodological Manual
Teacher’s materials 11
Key competences
Competence is the capacity to use one’s acquired • They are dynamic because they develop
knowledge and abilities in different contexts and progressively and can be acquired in different
situations. learning situations and institutions.
Key competences feature the following • They are interdisciplinary and transversal because
characteristics: they integrate knowledge that originates in
different academic disciplines.
• They encourage the development of skills rather
than the assimilation of theoretical content: • Once acquired, they will become part of the
individuals become ‘competent’ when they learn lifelong learning experience.
how to solve problems effectively.
Units
Key competences 0 1 2 3 4 5 6 7 8
Linguistic
competence • •••• •••• •••• ••••• ••• •••• •••• ••••••
Mathematical
competence • • • • • • • • •
Knowledge and
interaction with • •• • • • • •• • •
the physical world
Interpersonal and
civic competence • •• • •• • ••• •• • ••
Cultural
and artistic • •• •• •• • • • • •
competence
Competence
in ‘Learning to • • ••• •• ••• • ••• ••• ••
Learn’
Autonomy and
personal initiative •• • •• • ••• • • •

CD track list
Tracks Tracks Tracks
Component Page Component Page Component Page
CD 1 CD 1 CD 2
Classroom 31 SB U3 34 61 SB U6 64
1 TB
Language 32 SB U3 36 62 SB U6 64
2 SB Welcome 8 33 SB U3 38 63 SB U6 66
5 SB Welcome 9 36 SB U3 40 Extra
66 TB U6
Extra Activity
6 SB U1 11 37 TB U3
Activity U6
7 SB U1 11 67 TB U6
U3 Assessment
8 SB U1 12 38 TB U3
Assessment 68 SB U7 73
9 SB U1 14 39 SB U4 43 69 SB U7 73
10 SB U1 14 40 SB U4 43 70 SB U7 74
11 SB U1 15 41 SB U4 44 71 SB U7 75
12 SB U1 16 42 SB U4 45 72 SB U7 76
43 SB U4 46
13 SB U1 18 73 SB U7 78
44 SB U4 48
14 SB U1 18 74 SB U7 80
45 SB U4 49
15 SB U1 20 Extra
46 SB U4 50 75 TB U7
Activity
Extra
16 TB U1 Extra U7
Activity 47 TB U4 76 TB U7
Activity Assessment
U1
17 TB U1 U4 77 SB U8 83
Assessment 48 TB U4
Assessment
18 SB U2 23 78 SB U8 83
Tracks
Component Page 79 SB U8 84
19 SB U2 23 CD 2
20 SB U2 24 49 SB U5 53 80 SB U8 84
21 SB U2 25 50 SB U5 53 81 SB U8 85
22 SB U2 26 51 SB U5 54 82 SB U8 86
52 SB U5 55 83 SB U8 88
23 SB U2 28
53 SB U5 56
24 SB U2 28 84 SB U8 88
54 SB U5 58
25 SB U2 30 85 SB U8 90
55 SB U5 59
Extra Extra
26 TB U2 56 SB U5 60 86 TB U8
Activity Activity
Extra U8
U2 57 SB U5 87 TB U8
27 TB U2 Activity Assessment
Assessment
U5
28 SB U3 33 58 TB U5 88 SB Festivals 92
Assessment
29 SB U3 33 89 SB Festivals 92
59 SB U6 63
30 SB U3 34 60 SB U6 63 90 SB Festivals 93
CD track list 13
Transcript Classroom Language
Classroom Language 1
Welcoming students Chants

Good morning children! • Eyes on me!
Good afternoon kids.
Quickly put your eyes on me
How are you today?
Eyes on me
• Taking attendance Eyes on me
Quickly put your eyes on me
OK everyone, your attention please.
So we can start, you see.
I’m going to call the roll.
Checking for understanding • Row, row, row yourself
Do you need help?
Row, row, row yourself
Can I help you with this?
Gently into place.
Is that clear?
Quietly, quickly, we sit down,
Are you sure?
Crisscross applesauce!
• Encouragement
• We have rules!
Super!
We have rules.
Well done!
We have rules.
Excellent!
Rules to keep us safe in school
Brilliant!
Inside voices, walking feet.
Wonderful!
Don’t touch or bother
Congratulations!
The friends we meet.
Good job!
Follow directions, listen too.
Rules will make you cool in school!

Hello! Introduction
Unit objectives Anticipating difficulties

To introduce the characters in The children’s ability to understand you will be very limited at first,
the book. however it is important to speak in English all the time. Some children may
be used to this methodology or adapt to it well, but others might find it
To introduce and practise target
frustrating. When you are speaking, help the children to understand by
vocabulary and structures.
using drawings, body language, signs, and mime or ask other children
To participate in songs and to explain in the mother tongue if necessary. Conversely, students can
chants. answer to you in Spanish. However, you should translate what they have
said in English afterwards.
Target language
Vocabulary:
Teaching tip
blue, green, orange, pink, purple, Make a respectful classroom environment from day one. Tell the children
red, yellow; numbers 1 – 10 your rules in the English classroom and insist that they abide by them;
Structure: F
raise their hands before speaking, ask for permission to stand up, speak in
Hello! What’s your name? English as much as possible and so on. This will help you to keep your class
My name’s… organized and under control throughout the year.
Students develop Linguistic competence by Students develop Autonomy and personal

consolidating strategic language learning skills initiative by making sure they all participate
through daily classroom teaching support and in class and always have a turn. Ensuring
through activities such as: associating language participation and giving positive feedback allows
with the use of body language, drawings, signs students to grow in a structured framework and
and mime. feel more confident in the classroom.
Teacher’s Methodological Manual 15

Lesson 1
Student’s Book
Page 8
Unit objectives F
Getting started
To say hello. Introduce yourself and greet the children. Say: Hello! My name’s
To say one’s name. (Camila). What’s your name? Go round the class asking the children their
To act out a simple dialogue. names. When they feel confident enough, they can ask the question
themselves.
To recognize the characters of
the book.
1 Listen and point. 2
To say a chant.
Ask the children to look at the picture in Activity 1. Explain that they
are going to listen to the CD and that they must point to the character
Target language who is speaking. Play the recording and ask the children to point to the
Structures: characters. Then, hold up the book and ask the children to say the name
Hello! What’s your name? of the character you are pointing to. Repeat this several times to ensure
My name’s... that the children remember the names.
2 Listen and chant. 3

Materials Play the recording twice and let the children listen to the chant. Play it
CD 1 again and encourage them to join in. Ask them to point to the characters
Activity Book, page 104 as they say the chant.
Finishing off
Ask the children to look at the board and begin to write a character’s or
child’s name on it. Say the sounds of the letters as you write.
Transcripts
Listen and point. 2
Lee: Hello! What’s your name? Charlie: And you? What’s your name?
Monica: Hello, my name’s Monica. Lee: Lee, my name’s Lee.
Monica: And what’s your name? Monica, Ruby, Lee: Hello doggie, what’s your name?
Ruby: Oh, my name’s Ruby. Charlie: Chippy, he’s Chippy.
Ruby: Hello! What’s your name? Monica, Ruby, Lee: Hello Chippy!
Charlie: My name’s Charlie.
Chant: Hey, hello! 3

Hey, hello! Hey, hello! Hey, hello! Hey, hello!
What’s your name? What’s your name? What’s your name? What’s your name?
My name’s Lee. My name’s Monica. My name’s Ruby. My name’s Charlie.
Say that again, Say that again, Say that again, Say that again,
Lee, Lee! Monica, Monica! Ruby, Ruby! Charlie, Charlie!

Hello!
Hello! LESSON 1
Hello! What’s
your name?
My name is
Monica.
Activity Book 104

Page
8 Eight
Children develop Cultural and artistic competence via musical awareness where they listen to and
participate by repeating the chant. This activity helps to develop an appreciation for the relationship
between phonology, stress and rhythm, in conjunction with music.

Children develop Social and citizenship competence by learning and practising polite formulaic language for
introducing oneself. This activity helps to enable children to use real language in meaningful situations.

Hello!
Activity Book
Lesson 1, page 104
Objectives F
Getting started
To write names. Go round the classroom asking the children their names. Encourage
To draw oneself. them to use full answers. Choose volunteers to take over your role to
To recognize the characters of
ask other children their names.
the book.
1 Trace and match.
Ask the children to look at the picture in Activity 1. Tell them to trace the
Target language
balloon string and to trace the name on the balloon. Go round the class
Structures: and help any child who is having difficulties. When they have completed
Hello! What’s your name? the activity, hold up the book and ask who is who. Point to each character
My name’s... and ask a volunteer to name them.
2 Draw and write.

Materials
Explain to the children that they have to complete the space with their
A blindfold name. Tell them they can draw themselves in the space provided. If there
Activity Book, page 104 is time, they can use crayons to colour the decorations of the frame. Go
round the class and praise the children’s work.
Finishing off
Ask a volunteer to come to the front of the class. Explain that you are
going to cover his/her eyes. Point to another child to come to the front
of the class without speaking. The child with their eyes covered touches
the other child’s face and hair and tries to guess who it is.

Lesson 2
Student’s Book
Page 9
Objectives Getting started

To trace letters. Introduce the colours to the children using crayons. Then, point to
To recognize colours. objects around the classroom and ask: What colour is this? Make sure
all the colours are used. Finally, volunteers can ask other children the
question.
Target language
Vocabulary: 3 Listen, point and repeat. 4
blue, green, orange, pink, purple, Ask the children to look at the picture in Activity 3. Tell them that they are
red, yellow going to listen to the CD and that they have to point at the colour Beep
says. If necessary, pause the recording so that the children have time to
point to the words. Play the CD again. Tell the children to repeat the words
Materials after Beep says them.
CD 1
Activity Book, pages 105-106 4 Sing and point. 5
Crayons
Play the recording once and let the children listen to the song and point
to the colours. Play the recording again and the children join in with the
song.
Finishing off
Ask all the children to put different coloured crayons on their desk in
front of them. The children then stand up. Call out a colour and the
children have to hold up the corresponding crayon. Any child who
holds up the incorrect colour sits down. Continue playing until five
children remain standing.
Transcripts
Listen, point and repeat. 4 Song: The colour song 5

Beep: Hello! My name’s Beep. Say the colours with Red and yellow,
me: red, yellow, green, blue, orange, pink, purple. Red and yellow.
Green and blue,
Green and blue.
Orange, pink and purple,
Orange, pink and purple.
Me and you,
Me and you. (repeat whole song)

Hello!
LESSON 2
3 Listen, point and repeat. 4
4 Sing and point. 5
Activity Book 105 -106

Page
Nine 9
Children develop and consolidate competence in Knowledge and interaction with the physical world by
identifying and using colours in English. Children participate in a guided listening as well as a TPR game that
practises their knowledge of colours.

Children develop
Students develop Linguistic
the Competence in ‘Learning
competence by reading
to Learn’
simplebywords
learning
for the
anddifferent
practising
colours
a chant
in English
for greetings
and
and tocolouring
then introduce
thethemselves.
sea animalRhyme,
the correct
musiccolour.
and chants
This activity
are a useful
provides
wayeasy
of memorizing
assessment functional
of student’slanguage
reading
and gaining
ability of vocabulary
confidence
previously
while practising
presentedinina the
group
unit.
setting.

Hello!
Activity Book
Lesson 2, pages 105-106

To read simple words. Take out a crayon of each colour and place them around the classroom.
To say colour vocabulary. Say: (David), touch the colour (green). Play this several times until all the
To recognize colours.
colours have been said. Ask volunteers to take over your role and give
orders to other members of the class.
Target language 3 Read and colour.

Vocabulary: Ask the children to look at the picture in Activity 3. Explain that they have
blue, green, orange, pink, purple, to read the colour that is in the fish or sea animal and they must colour
red, yellow that fish or sea animal using the correct crayon. Go round the class to
check that the children are doing it correctly. If necessary, write the colour
words on the board in coloured chalk to help them.
Materials
Activity Book pages 105-106 4 Trace.
Crayons Ask the children to look at Activity 4. The children say the numbers all
bag together as a group. The children trace the numbers with their pencils.
5 Count and write.

First, the children work individually and count the objects. Then ask
volunteers to say the numbers. T: How many (pencils) are there? SS: (Four).
Finally, ask the children to write the numbers.
Finishing off
Hide a crayon in a bag and ask the children to take turns guessing the
colour. Repeat several times and then let volunteers hide a crayon.

Unit 1. At school Introduction
To recognize and assimilate Many children may have no background knowledge at all. As the teacher,
target language. you will have to anticipate and cater to these different needs and make
sure that all the children become involved in the activities as much as they
To improve listening skills.
can.
To practise asking and answering
questions. Teaching tip
To practise pronunciation: p. Encourage all the children to have a go in your classroom, especially the
more timid ones. Always praise the children’s work when they make an
Target language F will make them feel proud and want to try even more. Give
effort as this
credit to all the children’s ideas and communicate them to the others.
Vocabulary:
book, crayon, glue, pen, pencil, When children experiment and receive positive feedback, it gives them
pencil case, rubber, ruler, school more self-confidence which is an important asset when learning a foreign
bag, sharpener language.
Structures:
What’s this? It’s a…
I’ve got a pink pencil.
Can I go to the toilet, please?
Beep’s world!
15
Revision pe> Hello girls! Hello boys! It’s time for school! Look! Now a boy is asking a question.
Can I go to
the toilet?
blue, green, orange, pink, purple,

red, yellow Can I go to the toilet?
What’s the What’s the
magic word? magic word?
rule® Later… Look at that boy! He’s looking

Can I go to in the dictionary! Does he
the toilet? know the magic word?
Hey! The magic

gluæ word is PLEASE!
What’s the
magic word?
schoo¬ What’s the magic word? What’s the magic word? Oh no!
ba@ Can I go to the toilet… PLEASE? Oh dear! Everyone is going to the toilet!
crayo>
rubbe® Thank you!
penci¬
sharpene®
Yes!
Ah, fantastic! Now we know the magic word!
boo§ Tongue twister 16
Pick up!
penci¬ casæ Pick up the pink and purple pencils!
Pick up the pink and purple pencils, Peter!
Pick up the pink and purple pencils, Peter!… Pleeeease!
Flashcard Unit 1 At school
F
Getting started F
Show the children classroom objects and say the name of each one. Ask the children to repeat the words
collectively as a group. Put the classroom objects in the bag and slowly take one out and ask the children to
name it. T: What’s this? SS: A (pencil). Show the unit’s flashcard to the class and ask a child to come to the front
and point to one of the objects. T: Point to the (rubber). Repeat with the rest of the vocabulary. Finally, ask the
children to say the colours of the classroom objects. T: What colour is this (ruler)? SS: (Blue).

Unit 1. At school
Presentation
Student ’s Book, pages 10-11
Objectives 1 Getting ready.

To say the colours. Ask the children to look at the picture on pages 10 and 11 and to tell you
where the children are located. Hold up the book and ask the children
To recognize the classroom
where the pencil is. Tell them to point at the pencil. Next, tell them to
objects.
point to all the school objects.
Target language 2 Listen, point and repeat. 6

Vocabulary: Ask the children to look at the picture again. Point to the classroom
book, pen, pencil, pencil case, ruler, objects one by one and ask the children to say the words. Play the
rubber, school bag, sharpener; recording and the children point to the corresponding pictures. Play the
blue, green, pink, purple, red, recording again and the children repeat the words. Encourage all the
yellow children to participate. Hold up the book and ask children the names of
the objects.
Materials
3 Listen, find and say. 7
CD Explain to the children they are going to hear the words of the classroom
Unit 1 flashcard
objects and their colour, and that they must find them in the picture.
Activity Book, page 107
Classroom objects
Play the recording and the children find the corresponding objects in the
A bag picture. Say a colour and the children name the object: T: It’s (purple). SS:
It’s the (ruler). Repeat until all the children have had the opportunity to
locate an object.
4 Colour the of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they
would like to do the most. Point to the uncoloured circles and help the
Finishing off children to decide which one to colour by explaining each goal.
Slowly draw a classroom object
on the board. The children 5 Which would you like the learn first? Why?
try and guess what is being Ask the children to look at Activity 5 and to choose one of the unit goals
drawn before it is finished. The they would like to do first and to think about why they chose it. Ask a
children can also take turns to volunteer to give you their decision and to explain it. Continue with other
draw on the board. volunteers.
Transcript
Listen, point
6 Listen, find and say. 7
and repeat.
Ruler. Sharpener. It’s yellow. It’s a sharpener. It’s blue and pink. It’s a school bag.
Pen. Pencil case. It’s pink. It’s a rubber. It’s green. It’s a book.
Rubber. School bag. It’s red. It’s a pencil. It’s blue. It’s a pen.
Pencil. Book. It’s purple. It’s a ruler. It’s yellow and green. It’s a pencil case.

Unit 1. At school Presentation
Getting Ready
1. Look and answer.

pen
ruler b. Point to all the school objects.
2. Listen, point and repeat. 6
3. Listen, find and say. 7
My Goals

sharpener
rubber pencil 5. Which would you like to learn first?
Unit Goals
1. Finding the school objects.
2. Sing songs and chants.
3. Drawing the school objects.

school bag book
4. Listening a story.
pencil case
Activity Book 107

Page
10 Ten Eleven 11
recognizing, identifying and talking about everyday classroom objects in a listening and then in a drawing
game.

Unit 1. At school
Children develop Interpersonal and civic competence by learning the rules of a game. Games help children
learn English and social skills at the same time, such as, following accepted rules and taking turns.

Activity Book
Presentation, page 107

To recognize and say the names Show the children some classroom objects one at a time and ask them,
of classroom objects. as a group, to name them. Then, hide the objects in a bag and ask a
To write the target vocabulary. child to come to the front, choose one from it and name it. Repeat with
To learn a card game. other children. If there are children who still need help, then ask them
to repeat the word several times. Say the first sounds of the word so
that the child can guess what it is and finish off the word.
Target language
Vocabulary: 1 Trace and match.
book, pen, pencil, pencil case, Ask the children to look at Activity 1. First, ask the children to say the
rubber, ruler, school bag, sharpener names of the objects and then to trace the words. Once they have
traced the words ask them to match the words with the objects in the
Materials picture. Go round the classroom to give help where needed and positive
encouragement.
Classroom objects
A bag
Activity Book, page 107 Finishing off
Hide a classroom object behind your back and the children take turns
to guess what it is. Continue until the children have guessed all the
objects. Then ask volunteers to take over your role.

Unit 1. At school
What do I know?
Objectives 1 Listen and circle. 8

To evaluate children’s Ask the children to look at the pictures in Activity 1. Explain that they are
background knowledge. going to hear some of the animals mentioned and that they must put a
circle around the animals they hear if they know them.
Target language 2 Write the missing numbers.

Vocabulary: Ask the children to look at the numbers in Activity 2. Ask them to write the
animals, numbers, clothes, numbers that are missing in the spaces provided.
food
3 Colour the food.
Materials Show the children the pictures of the food items. Ask them to colour the
food with the appropriate colours.
CD
4 Count and match.
The children look at the pictures and count each item. They then draw a
line between the pictures and the corresponding number.
Stop and think! Unit 1 • At school
Read each statement out

3 Colour the food.
loud. Tell the children they
only have to choose one of
the statements. Do a quick
survey and evaluate, based
on the answers, if a revision is 4 Count and match.
1
necessary before moving on
further with the topics. 2
3
4
5
Stop and think!
Read and colour one of the about the activities.
I have doubts, I can’t do it alone.
I have doubts, but I can do it.
I can do it, I could help others.
Thirteen 13
Transcript
What do I know? Activity 1. Listen and circle. 8

Elephant. Monkey. Cat.
Dog. Snake. Mouse

Lesson 1
Practice
Student ’s Book, page 14

To say the classroom vocabulary. Tell the children you are going to play a guessing game. Begin to draw
To use simple structures. a school bag in the air. Ask: What’s this? The children answer with a
complete sentence: It’s a school bag. Let volunteers take over your role
and draw objects in the air for the others to guess.
Target language
Vocabulary: 1 Listen and trace. 9
book, pen, pencil, pencil case,
Ask the children to look at Activity 1. Point to Ruby and ask what she is
rubber, ruler, school bag, sharpener
holding. Point to Lee and ask if the children know what he is doing. Explain
Structures: that he is trying to guess what is in the bag. Play the recording and ask the
What’s this? It’s a… children to listen. The children then trace the words in the speech bubble.
Play the recording again and the children look at the words as they listen.
Materials
2 Listen, say and number. 10
CD
Activity Book, page 108 Ask the children to look at Activity 2. Explain that they are going to listen
Classroom objects to some children playing the game from Activity 1. They must write the
A bag corresponding number next to each object. Play the recording and ask the
children to just listen. Play the recording again and this time the children
write the numbers. Play the recording again so the children can check
their answers.
Finishing off
The children can play the game from the activity in pairs. Demonstrate
by inviting a child to the front of the class. Ask them to close their eyes
and then give them an object to feel. Ask: What’s this? SS: It’s a (ruler).
The children get into pairs and take turns asking and answering the
questions about their classroom objects.
Transcripts
Listen and trace. 9 Listen, say and number. 10
Ruby: What’s this? 1. Lee: What’s this? 4. Ruby: What’s this?

Lee: It’s a ruler. Ruby: It’s a pencil. Lee: It’s a rubber.
2. Ruby: What’s this? 5. Lee: What’s this?
Lee: It’s a pencil case. Ruby: It’s a pen.
3. Lee: What’s this?
Ruby: It’s a book.

Unit 1. At school
Children develop competence in Processing information and digital competence in the classroom by
extracting specific information from a short CD recording.

Children develop Linguistic competence by consolidating strategic language learning skills through a
classroom game. By drawing in the air and associating the form with classroom objects, children are able to
develop strategic communication resources.

Unit 1. At school
Activity Book
Lesson 1, page 108

To write the classroom Tell the children you are going to play a guessing game. Begin to draw
vocabulary. a school bag in the air. Ask: What’s this? The children answer with a
To use simple structures. complete sentence: It’s a school bag. Let volunteers take over your role
and draw objects in the air for the others to guess.
Target language
2 Look and write.
Vocabulary:
Ask the children to look at Activity 2. Point to the words at the top of the
pencil, ruler, school bag, sharpener
page and ask for volunteers to read them. Then, ask the children to look
Structures: at the pictures, and say what they think is being drawn in each one. The
What’s this? It’s a pencil. children write the word in the appropriate space. Go round the class to
offer help and to check that they have written the words correctly.
Materials
Activity Book, page 108 Finishing off
Begin to write one of the words from Activity 2 on the board, letter by
letter. The children have to try and guess what the word is before it is
completely written. Repeat with other words from the activity.

Lesson 2
Production
Objectives Getting started F

To write classroom vocabulary. Hold up a glue stick and a crayon and introduce the new vocabulary:
To read classroom vocabulary. glue and crayon. Show the unit’s flashcard to the class and ask the
children where Beep is. Point to the objects one by one, saying the
To use simple structures.
word, but using a different voice each time, for example, squeaky,
monster-like, opera-singer or whisper. The children repeat the word in
Target language the same style.
Vocabulary:
book, crayon, glue, pen, pencil, 3 Trace and say.
pencil case, rubber, ruler, school Ask the children to look at Activity 3. Point to the pictures of the two new
bag, sharpener objects: glue and crayon. Say the words several times and ask the children
Structures: to repeat them. The children trace the words. Ask the children questions
What’s this? It’s a crayon. about the pictures: T: What is number 2? SS: It’s a crayon. T: What colour is the
crayon? SS: It’s green.
Materials 4 Listen and chant. 11
CD Ask the children to look at Activity 4. Explain that the children are playing
Activity Book, page 109 a guessing game. Hide an object behind your back and say: What’s this? If
Unit 1 flashcard
the children answer correctly say Yes, yes, yes! If they answer incorrectly
Classroom objects
say No, no, no! Have a pencil, ruler, glue, rubber, book and sharpener ready.
Play the CD and hold up an object for each verse, the correct object for
the yes verses and the wrong one for the no verses. Play it again and help
the children to say the chant with all the classroom objects.
Finishing off F
Show the unit’s flashcard to the children again. Ask them to tell you the
colours or names of the objects: T: What colour is the (ruler)? SS: It’s red.
T: What’s this? SS: It’s a (crayon). Ask for volunteers to ask the questions.
Repeat until everyone has had the chance to ask or answer a question.
Transcripts
Chant: Hey, what’s this? 11
Hey, what’s this? Do you know? Hey, what’s this? Do you know? Hey, what’s this? Do you know?
It’s a pen. It’s a pencil. It’s a crayon.
No, no, no! No, no, no! No, no, no!
Hey, what’s this? Can you guess? Hey, what’s this? Can you guess? Hey, what’s this? Can you guess?
It’s a ruler. It’s a rubber. It’s a sharpener.
Yes, yes, yes! Yes, yes, yes! Yes, yes, yes!

Unit 1. At school
Production Unit 1 • At School
LESSON 2
3 Trace and say.
1 2
”glue ”crayon
? ?
Hey, what’s this? Hey, what’s this?

Do you know? Can you guess?
It’s a pen. It’s a ruler.
No, no, no! Yes, yes, yes!
Activity Book 109

Page 7
Fifthteen 15
Children develop Cultural and artistic competence via musical awareness by listening to and participating in
a chant. This activity helps to develop musical rhythmic association between classroom objects phonology
and word stress.

3 Draw and trace.
1 Child’s own
picture.
”boo§ ”crayo> ”boo§ ”crayo>

2 Child’s own
picture.
”rubbe® gluæ ”rubbe® glue

gluæ
3
Child’s own
picture.
”sharpener ”ruler ”sharpener ”ruler
4 Trace, colour and say.

I”†´”fi å ”penci¬.
W”ha†´”fi ”thifi? I”†´”fi å ”sharpene®.
One hundred and nine 109
Children develop Linguistic competence in spoken production through consolidation of language dealing
with classroom objects. In this activity children ask questions and give short answers to practice oral
production skills.

Unit 1. At school
Activity Book
Lesson 2, page 109

To write the target vocabulary. Gather several classroom objects and place them around the classroom.
To draw the classroom objects. Say the name of one and ask the children to point to the object. Ask a
volunteer to take over your role of naming objects. Repeat several times
with other volunteers.
Target language 3 Draw and trace.

Vocabulary: Ask the children to look at the pictures in Activity 3. Point to the first
book, crayon, glue, pen, pencil, line and ask the class to name the objects in order. When they reach the
pencil case, rubber, ruler, school empty space, ask them which picture is missing to complete the series.
bag, sharpener The children draw a crayon and trace the word. Repeat with the second
and third lines. Ask volunteers to read out the series of pictures including
Materials the last one which they have drawn.
CD
4 Trace, colour and say.
Ask the children to look at Activity 4. Read what Beep is saying and ask the
children repeat after you. Tell the children to look at the first dotted picture
and to join the dots carefully so that they draw a picture. Ask what the
picture is. Then, let the children colour the pictures.
Finishing off
Ask a volunteer to name a classroom object, SS: School bag. The rest of
the class hold up the object and name it. Encourage them to answer:
It’s a school bag. Continue until all the vocabulary has been named.

Lesson 3
Review Let’s share!
Review Let’s share!

Objectives
Unit 1 • At School
LESSON 3

To reinforce the target language.
To listen to a story. 5 6
Target language
1 2
Vocabulary:
crayon, rubber, ruler, sharpener
7 8
Structures:
I’ve got a… a
Let’s share. 3 4 Stop and think!
Materials I need help to understand.

CD
16 Sixteen Seventeen 17
Unit 1 flashcard
Children develop Linguistic competence by listening to a recorded story
that revises vocabulary and grammar structures from previous lessons.
Comprehension is checked by crossing out the incorrect pictures; afterwards
a guided role play is done by children for speaking consolidation.
Getting started
Tell the children to look at the story and ask them to identify the
characters. Then ask them to look at the little pictures at the top of
page 16. Point to the picture of the sharpener and ask: Can you find this
in the story? The children look in the story and see if they can find the
sharpener. Tell them to circle the picture of the sharpener, because it
appears in the story. They then look through the story and find which
of the remaining pictures appear and circle them. Ask the children to
check their answers with a partner. Finally, ask the children to cross out
all the pictures that do not appear in the story.

Unit 1. At school

Play the story once. Play the story again and ask the children to follow the
story in their books. Pause the recording at various points. Ask volunteers
to point to the relevant scene in their books. Divide the class into five
groups and assign parts to each group: Charlie, Lee, Monica, Ruby and the
magpie. Play the recording again and pause the recording after each scene
and tell each group to repeat their character’s lines.
Stop and think!

Read each statement out loud and explain them to the children. Point
to the circles and tell them to choose only one statement and to
colour the circle next to the one they chose. Finally, ask the children
which statement they coloured to assess comprehension of the story.
Finishing off F
Show the unit’s flashcard to the children again. First, ask them to tell
you which objects appeared in the story. Then ask them to tell you the
colours or names of the objects; T: What colour is the (ruler)? SS: It’s (red).
T: What’s this? SS: It’s a (crayon). Ask for volunteers to ask the questions.
Repeat until everyone has had the chance to ask or answer a question.
Transcript
Story: Let’s share! 12
Story card 1 Story card 5

Narrator: Charlie and Ruby are at school. Narrator: It’s lunchtime. Monica, Lee, Charlie and
Charlie: Oh no! My sharpener! Ruby are sitting under a tree.
Story card 2 Lee: Ouch! What’s this?
Narrator: Oh no! Poor Charlie! Where’s his Story card 6
sharpener? Narrator: Look! What’s this?
Ruby: I’ve got a sharpener. Let’s share! Charlie: My sharpener!
Story card 3 Monica: Hey, look!
Narrator: Here’s Monica. She’s looking for her ruler. Story card 7
Monica: Uh? My ruler… Narrator: Charlie climbs the tree.
Story card 4 Magpie: I’ve got a crayon, a rubber, a ruler…
Narrator: Poor Monica! But look! Lee’s got a ruler. Charlie: Huh?
Lee: I’ve got a ruler. Let’s share! Story card 8
Narrator: Charlie, Lee and Ruby are all in the tree.
And there’s a bird here.
Charlie: I’ve got a sandwich. Let’s share!

Lesson 4
Word Stress

To reinforce the target language. Show the bag with classroom objects to the class. Ask a volunteer to
To develop fine motor skills. come to the front of the class and to take out a classroom object from
the bag. The child then says what he/she has got: I’ve got a (red pencil).
Encourage other children to take part and to say a sentence.
Target language
Vocabulary:
book, crayon, glue, pen, pencil, 6 Listen, cut and paste. 13
pencil case, ruler, school bag, Tell the children to find the cut-outs on page 97 of their student’s book.
sharpener; blue, green, pink, purple, They should cut them carefully (monitor this activity). Ask about the
red contents of the pencil cases. T: What is in the (yellow) pencil case? How many
Structures: crayons in the (green) pencil case? Ask the children to look at Activity 6.
I’ve got a red pencil. Explain that you are going to play the CD and that they have to listen and
paste the cut-outs in the correct place. Play the CD and pause after each
child speaks. Play the CD again and ask the children to check their answers.
Materials
CD 7 Listen and sing. 14
Unit 1 cut-outs Tell the children that they are going to listen to a song. Play the CD and let
Scissors the children listen. Play it again and invite the children to sing along. Play
Glue
the song several more times until the children feel confident singing it.
Classroom objects
A bag
Transcripts
Listen, cut and paste. 13
1. Hi, I’m Jim. I’ve got a yellow pencil case. And I’ve got a pink ruler, a green pen, and an orange rubber.
2. Hi, I’m Jenny. I’ve got a green pencil case. And I’ve got a blue ruler, two red pencils, and a yellow crayon.
3. Hi, I’m Lucy. I’ve got a pink pencil case. And I’ve got a green ruler, a pink rubber, and five coloured pencils.
Song: Let’s share! 14

Chorus: I’ve got a sharpener, Look in my school bag, Here are my pencils,
Let’s be friends, I’ve got a rubber too, I’ve got my glue, Green, red and blue,
Let’s share our things, I’ve got lots of crayons, A ruler and a sharpener, Orange, pink and purple,
Clap your hands and To share with you. To share with you. To share with you.
sing, sing, sing. (x2)
(Chorus) (Chorus) (Chorus)

Unit 1. At school
Children develop Interpersonal and civic competence via a song about values: Let’s share. Listening to and
learning a song about sharing, based on the story the recently read story in class, helps to build common
group values and remember them.

Lesson 5
Student’s Book
Page 19
Objectives
Getting started F
To read a complete sentence Show the unit’s flashcard to the class and ask questions about it. T:
with the classroom objects.
What’s this? Encourage the children to reply using full sentences. SS:
To identify strange objects. It’s a purple book. Repeat until all the children have had the chance to
To develop reading skills. answer a question.
8 Look and say.

Target language
Ask the children to look at the photos in Activity 8. Explain that the photos
Vocabulary:
are of classroom objects but that they are unusual. Point to each object
pen, pencil, pencil case, rubber,
and ask the children to identify it. Ask the children if any of them have
ruler, school bag, sharpener
unusual classroom objects to show the rest of the class.
Materials 9 Cut, paste and say.

Unit 1 flashcard Ask the children to look at Activity 9. Point to number 1 and read the
Unit 1 cut-outs sentence and ask repeat after you the senteces numbers 2 and 3. Tell them
Scissors to find the cut-outs on page 97 at the end of their student’s book. The
Glue children should cut them carefully and paste them in the correct place
Activity Book, page 110 (monitor this activity). Ask the children to repeat the sentences: T: What is
number three? SS: It’s a pencil case.
Finishing off
Do a picture dictation. Ask
the children to open their
notebooks. Tell them that they
must draw and colour what
you say. T: It’s a (blue book). Ask
volunteers to take turns giving
the instructions. Move around
the classroom checking the
drawings.

Unit 1. At school
CLIL: Children develop Cultural and artistic competence via art by participating in a picture dictation session.
In this activity, the teacher describes an object and the children draw it in their notebooks.

recognizing, identifying and talking about everyday classroom objects in a TPR game where children must
find an object.

Unit 1. At school
Activity Book
Lesson 5, page 110

To identify unusual objects. Play Touch. Explain that you are going to give some instructions and
To develop reading skills. that the children must touch what you say. For example: Touch your
To develop writing skills. sharpener. Touch your friend’s pencil. Touch something green. When the
children understand the game, start to give the instructions in quick
succession so that they have to find the objects quickly.
Target language
Vocabulary: 5 Trace, match and colour.
pen, pencil case, ruler, school bag, Ask the children to look at Activity 5. Tell them to trace the words. As they
sharpener finish, ask them what words they have traced. Ask a volunteer to read out
each sentence. Point to the pictures on the right and ask the children to
Materials identify them. The children then match the sentences with the pictures of
the classroom objects. Finally, the children can colour the pictures.
Classroom objects
Finishing off
Ask the children if they can invent or describe unusual classroom
objects. Repeat any words they do not know in English. The children
can then draw and label an object in their notebooks.

Lesson 6
Student’s Book
Page 20

To listen to a story. Tell the children that you are going to give them some instructions but
To practise pronunciation: p. that they must only do them if you say please. Give instructions with
mime to help understanding. Sometimes say please at the end and
sometimes don’t. T: Put your pencil on the table, please. The children put
Target language their pencils on the table. T: Put your rubber on your head. The children
Structures: do not follow the instruction.
Can I go to the toilet, please?
10 Listen. 15
Ask the children to look at Activity 10. Tell them to look at the first scene
Materials
from the cartoon, and explain that Beep is the teacher. Play the recording
CD and ask the children to follow the story in their books. Play the recording
Activity Book, pages 111-112 again, stopping at various points and asking volunteers to say the next
line. Ask the children to practise asking the question, Can I go to the toilet,
please? Remind them to always use the magic word.
Finishing Foff
Extra Activity: Phonics
Play back drawing. Put the
children into pairs. One child Listen and say a tongue twister. F 16
draws a classroom object on Tell the children they are going to learn a tongue twister. Play the
their partner’s back for them recording, pausing at the end of each line for the children to repeat. Write
to guess what it is. When the the tongue twister on the board or show the Beep’s world flashcard to
partner has guessed correctly the class. Encourage the children to find any other words that they know
they change roles. that begin with p for example, pen, pencil case or any names of children in
the class. Write the words up on the board and practise saying them with
English pronunciation.
Transcripts
Listen. Beeps World! 15
Narrator: Hello girls! Hello boys! It’s time for school! word? Oh no!
Boy: Shh! It’s the new teacher! Narrator: Look at that boy! He’s looking in the
Girl: Can I go to the toilet? dictionary! Does he know the magic word?
Beep: Er, what’s the magic word? Boy: Hey! The magic word is please!
Narrator: Look! Now a boy is asking a question. Narrator: Ah, fantastic! Now we know the magic
Boy: Can I go to the toilet? word!
Beep: What’s the magic word?Narrator: Later… Children: Can I go to the toilet… please?
Boy: Can I go to the toilet? Beep: Yes!
Beep: Er, what’s the magic word? Narrator: Oh dear! Everyone’s going to the toilet!
Narrator: What’s the magic word? What’s the magic Boy: Thank you!
Listen and say a tongue twister. 16
Pick up! Pick up the pink and purple pencils, Peter!

Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! Please!

Unit 1. At school
Beep’s world!
p sound LESSON 6
10 Listen. 15
Activity Book 111

111 -112
Page
20 Twenty
Children develop Autonomy and personal initiative by identifying and repeating polite formulaic language
from a story to ask for permission or ask for a request. This story enables children to recognize how to use
the language appropriately to achieve personal goals.

Review
6 Match and colour.

1
glue
5
”ruler
2
”pen
6
”book
3
”rubber
4 ”crayon
7
”pencil
One hundred and eleven

Picture dictionary
111
”boo§ ”crayo> gluæ ”pe>
”penci¬ ”penci¬ casæ ”rubbe®
”rule® ”schoo¬ <ba@ <sharpene®

112 One hundred and twelve
Children develop competence in Learning to learn by reviewing classroom objects. This lesson activities
provides for revision and extension of the main vocabulary in the unit.

Unit 1. At school
Activity Book
Objectives
Getting started F
To practise writing skills. Show the unit’s flashcard. Ask for a volunteer to demonstrate the
To practise reading skills. activity. Point to a picture and ask the child to tell you something
To revise the language from the about it, for example, It’s a ruler, or It’s blue, or I’ve got a red ruler. Point to
whole unit. a picture and ask another volunteer to give you a sentence. Continue
until all the children have had a turn to speak.
Target language
6 Colour and match.
Vocabulary:
Ask the children to look at Activity 6. Explain what they have to do by
book, crayon, glue, pen, pencil,
showing them Say: What is this? SS: glue. If necessary, write the words on
pencil case, rubber, ruler, sharpener,
school bag the board to help. Ask the children to match the pictures with its words.
Move around the classroom giving help where necessary.
Materials Picture dictionary.

Activity Book, pages 111-112 Ask the children to look at the picture dictionary on page 112 of their
Unit 1 flashcard Activity Books. Hold up your two index fingers and signal to the class to
Classroom objects do the same. Say: Point to the glue and the rubber. Encourage the class to
quickly point to the two pictures and check with the child next to them.
Repeat with other words from the page. Tell the children to trace each
word on the dictionary page.
Finishing off
Put some classrooms objects
around the room. Mime the
use of one of these objects
so that the children can guess
the correct object. Ask a child
to point to the correct object
and to name it. If they say it
correctly, then they can mime
the next object.

Think Back!
Think back! Unit 1 • At School
11 Colour and count the with the goals you can do.
Lesson 1
I can say What’s this?

I can answer It’s a ruler.
Unit
1 Lesson 2
I can trace school objects.
Lesson 3
Lesson 4
I can sing a song.
I can cut and paste school objects.

Lesson 5
Lesson 6
Review
I know the p sound.
Almost there!
You did it!
Twenty-one 21
Think Back! is a section that makes students become self-aware about their learning process. They will
have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud
and evaluate understanding. Read each lesson and ask them to colour the circle if they can do the action
present in the statement. After colouring the circles, students should count them and tell you how many
they have. Depending on this, assess the class level and whether a revision is necessary before doing the
Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite school
objects in their notebook.

Unit 1. At school
Assessment
Methodological Manual, pages 52-53
Objectives Revise the vocabulary with the children. Show some classrooms objects
one at a time and ask questions about them. T: What’s this? What colour is it?
To evaluate children’s Show the children the Assessment and explain each activity. Play the audio
understanding of target
and the children do Activity 1. Play it again. The children complete the rest
language from the unit.
of the assessment by themselves.
Target language This is an extra material, If you have time you can use it or not.
Vocabulary:
book, crayon, glue, ruler, pen, 1 Listen and tick the school objects. 17
pencil, pencil case, rubber, school
bag, sharpener; numbers 1 – 10 Ask the children to look at the pictures in Activity 1. Explain that they are
going to hear some of the objects mentioned and that they must only tick
the words they hear.
Materials
Answers: See transcript.
CD
Classroom objects 2 Count the objects and match the puzzle pieces.
Photocopies of Unit 1 Ask the children to look at the puzzle pieces in Activity 2. Ask them to
Assessment,
count the objects and to match them to the correct number.
Methodological Manual, pages
52-53
3 Look at the sequence and colour the picture that comes next.
Show the children the first line of pictures. Ask them to colour the picture
on the right which is the next picture in the sequence.
Children develop Mathematical
competence by recognizing Answers: pencil, sharpener, glue, pencil case
and finishing a sequence by
colouring the next object in 4 Join the number then trace over the word.
line. This activity supports Ask the children to join the dots in numerical order. They then trace over
logical thinking know as the word and colour the picture.
sequencing.
Transcripts
Unit 1 Assessment. Activity 1. Listen and tick the school objects. 17

Glue. School bag. Crayon.
Pencil case. Rubber. Sharpener.

Unit 1 Assessment
Name: Class:
1 Listen and tick (✓) the school objects. 17
2 Count the objects and match the puzzle pieces.

Look at the sequence and colour the picture that
3 comes next.
4 Join the numbers, then trace over the word.
πenci¬

Unit 2. My family Introduction
To understand and use target In this unit, the children will be talking about their families. It is important
language. to be very flexible and to transmit acceptance and confidence when
discussing this topic as family units may differ greatly within the class.
To follow short dialogues.
For some children, their cousins may be very close or there may be other
To follow and enjoy a story. family members, such as step-mother, step-brother, which are not covered
To participate in songs and in the vocabulary. As new words arise, teach them to the children.
chants.
To practise pronunciation: m. Teaching tip
To find out about different As a teacher you should speak at a normal speed, neither too fast nor too
families and speak about one’s slow, so that the children can learn to understand and eventually copy
own family. F
you. Use as much English as possible both in and out of the classroom
and always speak with complete sentences. Encourage the children to use
Target language complete sentences too when they are speaking. Insist that all the children
try to speak English in your classroom. At first this will be very difficult but
Vocabulary:
as the children learn more and become accustomed to the language, it
brother, dad, grandad, granny,
mum, sister
will become more automatic for them.
Structure:
This is my mum. Beep’s world!
How old are you? I’m six. 25

It’s Sally’s birthday. Beep has got an idea!
Sally! Smile,
Review please!
numbers 1 – 10 No!
Look, Sally!
muµ da∂ What’s Beep doing? Look at Beep! What’s Beep doing now?
Smile, Sally!
Please!
granda∂
grann¥
Hey, Sally!
No! Look at me! No!
Oh dear! Now everybody is happy.

Oops!
Thank you, Beep.
It’s fantastic!
Ha, ha, ha! No problem!
siste® brothe® Beeπ Tongue twister 26
Monica’s mum.
Monica’s mum makes macaroni.
Monica’s mum makes macaroni for Monica and me.
Flashcard Unit 2 My family
Getting started F
Show the unit’s flashcard to the class and ask the children if they know where Beep is. Ask them to put their
hands up if they know the names of any of the family members in the picture. Ask volunteers to come to
the front, point to a person they know and say the word. Point to the family members one at a time, say the
word and ask the children to repeat.

Unit 2. My family
Presentation

To introduce family members. Ask the children to look at the picture on pages 22 and 23. Ask them to tell
you where the family is located (house). Next, ask them what they think
To say a chant.
the family is doing (watching a movie).

Vocabulary: Point to the family members on the page and ask the children to name
brother, dad, grandad, granny, them. Play the CD and ask the children to point to each family member as
mum, sister they hear the word. Play the CD again and this time the children repeat the
words. Encourage all the children to repeat the words.
Materials
CD 3 Listen and chant. 19
Activity Book, page 113 Tell the children they will roleplay. Ask 6 volunteers to represent grandad,
Unit 2 flashcard granny, mum, dad, brother, sister. Give the children a piece of paper each
Pieces of paper and write the character. Tell the children to stand in front of the class
with the piece of paper in hand. Play the recording and point to each
family member as they are named and point to yourself when the chant
says me. Play the recording again and ask the children to join in with the
chant. Then point to each volunteer in turn and ask the children to say the
name with you. Repeat, gradually building up the rhythm. Once the chant
FinishingFoff is memorized, practise it by starting slowly and speeding up with each
Mime one of the family repetition.
members seen in Activity 3.
Ask the children to guess which 4 Colour the of goals you like most.
family member it is before Read the unit goals out loud and ask the children to choose the goals they
revealing the character. Repeat would like to do the most. Point to the uncoloured circles and help the
several times children to decide which one to colour by explaining each goal.
5 Which would you like the learn first?

Ask the children to look at Activity 5 and to choose one of the unit goals
they would like to do first and to think about why they chose it. Ask a
volunteer to give you their decision and to explain it. Continue with other
volunteers.
Transcripts
Listen, point and repeat. 18 Chant: The family chant. 19
Mum. Granny. Grandad, granny, mum and My brother, my sister and me.
Grandad. Brother. dad. (6 times, getting faster)
Dad. Sister.

Unit 2. My family Presentation
Getting Ready
1. Look and answer.

dad a. Where is the family?
b. What are they watching?
3. Listen and chant. 19
mum grandad
My Goals

granny
5. Which would you like to learn first?
Unit Goals
1. Saying family members.
2. Following short dialogues.
3. Enjoying a story.
sister 4. Singing songs and chants.

brother
Activity Book 113
Page
22 Twenty-two Twenty-three 23
recognizing, identifying and learning to talk about their family and its members.

Unit 2. My family
Children develop Interpersonal and civic competence by learning the rules for a game. Games help children
learn English and social skills at the same time, such as, following accepted rules and taking turns.

Activity Book

To say the family members. Show the unit’s flashcard to the class, point to the family members one
To recognize the family by one and ask the children to name the people. If there are children
members. who still need help, then ask them to repeat the word several times.
To write the words of the family
members. 1 Trace, match and colour.
Ask the children to look at the pictures in the Activity Book. First, ask
Target language the children to say the names of the family members and then, ask the
Vocabulary: children to trace the words. Once they have traced the words, ask them
brother, dad, grandad, granny, to match the words with the family members. Let them colour the
mum, sister pictures. Go round the classroom to give help where needed and positive
encouragement.
Materials
Finishing off
CD
Activity Book, page 113 Ask the children to mime a family member. The children take turns to
Unit 2 flashcard guess who it is. Whoever guesses correctly can come to the front and
mimes another family member for the rest of the class to guess.

Lesson 1 Unit 2. My family
Practice

To recognize the family Ask the children to name some family members. Repeat until all the
members. family members have been named.
To write the target vocabulary.
1 Cut, paste and trace.
Target language Ask the children to look at the pictures in Activity 1 and explain that they
Vocabulary: are all of Charlie’s family. Point to each picture and ask them if they can
brother, dad, grandad, granny, guess which person is missing. Tell the children to find their cut-outs
mum, sister on page 97 at the end of their student’s book and to cut them carefully
Structure: (monitor this activity). Ask about who they can see in each picture. The
This is my (mum). children paste the cut-outs in the corresponding places. Then ask them to
trace the words. Finally ask the children to point to the family members. T:
Materials Point to Charlie´s (granny).
CD 2 Listen and point. 20
Unit 2 cut-outs Explain to the children that they are going to hear Charlie introducing all
Scissors his family. As they listen, they must point to the corresponding person. Play
Glue the CD twice. Ask the children if they remember the names of Charlie’s
A piece of paper for each child brother and sister.
Finishing off
Give each child a piece of paper and ask them to draw a member of
their family. Then, ask each child to introduce the person they have
drawn using a full sentence: This is my (mum).
Transcript
Listen and point. 20
Charlie: Hi, I’m Charlie, this is my family. This is my Charlie: This is my dad.
mum. Dad: Hi, boys and girls! Mmm... Delicious!
Mum: Hello! Charlie: This is my brother, John.
Charlie: This is my grandad. Brother: Hi!
Grandad: Hi! Charlie: And this is my granny.
Charlie: This is my sister, Anne Marie. Granny: Hello, children!
Sister: Hello!

Children develop Processing information and digital competence in the classroom by extracting
specific information from a short CD recording. In this activity children listen to family members
being presented and point to the corresponding person.

Unit 2. My family
Children develop Mathematical competence by revising and using the numbers 1 – 10 in English
by using them to identify images in a mime drawing game and refer to family members. These
activities help consolidate knowledge and linguistic production.

Activity Book
Lesson 1, page 114

To practise the numbers 1 – 10. Revise the numbers from 1 to 10 by saying them out loud with the
To recognize the family children. Draw the numbers on the board in a random order and
members. ask the children to say them. Then draw a number in the air and ask
To say a complete sentence. the children: What number is this? Whichever child says the number
correctly can then take a turn to draw a number in the air for the others
to guess.
Target language
Vocabulary:
2 Trace and number.
mum, sister; numbers 1 – 10 Ask the children to look at the picture in Activity 2. Ask who is holding
a photo and what is he saying. Say a number from 1 to 6 and ask the
Structure:
This is my (mum). children to identify the family member. Then say the name of a family
member and ask the children to say the corresponding number. Point
to the first sentence below the picture and ask a volunteer to read it. Ask
Materials
the children Which number is that person in the picture? Repeat with the
Activity Book, page 114 rest of the sentences. Finally, the children trace the words and write in the
numbers.
FinishingFoff
Begin to write one of the family words on the board, letter by letter. Ask
the children to try and guess what the word is before it is completely
written.

Production

To say the names of family Show the unit’s flashcard to the class. Point to the family members one
members. by one and ask the children: Who’s this? Then ask children to come out
To sing a song. and point. T: (David), point to (brother).
To use simple grammar
structures. 3 Listen and sing. 21
Tell the class they’re going to hear a song: This is my family. Play the song
Target language once. Play the song again and encourage all the children to join in. Play the
Vocabulary: song a few more times until they are more confident.
mum, sister 4 Cut, paste and say.
Structure: Ask the children to look at the picture in Activity 4. Explain to the children
This is my (dad). that this is a family tree and it is a way to represent a family. Tell the
How old are you? I’m six. children to find their cut-outs on page 97 at the end of their student’s
book and to cut them carefully (monitor this activity). They look and
Materials decide if they need to use a word or a picture and then paste the cut-outs
CD
in the corresponding places. When they have finished, name a person and
Unit 2 flashcard ask the children to point to them. Then, point to a family member and ask
Unit 2 cut-outs the children to say the word. Then, ask the children to work in pairs and to
Scissors repeat the naming activity.
Glue
Finishing off
First, draw four of your family members on the board and label them.
Ask the children to get out their notebooks and to draw and label four
of their family members. Then ask volunteers to come to the front and
introduce their family, SS: This is my mother.
Transcript
Song: This is my family. 21
Chorus: This is Granny and Grandad, too.

This is my family. And baby brother, Gus.
Say ‘hello’ to my family. This is Mum and this is Dad.
This is my family. ‘Hello’, from all of us!
This is my sister, Anne Marie. (Chorus)
This is my brother, John.
And this is Chippy, the family dog.
Say ‘hello’ to everyone!
(Chorus)

Children develop competence in Learning to learn by reviewing and building new language
structures by learning a song to introduce family members. Children learn the song and identify
the family members presented by the teacher.

Review The surprise party!

Objectives Review The surprise party! Unit 2 • My family
LESSON 3

To reinforce the target language.
To listen to a story.
5 6
Target language
Vocabulary: 1 2

mum, sister 7 8
Structures:
Where are you?
It’s my birthday. Happy birthday! 3 4 Stop and think!
Materials I need help to understand.

CD
26 Twenty-six Twenty-seven 27
Children develop Linguistic competence by listening to a recorded story,

The Surprise Party!, that revises vocabulary and grammar structures
from previous lessons. Afterwards a guided role play is done by
children for speaking consolidation.
Getting started
page 26. Point to the picture of the balloons and ask: Can you find these
in the story? The children look in the story and see if they can find the
balloons. Tell them to circle the picture of the balloons, because they
appear in the story. They then look through the story and find which of
the remaining pictures appear and circle them. Ask them to check their
answers with a partner. Finally, they have to cross out all the pictures
that do not appear in the story.

groups and assign parts to each group: Ruby, neighbour, Granny, Dad,
Mum. Play the recording again and pause the recording after each scene
Stop and think!

FinishingFoff
Ask the children their age. T: (Natalia), how old are you? SS: I’m (six).
Then, ask a volunteer to come to the front and ask someone their age.
Continue until all the children have asked or answered the question.
Transcript
Story: The surprise party! 22

Narrator: It’s Ruby’s birthday, but where is grandad? Granny: Shh! Here she is.
Ruby: Grandad, where are you? It’s my birthday! Oh! Ruby: Where are you Granny?
Story card 2 Granny: Don’t come in Ruby!
Ruby: Mum! Dad! Are you there? Oh no, they’re not Ruby: Oh!
here. Story card 6
Story card 3 Ruby: Mum! Mum! Where are you? Oh, she’s not
Neighbour: Shhh! Be quiet. Hello, Ruby. here!
Ruby: Hello. It’s my birthday! Story card 7
Story card 4 Ruby: Dad! Dad!
Neighbour: Happy birthday, Ruby! How old are you? Dad: Hello, Ruby. Come with me!
Ruby: Thank you. I’m seven. Story card 8
Neighbour: Oh please, be quiet. Mum and Granny: Surprise!
Everyone: Happy birthday, Ruby!

Word Stress

To ask someone’s age. Ask the children to show you with their hands how old they are. Tell
To give information about them to count each finger one by one until they reach their age.
someone’s age.
6 Listen, read, cut and paste. 23
Target language Ask the children to look at the picture in Activity 6. Tell them they are
Vocabulary: going to listen to the CD and they have to paste the cake with the correct
brother, dad, grandad, granny, number of candles in front of each child. Tell them to find their cut-outs
mum, dad, brother, sister on page 97 at the end of their student’s book and to cut them carefully
Structure: (monitor this activity). Play the CD and the children listen. Then, they read
How old are you? the speech bubbles and paste the cakes in their places. Play it again so
they can check their answers.
Materials
CD
Unit 2 cut-outs Write the numbers from 1 to 10 in order on the board. Tell the children
Scissors that they are going to listen to a chant. Play the CD and point to the
Glue corresponding number each time. Play the chant again and encourage the
Activity Book, page 115 children to join in.
FinishingFoff
Play Chinese whispers. Put the children into groups of eight and whisper
a sentence to one child in each group, for example: How old are you?
Ask the child to whisper the same sentence to the next child who then
whispers it to the next one and so on. The last child says the sentence
out loud and hopefully, it should be the same one as the teacher’s.
Transcripts
Listen, read, cut and paste. 23 Chant: How old are you? 24
Baker: Hello! What’s your name? How old are you? Are you five? Are you six?
Clara: My name’s Clara. How old are you? How old are you?
Baker: And how old are you Clara? Are you one? Are you two? How old are you?
How old are you? How old are you?
Clara: I’m five.
How old are you? Are you seven? Are you eight?
Baker: Hello! And what’s your name?
How old are you? How old are you?
Nelly: Hi My name’s Nelly. Are you three? How old are you?
Baker: And how old are you Nelly? Are you four? How old are you?
Nelly: I’m seven. How old are you? Are you nine? Are you ten?
Baker: Hello! What’s your name? How old are you? How old are you?
Sam: Hello. My name’s Sam. How old are you?
Baker: And how old are you Sam?
Sam: I’m six.

CLIL: Children develop Cultural and artistic competence via musical awareness by listening to
and participating in a chant to remember questions about age. This activity helps learning by
developing and association between rhythm, language and word stress.

Unit 2. My family
3 Match and colour.

1 one 2 two 3 three 4 four 5 five
5 2
10
1
9
7
3
6 six 7 seven 8 eight 9 nine 10 ten
One hundred and fifteen 115
Children develop competence in Learning to learn by reviewing numbers through playing games
and singing the chant How old are you? This lesson’s activities provide a kinaesthetic approach,
thus catering for a more holistic approach to learning.

Activity Book
Lesson 4, page 115

To recognize the numbers Play Bingo! Ask the children to write four numbers from 1 to 10 in their
1 – 10. notebooks. Explain that you are going to say a number and that if they
To use simple grammar have that number written down then they should circle it. Say the
structures. numbers in random order. The first child to circle all four numbers calls
To develop drawing skills. out Bingo!
Target language 3 Match and colour.

Vocabulary: Ask the children to look at the stars in Activity 3. Explain that the stars are
numbers 1 – 10 mixed up and that they must match each star with a number. Point to the
example to help the children understand. Ask the children to match the
Structures:
rest of the stars.
How old are you? I’m six.
Materials
CD FinishingFoff
Activity Book, page 115 Write a mixed up sentence on the board, for example, old you how
are? Read it out loud and ask the children if they can correct it. Ask a
volunteer to write the correct sentence with the help of the rest of the
class. Continue with other sentences, for example, sister is my this, your
name what’s?

Student’s Book
Page 29

To say the family members. Ask a boy and a girl to come to the front of the class. Point to the
To indentify boy and girl. boy, say boy and ask the children to repeat. Do the same with the
To develop drawing skills.
girl. Then ask all the boys to stand up, use mime and gestures to help
understanding. Repeat with the girls. Then call out boy or girl and the
corresponding group stands up.
Target language
Vocabulary: 8 Trace and match.
boy, girl; brother, dad, grandad,
granny, mum, sister Ask the children to look at the pictures in Activity 8. Point to the boy and
say: Boy or girl? Repeat with the girl. Then ask the children to trace the stick
Materials figures. Finally, the children match the boy and girl with the stick figure.
Activity Book, page 116 9 Look and draw.

Ask the children to look at Activity 9. Explain that the instructions show
them step-by-step how to draw a stick figure of a boy and a girl. Tell them
they have to look carefully at the examples and then draw a girl and a boy.
They can colour their pictures when finished.
FinishingFoff
Picture dictation. Explain to the children that they must draw what you
tell them. The children have their notebooks ready to draw and colour
what you say. Remind them they can use the stick figure technique to
help them. T: Draw a boy. Draw a granny

CLIL: Children develop Cultural and artistic competence in artistic production by following a step
by step explanation about how to draw a stick figure. In this activity, reading comprehension is
checked by details in artistic production.

Unit 2. My family

Activity Book
Lesson 5, page 116

To practise numbers from 1 – 10. Ask four girls to stand up and then ask a volunteer to count them
To identify boy and girl. and tell you the result: Four girls. Then ask six boys to stand up and
To develop reading skills.
ask another volunteer to count them and say: Six boys. Continue with
different numbers of boys and girls to practise all the numbers from
To revise the colours. one to ten.
Target language 4 Look and count.

Vocabulary: Ask the children to look at the picture in Activity 5. Tell them to point to a
boy, girl; numbers 1 – 10
girl in the picture, and then a boy. Explain that they have to count the boys
and girls. Ask the children to write the number in the box provided. Go
Materials round the class to see if each child has the right number.
Finishing off
Play Bingo! Ask the children to get their notebooks and draw eight
children. They can choose how many boys or girls to draw. Call out boy
or girl and the children circle one of their drawings if they have it. The
first child to circle all of their drawings calls out Bingo!

Student’s Book
Page 30

To listen to a story. Pretend to take photographs of the children in groups and individually.
To follow the sequence of a Each time say to them: Smile, please. Tell the children to pretend to take
story. photos of their classmates each time telling them to smile.
To practise pronunciation: m.
10 Listen. 25
Target language
Structures: from the cartoon, and explain that Beep is a photographer. Play the
Smile, please. recording and ask the children to follow the story in their books. Play the
recording again, stopping at various points and asking volunteers to say
Materials the next line. Ask the children to practise saying Smile, please.
CD
Activity Book, pages 117-118 Extra Activity: Phonics
Listen and say a tongue twister. F 26
Tell the children they are going to learn a tongue twister. Play the
FinishingFoff recording, pausing at the end of each line for the children to repeat. Write
Do some revision of the the tongue twister on the board or show the Beep’s world flashcard to the
previous unit. Slowly draw the class. Encourage the children to find any other words that they know that
school objects on the board begin with m for example, my, mouse or any names of children in the class.
and the children have to try Write the words up on the board and practise saying them with English
and guess what is being drawn pronunciation.
before it is finished.
Transcripts
Listen. Beep’s world! 25
Narrator: It’s Sally’s birthday. Granny: Smile Sally! Please!

Beep: Sally! Smile please! Sally: NO!
Sally: No! Narrator: Oh dear!
Narrator: Beep has got an idea. Beep: Oops!
Narrator: What’s Beep doing? Sally: Ha, ha, ha!
Mum: Look Sally! Look at Beep! Narrator: Now everybody is happy.
Sally: No! Mum: Thank you Beep, it’s fantastic!
Narrator: What’s Beep doing now? Beep: No problem!
Beep: Hey Sally! Look at me!
Monica’s mum. Monica’s mum makes macaroni for Monica and me.

Beep’s world!
mso LESSON 6
10 Listen. 25 und
Activity Book 111

117 -118
Page
30 Thirty
Children develop Linguistic competence by identifying relating and producing graphological

and phonological sounds for the letter m. By identifying and producing rhyming sounds, the
foundations for awareness successful speaking and spelling in English are established.

Unit 2. My family
Review
5 Look, complete and say.
I´µ I´µ I´µ

7 6
I´µ I´µ
5 9
Picture dictionary
One hundred and seventeen 117
”brothe® da∂ granda∂
grann¥ muµ ”siste®

118 One hundred and eighteen
Children develop competence in Learning to learn by reviewing classroom objects and family
members. By keeping a record of vocabulary learnt, children establish important foundations for
approaching learning in an organized fashion.

Activity Book

To revise the language from the On the board write: This is my. Ask for a volunteer / volunteers who
whole unit. would like to draw one of their family members. Tell the children
To develop reading skills. to guess what the child is drawing. Continue doing this with other
volunteers.
Target language
Vocabulary: 5 Look, complete and say.
Ask the children to look at the pictures in Activity 8. Point to the first
mum, sister; numbers 1 – 10
picture and say: T: How old is she? SS: Five. Ask the children to write the
number seven in the space. Tell the children to look at the other pictures
Materials and to write the ages of the children.
Activity Book, pages 117-118
Picture dictionary.
Ask the children to look at the picture dictionary on page 118 of their
Activity Books. Hold up your two index fingers and signal to the class to
do the same. Say: Point to the brother and the grandad. Encourage the class
to quickly point to the two pictures and check with the child next to them.
Finishing off
Ask the children general questions to revise language learned so
far. Use mime to help when necessary. T: Show me your pencil case.
(Veronica), write the number six on the board. What colour is this book?
(Holding a book.) Who’s/What’s this?

Unit 2. My family
Think Back!
Page 31
Think back! Unit 2 • My family
Lesson 1
I can say This is my mum.

Unit
2 Lesson 2
I can cut and paste family members.
Lesson 3
Lesson 4

I can sing songs and chants.
I can draw.
Lesson 5
Lesson 6
Review
I know the m sound.
Almost there!
You did it!
Thirty-one 31
Unit assessment. If you have an extra time you can ask the children to draw and colour their family tree in
their notebook.

Assessment
Objectives Revise the vocabulary with the children. Ask T: Who’s this? and mime a
family member. Show the children the assessment and explain each
To evaluate children’s activity. Play the audio and the children do Activity 1. Play it again. The
children complete the rest of the assessment by themselves.
1 Listen and number the family members. 27
Target language
Explain to the children that they are going to hear a number followed
Vocabulary: by a family member. They must write the number in the box next to the
boy, girl; brother, dad, grandad, correct picture.
granny, mum, sister; numbers
1 – 10 Answers: See transcript.
2 Look and match the pictures to the words.
Materials
Tell the children to look at the four pictures and at the words in the middle.
CD
Photocopies of Unit 2
They must match the word with the pictures.
Assessment, Methodological
Manual, pages 81-82 3 Trace the words and match them to the picture.
Tell the children to read and to trace the words. When they have finished,
they must match the word with the family member.
Children develop Linguistic

competence by participating
in an end of unit summative
assessment procedure.
Assessment and positive
feedback on improvement
plays an important role in
children being able to see their
own progress and evaluate
their mistakes.
Transcript
Unit 2 Assessment. Activity 1. Listen and number the family members 27
1. Brother. 3. Mum. 5. Sister.

2. Granny. 4. Grandad. 6. Dad.

Unit 2 Assessment
Name: Class:
1 Listen and number the family members. 27
2 Look and match the pictures to the words.
muµ
da∂
brot™e®
sis†e®

3 Trace the words and match them to the picture.
muµ grann¥ da∂
brot™e® granda∂ <sis†e®

Unit 3. Perfect pets! Introduction
To understand and use target The theme of the unit is pets. Encourage the children to feel involved by
language. talking about their pets or bringing in photos of them. Children who don’t
have pets may feel left out so try to include them too by pointing out that
To understand short dialogues.
everyone can like animals or have a favourite pet whether they have one
To follow and enjoy a story. at home or not.
To participate in songs and
chants. Teaching tip
To practise pronunciation: r. To save time when children are getting ready for activities, for example,
opening books at the right page, count down from 10 to 1. When you
Target language F
reach one, the children should be ready to start the activity. You can vary
the speed of the count down depending on how much time you think it
Vocabulary: will take them to get ready.
cat, dog, frog, goldfish, hamster,
parrot, rabbit, rat; black, brown,
hamste®
grey, white
Structure:
Is it a (cat)? Yes, it is. / No, it gold‡is™
parro† ra†
isn’t. My favourite pet is a (dog).
Imperatives (Jump! Sit down!
Stand up! Catch! Run, Go to sleep!)
fro@ rabbi†
Review
green, orange, pink, red Beep’s world!
ca† 3 Perfe
ct pets
do@ 36
ashc
FlToday ard Unit
, Beep is on televi
sion.
Hi! Welcome to
Guess my pet!
My name is Ricky
Hello, what’s your Smiley.
name?
Is it black?
No, it isn’t.
Hello, Ricky.
My name is Beep
.
OK! It isn’t black
Next question, pleas.
e.
Mmm.
It isn’t a fish.
Is it a fish?
Hello, Beep.
No, it isn’t. Is it a frog?
No, it isn’t a frog.
Oh no! It’s…
It’s… a RAT!
Please don’t worr
y! This
Squeak! my pet rat! Hello is Robby,
Squeak! , Robby!
Tongue twister
37
This is Robby.
This is Robby the
robot rat.
This is Robby the
robot rat. Run, Rob
This is Robby the
robot rat. Run, Rob by!
This is Robby the
robot rat. Run, Rob by! Run, Robby!
by! Run, Robby! Run
! Run! Run !
F
Getting started F
Show the unit’s flashcard and ask the children if they know where Beep is (in the pet shop). Ask them to put
their hands up if they know the names of any of the pets in the picture. Ask volunteers to come to the front,
point to a pet they know and say the name.

Presentation

To introduce pet names. Ask the children to look at the picture on pages 32 and 33 and ask them
where the pets are (in the vet). Ask them to put their hands up if they own
one of the pets shown in the picture. Tell the children to point one by one
Target language the pets they own. Repeat this until there are no students left to answer.
Vocabulary:
cat, dog, frog, goldfish, hamster, 2 Listen, point and repeat. 28
parrot, rabbit, rat Ask the children to look at the picture again. Point to Lee and ask: What’s
his name? (Lee). Say: Miaow! Ask the children to point to the cat. Say
cat, and tell the class to repeat after you. Play the recording and tell the
Materials
children to find and point to the pets as they hear them. Tell them to
CD repeat the words after the narrator. Play the recording again and tell the
Activity Book, page 119 children to repeat the words.

Play the recording and point to each pet as it is named. Play the recording
again and ask the children to join in with the chant.Then point to each pet
FinishingFoff and ask the children to say the name with you.Repeat, gradually building
up the rhythm. Once the chant is memorized, practise it by starting slowly
Play Mime the pet. Divide
and speeding up with each repetition.
the class into two teams
and demonstrate the game.
Mime stroking a cat. Choose a
volunteer to guess which pet it Read the unit goals out loud and ask the children to choose the goals they
is. Players from each team take would like to do the most. Point to the uncoloured circles and help the
turns to come out and mime children to decide which one to colour by explaining each goal.
petting an animal. If their team
mates can guess the animal 5 Which would you like the learn first?
in one go, they get a point for
their team.
volunteers.
Transcripts
Listen, point and repeat. 28 Chant: The pet chant. 29
Goldfish. Hamster. Hamster, dog, rabbit, frog.

Frog. Cat.Rabbit. Parrot, cat, goldfish, rat.
Parrot. Dog.
Rat.

Unit 3. Perfect pets!
Unit 3. Perfect pets Presentation
Getting Ready
goldfish
1. Look and answer.
parrot a. Where are the pets?
b. Name all of the pets.

rat
frog
My Goals

hamster
Unit Goals
1. Saying names of the pets.
cat 2. Following short dialogues.

rabbit
dog 4. Singing songs and chants.
Activity Book 119

Page
32 Thirty-two Thirty-three 33
Children develop competence in Knowledge and interaction with the physical world by identifying
pets they already know and learning the words for the pets in English. Children then mime pets
and guess the correct answer in two teams.

Children develop Interpersonal and civic competence by following the rules for two games:
Pet Bingo! and Mime a Pet. When rules are followed, games help learn English and develop
important social skills such as following accepted rules and taking turns.

Activity Book

To reinforce target language. Tell the children you are going to draw a pet on the board and that
To associate pictures and words. they have to guess it as fast as possible. Do this a couple of times and
continue to the Activity Book.
Target language
1 Trace and match.
Vocabulary: Ask the children to look at the picture in Activity 1. Tell them that you are
going to play a miming game. Mime eating an ice cream and choose a
parrot, rabbit, rat
volunteer to tell you which character it is (Charlie). Repeat for the other
characters. Show the children the example and choose a volunteer to
Materials name the animal: frog. Tell them to match the other words with the pets
Activity Book, page 119 in the picture. Ask them to check their answers in pairs, and colour the
Paper (one piece per child) picture. Point to the words around the picture and ask the children to trace
them.
Finishing off
Play Pet bingo! Draw a grid with four squares on the board and write the
name of a pet in each square. Give out a piece of paper to each child
and ask them to do the same (but they have to write different names).
Encourage them not to copy their classmates! As you call out the
names of pets, the children cross out those that they have written. The
first child to cross out all four of their pets calls out Bingo! Ask the class
to turn over their paper and draw another grid. Repeat the game. You
can call out other words the children may know, for example, brother!
or ruler! In this case though, you must warn them that you won’t always
use a pet word.

Lesson 1
Practice
Objectives F
Getting started F
To introduce target structures. Show the unit’s flashcard to the class and point to each pet and elicit
To understand short dialogues. the words from the class. Ask a volunteer to come to the front, say a pet
To enjoy a song.
and ask them to find and point to the pet in the flashcard. If they are
not sure, invite the class to mime or make sounds to help them. Repeat
with other volunteers.
Target language
Vocabulary: 1 Listen and circle. 30
cat, dog, frog, goldfish, hamster, Ask the class to look at the pictures in Activity 1. Explain that people are
parrot, rabbit, rat visiting the vet with their sick pets. Invite one or two volunteers to tell
Structure: the class about their experiences of taking pets to the vet. Play number
Is it a (cat)? Yes, it is. / No, it isn’t. 1 on the recording and ask the class to listen and discover the old lady’s
pet (a cat). Tell the class to circle the picture of the cat. Play the rest of the
Materials recording twice, reminding the children to listen and circle the correct pet
in each picture. Correct the activity as a class.
CD
Activity Book, page 120 2 Listen and sing. 31
Unit 3 flashcard
Tell the class they’re going to hear a song: Can you guess my pet? Play the
song once. Play the song again and encourage them to join in. Play the
song a few more times until the children are more confident.
Finishing off
Tell the children to write the name of a pet in a piece of paper. Ask for a
volunteer to mime what they wrote in the paper and tell the children to
raise their hands up if they know the answer. When a child guesses the
pet, they can choose another child to mime to play the game again.
Transcripts
Listen and circle. 30 Song: Can you guess my pet? 31
1. Lee’s mum: Hello! Is it a cat? Can you guess my pet? Can you guess my pet?
Old woman: Yes, it is. Can you guess my pet? Can you guess my pet?
Is it a hamster? Is it a rabbit? Can you guess my pet?
2. Lee: What’s your pet? Is it a frog?
Can you guess my pet? Is it a rat? Is it a cat?
Girl: No, it isn’t. It’s a goldfish. Can you guess my pet? Can you guess my pet?
3. Lee: Oh, hello! Is it a hamster? Can you guess my pet?
Boy: Yes, it is. Is it a frog? Is it a dog?
4. Lee’s mum: What’s this? Is it a parrot? Can you guess my pet?
Man: No, it isn’t. It’s a rat. Can you guess my pet?
Can you guess my pet?
Is it a goldfish? Is it a parrot?

Children develop Processing information and digital competence in the classroom by associating
specific vocabulary from a song CD recording to the representation of different animals. In this
activity, children listen, point to the corresponding pet and sing along.

2 Trace and colour.
1 2
3 4
120 One hundred and twenty
Children develop Cultural and artistic competence and develop their fine-motor skills by tracing
picture outlines and by identifying animals from sketches.

Activity Book
Lesson 1, page 120

To reinforce target language. Show the unit’s flashcard to the class and invite a volunteer to the front.
Ask them to turn away or cover their eyes. Point to one of the pets in
the flashcard and tell the class to remember the pet. Ask the volunteer
Target language
to turn round and explain that the rest of the class is thinking of a pet
Vocabulary: and they have to guess the pet by asking: Is it a (rat)? Encourage the
cat, dog, frog, goldfish, hamster, class to reply Yes, it is or No, it isn’t. Give the volunteer three chances to
parrot, rabbit, rat
guess the pet. Then repeat with other children.
Structure:
Is it a (cat)? Yes, it is. / No, it isn’t.
2 Trace and colour.
Draw a cat face on the board. Write the question above the picture: Is it a
Materials dog? Write the possible answers below: Yes, it is. / No, it isn’t. Tell the children
Unit 3 flashcard to complete and colour the pet pictures. Correct as a class.
Pieces of paper
Finishing off
Tell the children to work in pairs. Give each pair two pieces of paper.
Tell Child 1 to draw one of the eight animals: cat, dog, frog, goldfish,
hamster, parrot, rabbit or rat. Child 2 tries to guess the drawing by
asking: Is it a (rat)? When child 2 guesses the picture, they take a turn to
choose a card for child 1 to guess.

Lesson 2
Production

To introduce and practise target Locate some classroom objects with the colours black, brown, grey
vocabulary and structures. and white. Point to the grey object and say grey. Encourage the class
to repeat after you. Repeat with the other objects. Practise the colours
Target language using different voices (a monster voice, a quiet voice, an opera singer’s
voice, a squeaky voice and so on). Point to the objects, say the colours
Vocabulary: and ask the class to repeat.
black, brown, grey, white
Structure: 3 Colour and trace.
Is it (green)? Is it a (frog)?
Yes, it is. / No, it isn’t. Ask the class to look at the dogs. Point to each one in turn and ask: What
colour is it? Elicit the colours and ask the children to trace the words. Explain
that the dogs are not completely coloured in and tell the children to finish
Materials off colouring each dog.
Unit 3 cut-outs
Activity Book, page 121 4 Cut, paste and play.
11 big sheets of card with Tell the children to find their cut-outs on page 99 at the end of their
headings (black, blue, brown, student’s book and to cut them carefully (monitor this activity). Ask about
green, grey, orange, pink, purple, the colours of the pets, for example: What colour is the (frog)? Ask the class
red, white, yellow)
to look at the picture and explain that there is a pet show at the school.
Magazines/catalogues
Tell the children to paste the cut-outs in the corresponding places. Ask the
Scissors
Glue class to look at Ruby and Charlie and explain that Charlie is thinking of a
pet and Ruby is guessing which pet it is. Read out their dialogue pointing
to each speech bubble in turn. Then ask the girls to read out Ruby’s part
together and the boys to read out Charlie’s part.Tell the class that you’re
thinking of a pet and invite a volunteer to guess which pet it is by asking
about its colour: SS: Is it pink? T: No, it isn’t. SS: Is it black? T: Yes, it is. SS: Is it a
rabbit? T: Yes, it is. Ask two children to come to the front with their books.
Ask child A to think of a pet from the book and tell child B to ask about its
colour: Is it (brown)? Repeat several times with other pairs. Put the children
in pairs. Tell them to take turns to think of pets for their partners to guess.
Move around the room and praise children who are making an effort to
speak English.
FinishingFoff
Make colour posters. Display the sheets of card with the colour
headings around the class. Give out the magazines and catalogues
to the children and ask them to find pictures of coloured objects or
animals. Tell them to cut out the pictures carefully and paste them on
the corresponding pieces of card to make colour posters (monitor this
activity).

Children develop Linguistic competence by consolidating new knowledge of question forms

using the Present simple of the verb to be and short answers to talk about pets. Children show
knowledge by giving short answers to questions formulated by the teacher using objects for
visual support.

Children develop Cultural and artistic competence by practising drilling using different types of
voices: quiet, squeaky, etc. Using different voices empowers children to be confident and make
mistakes when speaking. Significant learning takes place through the integration language and
artistic expression.

Activity Book
Lesson 2, page 121

To reinforce target vocabulary Play a memory game. Tell the children they will have 30 seconds to look
and structures. at the animals on Activity 4 and to try to remember what colour they
are. On the count of three, the children should close their activity books.
Target language Ask about the colours of each pet: T: What colour is the (dog)? SS: It’s
(white). Now, tell the children to work in pairs and to repeat the activity.
Vocabulary:
black, white, grey, brown; cat, dog,
frog, goldfish, hamster, parrot, 3 Colour and match.
rabbit, rat Ask the children to have their pencils and crayons ready. Invite a volunteer
Structures: to name the pets in the picture. Point to the table and read out the pets.
Is it (white)? Is it a (cat)? Tell the children to match the pets according to the key. Then, ask them to
Yes, it is. / No, it isn’t. colour the pets.
Materials Finishing off

Activity Book, page 121 Play Pictionary. Divide the class into three teams. Slowly start to draw
Crayons part of a pet on the board, for example, a cat’s whiskers or a rabbit’s
ears. Ask: What’s the pet? Encourage the children to ask: Is it a (cat)? Give
a point to the first team that guesses correctly. Repeat with other pets,
or ask volunteers to the board to draw pets for the class to guess.
Children develop Linguistic

competence by consolidating
knowledge of the Present
simple of the verb to be and
short answers to talk about
colours and pets by playing
a memory game, Pictionary
and reading. Children show
knowledge by giving short
answers or colouring correctly.

Lesson 3
Review The mystery of the black cat!
Objectives Review The mystery of the black cat! Unit 3 • Perfect pets
LESSON 3

To develop pre-reading skills.
To enjoy a story. 5 6
To consolidate target language.
Materials 1 2
BE CD 7 8
3 4 Stop and think!

36 Thirty-six Thirty-seven 37
Children develop Linguistic competence and comprehension by

listening to a story: The mystery of the black cat! The story revises and
integrates vocabulary and grammar structures from previous lessons
to build knowledge.
Getting started
Tell the children to look at the story and ask them to identify characters
they know. Then ask them to look at the little pictures at the top of
page 36. Point to the picture of the cat and ask: Can you find this in the
story? Tell them to look in the story and see if they can find the cat. Tell
them to circle the picture of the cat, because it appears in the story.
Tell them to look through the story and find which of the remaining
pictures appear and to circle them. Ask them to check their answers
with a partner. Finally, ask the children to cross out all the pictures that
do not appear in the story.


Play the story once. Then play the story again and ask the children to
follow the story in their books. Pause the recording at various points. Ask
volunteers to point to the relevant scene in their books. Divide the class
into five groups and assign parts to each group: Charlie, Lee, the teacher,
Lee’s mum, the cat. Play the recording again and pause the recording after
each scene and tell each group to repeat their character’s lines.
Stop and think!

to the circles and tell them to choose only one statement and to colour
the circle next to the one they chose. Finally, ask the children which
statement they coloured to assess comprehension of the story.
Finishing off
Tell the children to count the pets present in the story. The children
should count them out loud and point to where they are in the story.
Transcripts
Story: The mystery of the black cat! 32

Narrator: Charlie and Lee are at school. It’s playtime. Narrator: Look! Charlie’s on the wall and here’s Lee.
Lee: What’s that? Is it a monster? Lee: Help!
Story card 2 Charlie: Jump Lee! Jump!
Narrator: Lee sees a black cat. Story card 6
Lee: Look at that cat! Narrator: Now, where’s that cat? Ah! There it is!
Teacher: Sit down, Lee! Lee: Come on, Charlie! Run!
Narrator: The boys and girls are playing with balls. Narrator: Charlie and Lee find the cat. But, what’s
But look! Now Charlie sees the black cat too. the matter?
Lee: Catch, Charlie! Lee: Mum! Mum! Come quickly!
Charlie: Hey, look! It’s the black cat. Cat: Grr! Miaow!
Narrator: Charlie and Lee are playing. Shh! Listen! Narrator: Here’s Lee’s mum, and look! Lots of little
What’s that noise? cats!
Cat: Miaow! Miaow! Charlie: Hello, little cat!
Charlie: What is it? Lee’s mum: Well done, boys!
Lee: It’s the cat. Come on! Let’s follow it! Cat: Miaow!
Cat: Miaow! Miaow!

Lesson 4
Word Stress
Objectives F
Getting started
To introduce imperatives. Write the eight pet words on the board: cat, dog, rabbit, hamster, rat,
To improve listening parrot, goldfish. Do a class survey. Ask: What’s your favourite pet? Is it a
comprehension skills. (dog)? Ask the children to raise their hands. Make a note of the scores for
To say a chant. each animal and say: So, our favourite pet is a (cat)

Target language
Tell the class to look at the first picture and ask: Where are Charlie and
Structure: Chippy? Choose a volunteer to tell you: Dog school. Divide the class into
Imperatives (Sit down! Stand up! pairs. Play the recording and pause after each scene. Tell the children
Jump! Catch! Run! Go to sleep!) to decide which scene they are listening to by pointing at it. Play the
recording again and ask volunteers to tell the class their answers.
Materials
CD
Activity Book, page 122 Ask the children to stand up and explain that they are going to hear a
chant called Good dog, Chippy! Tell them to listen and mime the actions as
they hear Charlie saying them. Play the chant and join in as the children
mime the actions. Ask the class if they can remember the order in which
the actions are said. Write their answers on the board and play the
recording again to check them.
Play the chant again and ask the class to join in. Encourage them to copy
Charlie’s intonation.
FinishingFoff
Play Simon says, using the imperatives from the previous activity. Add
extra instructions with objects in the classroom, demonstrating where
necessary. For example: point to (a pencil), touch (a book).
Transcripts
Listen and point. 33 Chant: Good dog, Chippy! 34
Charlie: Good dog, Chippy! Here’s the Dog School. Good dog, Good dog, Good dog,
Listen, Chippy! Sit down! Sit down! Chippy! Chippy! Chippy!
Chippy! Jump! Jump! Oh, please Chippy! Sit down! Catch! Catch! Stand up!
Catch Chippy! Catch! Oh no! Please, Chippy! Please, Chippy! Please, Chippy!
Go to sleep, Chippy! Oh no! Sit down! Catch! Catch! Stand up!
Stand up, Chippy! Stand up! Oh please, Chippy! Good dog, Good dog Good dog
No, Chippy! Chippy! Chippy! Chippy!
Jump! Jump! Go to sleep! Run! Run!
Please, Chippy! Please, Chippy! Please, Chippy!
Jump! Jump! Go to sleep! Run! Run!

Word Stress
LESSON 4

Sit down!
Jump!
Catch! Stand up!
Go to sleep!
No, Chippy!
Activity Book 122

Page
38 Thirty-eight
Children develop Cultural and artistic competence by practising a role play about a boy and
his dog using imperative commands and praise: sit down, run, catch, etc. Role plays using real
communicative situations help build fluency, self confidence and artistic expression.

Activity Book
Lesson 4, page 122

To reinforce target structures. Review the imperatives from the previous lesson and write them on the
board in any order. Act the actions and tell students to guess what you
are representing. Do this until you have covered all actions.
Target language
Structures:
4 Trace and match.
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!) Tell the class to look at the pictures and ask them to identify the characters.
Point to the teacher’s speech bubbles and explain that they have to trace
the words.
Materials
Tell the children to match the instructions in the speech bubbles with the
corresponding characters. Check their answers by calling out a character’s
Pieces of card with instructions
name and asking the class to say the corresponding instruction.
FinishingFoff
Play Chinese whispers. Organise the class into lines and explain the
game. Give a piece of card with an instruction to a child at one end of
each line, for example, (Jump!). The child reads the instruction without
showing it to anyone and then whispers it to the next child in the
line, taking care not to let anyone hear. This is repeated until it reaches
the last child in the line, who has to perform the action. Compare the
action with the instruction on the piece of paper. Repeat with other
instructions.
Note: Ask the children to bring in photos of their pets or photos of pets
they would like.

Lesson 5
Student’s Book
Page 39

To practise target language in a Show the class a photo of your pet (or a pet you like) and tell the
real world context. children about it (its name, its age, its food). Invite two or three
volunteers to tell the class about their pets.
Target language
8 Listen and number. 35
Vocabulary:
cat, dog, frog, goldfish, hamster, Explain that the children in the photos each have a favourite pet. Elicit
parrot, rabbit, rat the names of the four pets from the class. Play the recording and pause
Structures:
after sentence one. Tell the children to point to the corresponding photo
My favourite pet is a (dog). (the boy with the goldfish). Point to the box and ask the children which
number they have to write (one). Ask them to number the other photos
in order as they listen to the recording. Play the recording twice and then
Materials correct as a class.
CD
Photos of pets 9 Draw your favourite pet.
Ask some children the following question, What is your favourite pet? As the
children say the names of their favourite pets you can get other children
to write the name on the board. When you have asked some children ask
them to draw their favourite pet in the book.
FinishingFoff
Tell the children to work in pairs. Tell them to choose one of the pictures
from Activity 8 and to tell each other why they liked them.
Transcript
Listen and number. 35
1. Hello! My favourite pet is a goldfish.

2. Hi! My favourite pet is a rabbit.
3. And my favourite pet is a dog.
4. Hello! My favourite pet is a frog.

CLIL: Children develop Autonomy and personal initiative via show and tell participation where they
show a photo of their pet and describe it to the class. Children who don’t have pets participate
by describing their favorite pet in a presentation. They also develop artistic competence by
drawing their favourite pets.

Lesson 6
Student’s Book
Page 40

To review pets and colours. Say: I like parrots. Ask the children who like parrots to stand up and
To enjoy a story. repeat the sentence. Repeat with other vocabulary.
To enjoy a tongue twister and
practise pronunciation: r. 10 Listen. 36
Tell the class to look at the first scene from the cartoon, and explain that
Beep is taking part in a television quiz show called Guess my pet. Play the
Target language
recording and ask the children to follow the story in their books.
Vocabulary:
cat, dog, frog, goldfish, hamster, Extra Activity:
parrot, rabbit, rat Phonics Listen and say a tongue twister. F 37
Structures:
Is it a (cat)?
recording, pausing at the end of each line for the children to repeat. Write
the tongue twister on the board or show the Beep’s world flashcard to the
Materials class. Encourage the children to find any other words that they know that
CD begin with r, for example, rubber, rabbit, Ruby, or any names of children in
Activity Book, pages 123-124 the class. Write the words up on the board and practise saying them with
Pieces of paper English pronunciation.
Finishing off
Write the first three letters of a word on the board and tell the children
to find the word in their dictionaries and put up their hands as soon as
they find it.
Transcripts
Narrator: Today, Beep is on television. Beep: No, it isn’t.

Host: Hi! Welcome to Guess my pet! My name is Host: It isn’t a fish.
Ricky Smiley. Hello, what’s your name? Woman: Hello, Beep. Is it a frog?
Beep: Hello, Ricky. My name is Beep. Beep: No, it isn’t a frog.
Old woman: Hello, Beep. Host: Oh no! It’s… It’s… A rat!
Beep: Hello. Robby: Squeak! Squeak!
Old woman: Is it black? Beep: Please don’t worry! This is Robby, my pet rat!
Beep: Erm… No, it isn’t. Hello, Robby!
Host: Ok! It isn’t black. Next question, please. Robby: Squeak! Squeak!
Man: Is it a fish?
This is Robby. This is Robby the robot rat. Run Robby! Run Robby!
This is Robby the robot rat. This is Robby the robot rat. Run Robby! Run Robby! Run!
This is Robby the robot rat. Run Robby! Run! Run!

Beep’s world!
10 Listen. 36
r sound LESSON 6
Activity Book 111

123 -124
Page
40 Fourty
Children develop competence in Learning to learn by participating in a phonics game.

Picture dictionary
ca† do@ fro@
gold‡is™ ”hamste® ”parro†
”rabbi† ”ra†
124 One hundred and twenty-four
Children develop Interpersonal and civic competence by participating in classroom language games to revise
knowledge. Working in pairs or teams to play noughts and crosses helps children to improve interpersonal
skills such as using their hand to ask to take a turn.

Activity Book

To review target language from Do a quiz to review the language from the unit. Divide the class into
the unit. three or four teams. Award points for correct answers.
Round 1: Show the unit’s flashcard, point to pets and ask the teams to
Target language name them.
Round 2: Using the flashcard, point to colours and ask the teams to
Vocabulary: name them.
Round 3: Using the flashcard, ask questions such as: What colour is the
parrot, rabbit, rat; black, brown,
frog?
grey, white
Round 4: Ask volunteers from each team to the front. Say an imperative
Structures: and give points for the correct action.
Imperatives (Sit down! Stand up!
Jump! Catch! Run! Go to sleep!)
5 Colour and say.
Is it a (goldfish)? Yes it is. / No, it
isn’t. Tell the children to colour the patches on the dog using their favourite
colours. When the children finish, encourage them to compare their
pictures with classmates.
Materials
Activity Book, pages 123-124 Picture dictionary
Unit 2 flashcard Ask the children to look at the picture dictionary page on page 124 of their
do the same. Say: Point to the frog and the goldfish. Encourage the class to
Finishing off
Play Noughts and crosses with questions related to the target language
from the unit.

Think Back!
Page 41
Think back! Unit 3 • Perfect pets
Lesson 1
I can find pets.

Unit
3 Lesson 2
I can say Is it brown? Yes, it is.
Lesson 3
Lesson 4
I can sing songs and chants.
I can draw my pet.

Lesson 5
Lesson 6
Review
I know the r sound.
Almost there!
You did it!
Fourty-one 41
Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite pet in
their notebook.

Assessment
Objectives Revise the vocabulary with the children and ask questions about the pets.
T: Which pet is green? Show the children the assessment and explain each
To evaluate children’s activity. Play the audio and the children do Activity 1. Play it again. The
children complete the rest of the assessment by themselves.
1 Listen and circle the pets. 38
Target language Explain to the children that they are going to hear a number followed by a
Vocabulary: pet. They must circle the correct animal.
cat, dog, frog, goldfish, parrot,
hamster, rabbit, rat; black, brown,
grey, white 2 Trace the words and match them to the pictures.
Structures: Tell the children to trace the words. When they have finished they must
Imperatives (Sit down! Stand up! read them and match the word with a pet.
Jump! Catch! Run! Go to sleep!)
Is it a (goldfish)? 3 Read and colour the pets.
Yes it is. / No, it isn’t. Tell the children to look at the key. Explain that the number is for a pet. The
children have to colour the pets according to the key.
Materials
CD
Manual, pages 110-111
Children develop competence

in Learning to learn by
participating in an end of
unit summative assessment
procedure. Clear assessment
criteria and constructive
feedback on mistakes and
teacher expectations before
the test play an important role
in improvement.
Transcripts
Unit 3 Assessment. Activity 1. Listen and circle the pets. 38
Hamster. Goldfish. Parrot.

Cat. Rabbit. Rat.

Unit 3 Assessment
Name: Class:
1 Listen and circle the pets. 38
2 Trace the words and match them to the pictures.
ca†
do@
rabbi†
parro†

3 Read and colour the pets.
1 = g®æe> 2 = ®e∂ 3 = ¥ello∑ 4 = bl¤æ
3

Unit 4. My toys Introduction
Unit objectives Teaching tip
To introduce toy vocabulary. Try and encourage all the children to listen to your English when you
To understand and use simple speak. As a teacher you should speak at a normal speed neither too fast
structures. F
nor slow so all the children will eventually understand you. Use as many
gestures as possible and always try and let the children see your lips.
To learn about toys from other
Children need a lot of time before the language they understand becomes
countries.
the language they can speak. Try and use different structures and words so
To talk about personal they will recognize them in the near future.
preferences.
To practise pronunciation: c. kitæ
Target language planæ

bikæ
Vocabulary:
ball, bike, car, computer game, doll, bal¬
trai>
kite, plane, train, teddy
comgapmuteæ ®
Structures:
Have you got a (train)?
Yes, I have. / No. I haven’t.
tedd¥ Beep’s world!
ys
4 My to
dol¬ 46
Beep is on his ashcar
Flbike.
d Unit
She’s playing with Look! There’s a girl.
a car.
Here’s a boy. Oh
no! His kite is in the tree.
ca®
Squeak!
Squeak!
Look! My kite
is in the tree.
Robby likes the car. Can you help?
Beep climbs
the tree…
but oh no! Beep and Robby
go to the toy shop.
Be careful,
Beep!
Hello, Beep!
Hello. Can I have

a plane, please?
Hurray!
Robby’s got
the kite!
Thank you, Beep

Thank you, Robb !
y!
No problem!
Oh, look! Robby’s

plane! Fly, Robby! in the
Fly!
Tongue twister
47
Can you count?
Can you count the
Can you count the cars?
Can you count the cars and kites?
cars and kites and
cats?
F
Getting started F
Show the unit’s flashcard and ask the children if they know where Beep is. Ask them to put their hands up
if they know the names of any of the toys in the picture. Ask volunteers to come to the front, point to a toy
they know and say the word. Point to the toys one at a time, say the word and ask the children to repeat.

Unit 4. My toys
Presentation

To introduce the name of the Ask the children to look at the picture on pages 42 and 43. Ask them
toys. where the children are (at a toy store). Ask them if they own any of the toys
in the picture. Ask volunteers to come to the front, point to a toy they own
To say a chant.
and say the word.

Vocabulary: Ask the children to look at the picture again. Point to the toys on the page
ball, bike, car, computer game, doll, and ask the children to name them. Play the CD and ask the children to
kite, plane, train, teddy point to each toy as they hear the word. Play the CD again and this time
the children repeat the words. Encourage all the children to participate.
Materials
CD
Play the recording and point to each toy as they are named. Clap when the
chant says: clap your hands. Play the recording again and ask the children
to join in with the chant. Then point to each toy and ask the children to say
the name with you. Repeat, gradually building up the rhythm. Once the
Finishing off chant is memorized, practise it by starting slowly and speeding up with
each repetition.
Ask the children what their
favourite toy is. Tell the children
to find another child whose
favourite toy is the same as Read the unit goals out loud and ask the children to choose the goals they
theirs. The activity finishes would like to do the most. Point to the uncoloured circles and help the
when all students have been children to decide which one to colour by explaining each goal.
paired up.
volunteers.
Transcripts
Listen, point and repeat. 39 Chant: The toy chant. 40
Bike. Kite. Come on girls and boys! Dolls and planes,

Doll. Ball. Clap your hands for toys! Cars and trains,
Car. Computer game. Teddies and kites, Clap your hands for toys!
Plane. Train. Balls and bikes, Come on girls and boys!
Teddy. Clap your hands for toys! Clap your hands for toys!
Come on girls and boys! We all love computer games!
Clap your hands for toys! Clap your hands for toys!

Unit 4. My toys Presentation
plane
Getting Ready
1. Look and answer.

b. What toys can you see?
doll
car
bike
teddy My Goals
Unit Goals
1. Saying names of the toys.

computer game
kite 3. Enjoying a story.

ball
4. Singing songs and chants.
train
Activity Book 125
Page
42 Fourty-two Fourty-three 43
Students develop competence in Learning to learn by participating in the memorization of a

chant using the support of clapping and visual cues.

Unit 4. My toys
Students develop Linguistic competence by consolidating vocabulary knowledge about toys via
visual resources and tracing and matching each toy to a picture. Students show knowledge by
giving short answers or colouring correctly.

Activity Book

To say the toy vocabulary. Ask the children to count the toys present in Activity 1 so that they
To recognize the toy vocabulary. identify their location.
To write the words of the toys.
1 Trace and match.
Target language Ask the children to look at the picture in Activity 1. First, ask the children to
say the name of each toy and then ask them to trace the words. Once they
Vocabulary: have traced the words ask them to match the words with the toys in the
ball, bike, car, computer game, doll, central picture. They can then colour the pictures. Go round the classroom
to give help where needed and positive encouragement.
Materials
Finishing off
CD
Draw the outlines of some toys on the board. Ask the children to hold
up their hands if they know what you are drawing. The aim of this game
is to guess what is being drawn before the whole drawing is finished.
Make sure the children put their hands up to say the answer and do not
shout out.

Lesson 1 Unit 4. My toys
Practice

To recognize the toys. Using some toys of your own choosing, ask short questions to the
To ask and answer questions children. T: What’s this? SS: It’s a (kite). Repeat with the other toys. Then,
about toys. give some of the children the toys. Ask questions about the toys the
children have. T: Have you got a (teddy)? SS: Yes, I have. T: Have you got a
(train)? SS: No, I haven’t. Encourage them to use the full answer.
Target language
Vocabulary: 1 Listen and tick or cross. 41
ball, bike, car, computer game, doll,
kite, plane, train, teddy Write Yes, I have and No, I haven’t on the board, and then ask a volunteer
to come to the front to demonstrate the activity. T: (Carlos), have you got
Structures:
Have you got…?
a kite? SS: No, I haven’t. Ask him to put a cross beside the corresponding
Yes, I have. / No, I haven’t. sentence. Continue with other volunteers. Tell the children to look at
Activity 1. Explain that they are going to listen to the CD and they have to
put a tick if Charlie has the toy and a cross if he doesn’t. Play the CD and
Materials ask the children just to listen. Play it again and this time they put the ticks
CD and crosses. Play it a final time for them to check their answers.
Toys 2 Ask and answer.
Ask a volunteer to come to the front to demonstrate the activity. T: Have
you got a (teddy)? SS: Yes, I have. Have you got a (train)? T: No, I haven’t. Put
the children into pairs or small groups and ask them to ask and answer
questions about toys. Move around the classroom listening and helping if
necessary.
Finishing off
Ask a child to come to the front of the class and to cover their eyes
while another child hides one of the toys somewhere in the classroom.
The child at the front of the class then tries to find it. The rest of the
children can say hot or cold depending how near or far the child is to
finding the toy.
Transcript
Listen and tick or cross. 41
Lee: Hi, Charlie! Lee: Me too! Have you got a bike?

Charlie: Hello! Charlie: Yes, I have. I’ve got a red bike.
Lee: Charlie, have you got a train? Lee: Umm. Have you got a plane?
Charlie: Yes, I have. Charlie: A plane? No, I haven’t.
Lee: Have you got a teddy? Lee: OK. Have you got a kite?
Charlie: Yes, I have. Charlie: Yes, I have. Here it is.

PONER MINIATURA SB PAGINA 34
Students develop Processing information and digital competence in the classroom by extracting
specific information from a dialogue on a CD recording. In this activity, students listen and tick
the toys each speaker has.

Unit 4. My toys
2 Trace and match.
kitæ
”planæ
”ca®
”bal¬
”tedd¥
dol¬
126 One hundred and twenty-six
Students develop Linguistic competence by consolidating awareness of knowledge about

question forms using the Have you got…? and short answers to talk about toys. Students show
knowledge by giving short answers to questions formulated by the teacher.

Activity Book
Lesson 1, page 126

To trace pictures. Show the unit’s flashcard. Ask the children what they can see without
To recognize the toys. pointing to the toys. When all the toys have been named, point to a toy
and ask one of the children to name the toy. If there are children who
still need help, then help them to repeat the word several times.
Target language 2 Trace and match.

Vocabulary: Ask the children to look at the picture in Activity 2. Ask them what they
ball, bike, car, computer game, doll, think each picture is in the cupboard. T: Is this a (ball)? When they have said
kite, plane, train, teddy what each toy is, ask the children to trace and match them. Repeat with
Structures: the remaining questions. The children then complete the activity in the
Have you got…? book. Move around the classroom offering help where necessary.
FinishingFoff
Materials Tell the children you are going to draw a toy on the board and that they
Unit 4 flashcard must put their hand up if they think they know what it is. Slowly draw
Activity Book, page 126 the picture until someone guesses what the toy is. Repeat with a child
taking over your role.

Production

To say the names of the toys. Show the unit’s flashcard and ask questions. T: What’s this? SS: It’s a (kite).
To join in with song. T: What colour is the (train)? SS: It’s (green). T: (Lucía) come and point to the
(ball). Ask volunteers to take over your role and ask the questions.
structures.
Ask the children to look at the picture in Activity 3. Play the CD and let
Target language
the children listen to the chant, pointing to the corresponding toy each
Vocabulary: time. Play the recording again and encourage the children to join in. Play it
ball, bike, car, computer game, doll, several more times until the children are saying it from memory.
Structures: 4 Ask and answer. Tick or cross.
Have you got…?
Ask the children to work in pairs. Write on the board the nine toy words:
ball, bike, car, computer game, doll, kite, plane, train, teddy. Each child should
choose one of the toys and write it on a piece of paper. Child 1 should ask
Materials Child 2: (Marta), have you got a (kite)? SS: Yes I have. / No, I haven’t. Now, tell
CD them to ask about the toys present in Activity 4.
Unit 4 flashcard Finishing off
Tell the children to choose two of the toys that are written on the board
and to draw them in their notebooks. Then, tell their partners to name
the toys they have drawn.
Transcript
Chant: Tell me, please! 42
Have you got a bike? Have you got a teddy?
Have you got a bike? Have you got a teddy?
Ruby, Ruby, tell me please! Lee, Lee, tell me please!
Yes, I have! Yes, I have!
Have you got a train? Have you got a car?
Have you got a train? Have you got a car?
Charlie, Charlie, tell me please! Monica, Monica, tell me please!
No, I haven’t! No, I haven’t!

Production Unit 4 • My toys
LESSON 2
Have you got a bike?

Have you got a bike?
Ruby, Ruby,
tell me please!
Yes, I have.
4 Ask and answer ✓ or ✗.
Me
My friend
Activity Book
Page 127
Fourty-five 45
Students develop competence in Knowledge and interaction with the physical world by identifying
toys and answering questions about them using short answers. Students use drawings and a
flashcard for speaking support.

Unit 4. My toys
Students develop Interpersonal and civic competence by playing games which help learn English
and develop important social skills such as following accepted rules and taking turns.

Activity Book
Lesson 2, page 127

To read the target vocabulary. Show the unit’s flashcard and ask a volunteer to come to the front of
To write the names of toys. the class. The child points to a toy and then chooses a friend to say
To complete a drawing.
what it is. If the child answers correctly, then it is their turn to come to
the flashcard and point. Continue until all the toys have been revised.
Target language
3 Trace and draw.
Vocabulary:
ball, bike, car, computer game, doll, Ask the children to look at Activity 3. Point to the first picture and ask Is
kite, plane, train, teddy it a bike? SS: No. Repeat the question with other toys. Ask the children to
say what toys have been half drawn and then to trace the words under
Structures:
the pictures. Give them some time to draw the other half of each picture.
Is it a doll?
Have you got a car? When they have finished they can colour them. Go round the class and
Yes, I have. / No I haven’t. praise their finished drawings.
Materials Finishing off

Ask the children to choose their favourite toy from the pictures in
CD
Activity Book page 127. Say the name of a toy and tell them to raise their
A doll hands if they like that toy.
Unit 4 flashcard

Review Computer games are boring!

Objectives Review Computer games are boring! Unit 4 • My toys
LESSON 3
To reinforce target vocabulary. 5 Listen to the story. 43
5 6
Target language
Vocabulary: 1 2

kite, plane, train, teddy 7 8
Materials 3 4 Stop and think!
CD Read and colour one of the about the story.
46 Fourty-six Fourty-seven 47
Students develop Linguistic competence and comprehension by

listening to the story: Computer games are boring! The story revises and
integrates structures from previous lessons as well as including new
ones to build knowledge.
Getting started
page 46. Point to the picture of the doll and ask: Can you find this in the
story? Tell them to look in the story and see if they can find the doll. Tell
them to circle the picture of the doll, because it appears in the story.

to point to the relevant scene in their books. Divide the class into three
groups and assign parts to each group: Ruby, Monica and Granny. Play the
recording again and pause the recording after each scene and tell each
group to repeat their character’s lines.
Stop and think!

FinishingFoff
Ask the children to point their favourite scene. Then, tell them to
join other children who also liked the same scene. The teams should
prepare for a few minutes and act the scene they liked. Encourage more
timid students to participate.
Transcript
Story: Computer games are boring! 43

Narrator: Ruby is going to Monica’s house. Narrator: Ruby and Monica are playing computer
Granny: Hello, Ruby. games. It’s tennis!
Monica: Hi! Come and play with me. Ruby: I love computer games!
Story card 2 Monica: Me too!
Narrator: Granny is showing Monica and Ruby a Story card 6
photo. Narrator: Monica and Ruby are having fun. Look!
Granny: Look, girls! This is me. Now they’re playing guitars.
Monica: Oh yes! Granny: Come on, girls! It’s time for a snack.
Story card 3 Monica: In a minute!
Narrator: Granny is showing the girls a doll and a Story card 7
teddy. Narrator: The girls are having a snack with Granny’s
Granny: Look! This is my favourite doll and my teddy and doll. Mmm, biscuits! Delicious!
brown teddy. Ruby: Here you are, Teddy!
Monica: Oh, wow! Granny! Monica: Where’s Granny?
Narrator: Ruby and Monica want to play computer Narrator: Look, here’s Granny! She’s playing with the
games. computer game!
Monica: Come on, Ruby! Let’s play computer games. Monica: G …Granny!
Granny: Computer games are boring! Granny: Yippee! Computer games are fantastic!

Word Stress

To recognize the toys. Ask a volunteer to come to the front of the class. Ask them to stand in
To say the names of the toys. front of the class. Behind their back show the rest of the class a toy. Ask
To play a game.
questions to some children. T: What colour is it? Is it big? Tell the rest of
the class that they must not say the name of the toy, only answer the
questions. The child can have two attempts to guess what the toy is.
Target language Repeat with other volunteers.
Vocabulary:
ball, bike, car, computer game, doll, 6 Play a game.
kite, plane, train, teddy Ask the children to look at Activity 6. Point to a picture and ask the children
to tell you the colour and what it is. Put the children into groups of four
Materials and give each group a die. The children can use a rubber or sharpener as
a counter. The children take turns to shake the die and move around the
CD
board. When they land on a picture they name the object and colour.
Toys
die (one for every four pupils) 7 Listen and sing. 44
Write the following words in order: car, bike, doll, kite, teddy, train, ball, plane.
Tell the children that they are going to listen to a song. Play the CD and
point to the words on the board as they are mentioned. Play the song
several more times and encourage the children to join in.
FinishingFoff
Play Chinese whispers. Put the children into groups of eight and
whisper a sentence to one child in each group, for example: I’ve got a
brown teddy. Ask the child to whisper the same sentence to the next
child who then whispers it to the next one and so on. The last child says
the sentence out loud and hopefully it should be the same one as the
teacher’s.
Transcript
Song: Toys, toys, toys! 44
Chorus: Red cars, blue bikes, Brown teddies, green trains,

Toys, toys, toys for girls and boys, Come and play! Come and play!
Come and play! Come and play! Come and play!
Come and play! Pink dolls, white kites, Yellow balls, purple planes,
Toys, toys, toys for girls and boys, Come and play with me! Come and play with me!
Come and play with me!
(Chorus) (Chorus)

Word Stress
LESSON 4
6 Play a game.
1 2
START
5 4 3
6 7 8
10 9
FINISH
7 Listen and sing. 44
Activity Book
Page 128
48 Fourty-eight
Students develop Linguistic competence and comprehension by asking questions about a hidden
toy. Fluency is developed by children formulating questions about the mystery toy and their
classmate giving short answers.

Unit 4. My toys
4 Play a game and say.
”planæ
”ca®
”trai>
kitæ
128 One hundred and twenty-eight

Activity Book
Lesson 4, page 128

To write the names of the boys. Play Memory. Place a box with three toys inside on your desk. Ask a
To develop reading ability. volunteer to come to the front of the class. Tell the child they will have
10 seconds to look at the toys and that they must remember them. If
structures. they guess correctly, change the toys inside the box and ask for another
volunteer.
Target language 4 Play a game and say.

Vocabulary: Ask the children to look at Activity 4. Point to the picture of the first girl
ball, bike, car, computer game, doll, and follow the line with your finger to the kite. Ask the children to do the
kite, plane, train, teddy same. Then ask the children to choose four coloured crayons and to follow
Structures: each line with a different colour.
I’ve got a …
FinishingFoff
Review Ask the children to take out their notebooks and draw two toys then
colour them. Ask a child to show their picture to the class and to tell
colours
them what they have. SS: I have a (blue teddy) and a (yellow car). Continue
with other children.
Materials
CD
Toys
A box
Crayons

Student’s Book
Page 49

To recognize toys from other Show the unit’s flashcard to the class. Point to a toy and ask the children
countries. to make full sentences. T: What’s this? SS: It’s a (green train).
To draw a toy.
Target language Ask the children to look at the photos in Activity 8 and give them a few
minutes to look at the different toys. Point to the first photo and ask
Vocabulary:
the children what it is. Ask them if they think children all over the world
have the same toys. Explain that they are going to listen to the CD and
they will hear where each toy is from. Explain that they need to put a
number in each box. Play the CD and ask the children just to listen. Play
Materials it a second time and this time the children write the number beside the
CD corresponding photo. Play the CD again for the children to check their
Unit 4 flashcard answers.
9 Draw your favourite toy.

Ask the children to look at Activity 9. Ask various children: What is your
favourite toy? As the children say the names of their favourite toys, ask
volunteers to write the words on the board. The children draw their
favourite toy in the space provided.
Finishing off
A picture dictation. Ask the children to draw in their notebooks what
you say. T: Draw a (red train). Draw a (blue doll). Draw a (yellow kite). When
they have finished they check with a friend to see if they have the same
drawings and colours. Then, write on the board what they have drawn
so the children can label their pictures.
Transcript
1. Look at the doll. It’s from Russia. 3. This is a kite. It’s from Japan.
2. Look at this teddy. It’s from Ireland. 4. This train is from England.

describing their favourite toy. Afterwards, students can describe it to the class by reading their
sentences and showing the picture. Giving a short mini-presentation of this kind helps students
to gain confidence.

Student’s Book
Page 50

To listen to a story. Tell the children they have to touch something the colour you say but
To follow the sequence in a story. that they must only do it if you say please. Give instructions. Sometimes
To develop reading skills. say please at the end and sometimes don’t. T: Touch something blue,
To practise pronunciation: c. please. The children touch something blue. T: Touch something yellow.
The children do not touch anything.
Target language
Vocabulary: 10 Listen. 46
ball, bike, car, computer game, doll, Ask the children to look at Activity 10. Tell them to look at the cartoon and
kite, plane, train, teddy to name the toys they can see. Play the recording and ask the children
to follow the story in their books. Play the recording again, stopping at
Materials various points and asking volunteers to repeat a line.
CD
Finishing off recording, pausing at the end of each line for the children to repeat. Write
Slowly draw a toy on the board the tongue twister on the board or show the Beep’s world flashcard to
and the children guess what
the class. Encourage the children to find any other words that they know
is being drawn before it is
that begin with the c sound, for example, colour, classroom, computer or
finished. The children can also
take turns and come to the any names of children in the class. Write the words up on the board and
board to draw. practise saying them with English pronunciation.
Transcripts
Listen. Beeps world! 46
Narrator: Beep is on his bike. Look! There’s a girl. Narrator: Beep and Robby go to the toy shop.
She’s playing with a car. Shop assistant: Hello, Beep!
Robby: Squeak? Squeak? Beep: Hello. Can I have a plane, please?
Narrator: Robby likes the car. Robby: Squeak! Squeak!
Narrator: Here’s a boy! Oh no! His kite is in the tree. Narrator: Oh look! Robby’s in the plane!
Boy: Look! My kite is in the tree. Can you help? Narrator: Fly, Robby! Fly!
Narrator: Beep climbs the tree … but oh no! Robby: SQUEAAAK!
Boy: Be careful, Beep! Narrator: Hurray! Robby’s got the kite!
Robby: Beeeeeeep! Boy: Thank you, Beep! Thank you, Robby!
Beep: Aaaaah! Beep: No problem!
Robby: Squeak! Squeak!
Can you count? Can you count the cars and kites?
Can you count the cars? Can you count the cars and kites and cats?

Students develop Mathematical competence by learning a tongue twister about counting
and then counting the cats, cars and kites in the story. Using the numbers 1 – 10 to
periodically count toys and other objects in class helps consolidate knowledge.

Unit 4. My toys
Review
5 Colour and match.

1
kitæ
”trai>
”ca®
”planæ
Picture dictionary
One hundred and twenty-nine 129
”bal¬ ”bikæ ca®
compute® gamæ dol¬ kitæ
”planæ ”tedd¥ ”trai>

130 One hundred and thirty
Students develop competence in Learning to learn by participating in an end of unit revision of content
knowledge. The teacher gives constructive feedback on improvement. This is important for student
progress and learning how to correct their own mistakes.

Activity Book

To write the toy vocabulary. Hide a small toy behind your back and the children have to make
To revise the vocabulary from guesses to say what it is. Keep doing it until the children have guessed
the whole unit. all the toys. You could also get a child to do this activity and they can
To develop reading skills. take it in turns to come to the front of the class.
5 Colour and match.

Target language
Ask the children to look at Activity 5. Point to the picture one and follow
Vocabulary: the line with your finger to the plane. Ask the children to do the same.
ball, bike, car, computer game, doll, Then ask the children to choose four coloured crayons and to follow each
kite, plane, train, teddy line with a different colour.
Materials Picture dictionary.

CD Ask the children to look at the picture dictionary on page 130 of their
Activity Book, pages 129-130 Activity Books. Hold up your two index fingers and signal to the class to do
Toys the same. Say: Point to the car and the teddy. Encourage the class to quickly
point to the two pictures and check with the child next to them. Repeat
with other words from the page. Tell the children to trace each word on
the dictionary page.
Finishing off
Ask general questions about numbers, colours, toys and vocabulary
from previous units. For example, write a number on the board and ask:
What number is this? Hold up an object and ask: What is this?

Unit 4. My toys
Think Back!
Page 51
Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite toy in
their notebook.

Assessment
Objectives Revise the vocabulary with the children. Show one toy at a time and ask
questions about them. T: What’s this? Show the children the assessment
To evaluate children’s and explain each activity. Play the audio and the children do Activity 1. Play
it again. The children complete the rest of the assessment by themselves.
This is an extra material If you have an time you can use it or not.
Target language
Vocabulary:
ball, bike, car, computer game, doll, 1 Listen and tick the toys. 48
kite, plane, train, teddy Explain to the children that they are going to hear some of the toys
Structures: mentioned. They must put a tick in the box next to the pictures they hear.
Have you got a (train)? Answers: See transcript.
Yes, I have. / No. I haven’t.
2 Write the words under the pictures.
Materials Tell the children to choose a word from the box and write it under the
correct picture.
CD
Toys 3 Read the questions and write your answer.
Assessment, Methodological Point to the words in the box and explain that the children have to choose
Manual, pages 139-140 the correct answer for each question about their own toys.
4 Look at the pictures and circle the correct word.

Tell the children to look at the four pictures and at the words next to them.
They must circle the word which is the name of the pictured toy.
Students develop competence
procedure where they apply
acquired knowledge such
as: attention, concentration,
memory, comprehension and
linguistic expression.
Transcript
Unit 4 Assessment. Listen and tick the toys. 48
Bike. Computer game. Train.

Doll. Teddy. Kite.

Unit 4 Assessment
Name: Class:
1 Listen and tick (✓) the toys. 48
2 Write the words under the pictures.
dol¬ †edd¥ bi§æ ca®

3 Read the questions and write your answer.
Yefi, I ha√æ. Nø, I ha√e>ª†.
H”a√æ yo¤ go† å compu†e® gaµæ?

H”a√æ yo¤ go† å pla>æ?
H”a√æ yo¤ go† å ki†æ?
H”a√æ yo¤ go† å trai>?
4 Look at the pictures and circle the correct word.
ca® compu†e® gaµæ dol¬ ki†æ
†edd¥ pla>æ bal¬ trai>

Unit 5. In the house Introduction
To introduce vocabulary of the Create routines in your classroom and maintain them throughout the
parts of the house and furniture. school year. Routines are an important part of classroom discipline helping
To use functional language with F
both the teacher and the children to work better. A regular routine makes
simple structures. the children feel more confident as they know what to expect. For the
To learn about unusual houses. teacher it makes control and movement within the classroom easier as the
children know what to do and how to behave.
To practise pronunciation: b.
Target language bedrooµ

Vocabulary:
bath, bathroom, bed, bedroom,
chair, garden, hall, house, kitchen, be∂
living room, table bathroom
livin@ rooµ
Structures: bat™
Where is…? kitche> hal¬
It’s in the…
chai®
tablæ
e house
5 In th
d Unit
Flashcar
Beep’s world!
56
garde> Beep and Robby

are at the funfair.
Beep and Robby
are in the hall.
Come on, Robby!
Let’s look in the
Scary House.
A witch!
Beep looks in the

living room.
Beep looks in the
bath.
He has a nasty surpr
ise!
Robby!
Where are you?
Oh no! A spider!
Beep looks in the

bedroom.
Oh no! What’s
in the bed?
Oh, it’s
you, Robby!
Tongue twister
57
Beep’s on the bike
.
Beep’s on the bike
.
Beep’s on the bike The book’s in the bag.
. The book’s in the
bag. The ball’s in
the basket with Rob
by.
F
Getting started F
Show the unit’s flashcard and ask the children if they know what Beep is making and who it is for. Ask them
to put their hands up if they know the names of any of the parts of the house in the picture. Ask volunteers
to come to the front, point to a part they know and say the word. Point to the rooms one at a time, say the
word and ask the children to repeat.

Presentation

To learn the parts of the house.
Ask the children to look at the picture on pages 52 and 53. Ask them what
they can see and who they can see in each room.
To say a chant.
Target language Ask the children to look at the picture again. Point to the parts of the
Vocabulary: house on the page and ask volunteers to name the rooms. Play the CD
bathroom, bedroom, garden, hall, and ask the children to point to each part of the house as they hear the
kitchen, living room word. Play the CD again and this time the children repeat the words.

Materials
Write the following words in order on the board: kitchen, garden, living
CD room, hall, bedroom, bathroom. Play the recording and point to each room
as it is named and point to yourself when the chant says play with me. Play
A piece of paper
the recording again and ask the children to join in with the chant.

Finishing off children to decide which one to colour by explaining each goal.
Tell the children to guess what
your favourite room in your 5 Which would you like the learn first?
house is. Ask them to raise their Ask the children to look at Activity 5 and to choose one of the unit goals
hands and to answer one by they would like to do first and to think about why they chose it. Ask a
one. Encourage them to use the volunteer to give you their decision and to explain it. Continue with other
vocabuiary seen in this lesson.
volunteers.
Transcripts
Listen, point and repeat. 49
Bedroom. Living room. Kitchen.

Bathroom. Hall. Garden.
Chant: The room chant. 50
Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
Bedroom, bathroom. Bedroom, bathroom.
Bedroom, bathroom. Bedroom, bathroom.
Kitchen, garden, living room, hall. Kitchen, garden, living room, hall.
This is my house. Come to my house,
Come and see! And play with me!

Unit 5. In the house
Students develop competence in Knowledge and interaction with the physical world by identifying
parts of the house in English. Real world places are identified to provide meaningful learning
based on the child’s surrounding environment.

Students develop Interpersonal and civic competence by playing games. Games help in learning
English and improving memory as well as social interaction skills.

Activity Book

To read the parts of the house. Show the unit’s flashcard to the class. Point to the different rooms and
To write the parts of the house. ask: What’s this? If there are children who still need help then ask them
To recognize where objects
to repeat the word several times.
belong in a house.
1 Read and write.
Ask the children to look at the picture in Activity 1. Point to each part of
the house and ask the children to name it. Then point to each word and
Target language ask volunteers to read them. Once they have said the names of the parts
Vocabulary: of the house ask the children to write the corresponding words in the
bathroom, bedroom, garden, hall, correct spaces.
kitchen, living room
Structures: Finishing off
Where’s my…?
It’s in the… Ask the children which is their favourite room in their house. Ask them
to work in pairs and to compare their answers.
Materials
CD
Unit 5 flashcard

Lesson 1
Practice

To recognize the parts of the Ask the children to tell you the names of room they know. They should
house. remember some of the names seen during the previous lesson. Write
To use and understand simple the rooms they tell room on the board. Ask them to repeat the names
structures. with you.
Target language 1 Listen and number. 51

Ask the children to look at Activity 1. Point to the first picture and ask the
Vocabulary:
bathroom, bedroom, garden, hall,
children which part of the house it is. Then ask them what they can see in
kitchen, living room the garden. Repeat with the other pictures. Play the recording and tell the
children just to listen this time. Play the CD again and this time the children
Structures:
put the number in the box of each picture. Play the recording one more
Where’s my…?
It’s in the…
time for the children to check their answers.
2 Look and say.

Materials Ask the children questions about the pictures. T: (Diego), where’s the school
CD bag? SS: It’s in the garden. Continue with the other pictures. Then ask a child
Activity Book, page 132 to ask a question and another to answer. Repeat with other children.
Review Finishing off

pencil, ruler, school bag, teddy; Tell the children you are going to describe a room in the house and
dad, granny, mum that they have to try and guess which one it is. Use the picture in
this lesson’s page to help them. Do this a couple of times to reinforce
learning.
Transcript
1. Ruby: Dad! Where’s my pencil? 3. Ruby: Granny! Where’s my teddy? Ruby’s Granny:
Ruby’s Dad: Ouch! Your pencil? It’s in the living Ruby, it’s in the bathroom.
room. 4. Ruby: Mike! Where’s my school bag?
2. Ruby: Mum! Where’s my ruler? Ruby’s brother: It’s in the garden.
Ruby’s Mum: Um, it’s in the kitchen.

Students develop Linguistic competence, expression and comprehension by answering questions

about the location of toys, school items and people in different rooms in the house. Fluency is
developed by revision and use of vocabulary from previous units which builds knowledge.

2 Trace and colour.
”bedrooµ ”bathrooµ
kitche>
”hal¬
”livin@ ”rooµ
132 One hundred and thirty-two
Students develop Linguistic competence by practising target vocabulary and matching

questions with answers. Repetition of key vocabulary and structures helps children to
internalize and consolidate knowledge.

Activity Book
Lesson 1, page 132

To read the target vocabulary. Slowly draw a part of the house on the board. The children raise their
To match questions with hands to guess which room it is before it is completely drawn. Ask a
answers. child to come to the board and to draw a part of the house for the
others to guess. Continue until all the parts of the house have been
named.
Target language
Vocabulary: 2 Trace and colour.
bathroom, bedroom, hall, kitchen,
living room; cat, dog, parrot, rabbit;
Ask the children to look at Activity 2. Ask the children questions about the
teddy picture. T: Where is the (parrot)? SS: It´s in the (living room). T: What is in the
(bedroom)? SS: A (teddy). T: What’s this? SS: It´s a (dog). Point to the first room
Structures:
(bedroom) and read it out loud. Then, ask the children colour all the rooms.
Where’s the…?
FinishingFoff
Materials
Give the children instructions to colour the pictures in their Activity
Activity Book, page 132 Book. Colour the (rabbit) (pink). Colour the (hall) (green). Invite children to
Colour pencils.
give some of the instructions for their classmates.

Lesson 2
Production

To use simple grammar Show the unit’s flashcard to the class. Hold a pencil and point it in front
structures. of one of the rooms. Then ask the children: Where’s my (pencil)? The
To sing a song. children should say: It’s in the (kitchen). Repeat until you have covered all
of the rooms.
Target language
Vocabulary:
Ask the children to look at the song and picture in Activity 3. Write the
kitchen, living room; bath, bed,
following words in the board (giving enough space between all of them):
chair, table bathroom, kitchen, garden, living room. Play the CD and let the children
listen to the song each time pointing to the words in the board. Then play
Structures:
the song several more times and encourage the children to participate.
Where’s my…?
It’s in the…
4 Cut, paste and say.
Ask the children to look at Activity 4. Point to a teddy and ask: Where’s the
Materials teddy? SS: It’s in the (kitchen). Repeat with the other teddies. Then ask the
CD children to work in pairs, point to a picture and ask their partner where the
Activity Book, page 133 teddy is. Then, tell them to find the cut-outs for this activity on page 99 of
Unit 5 cut-outs their student’s book and to cut them carefully (monitor this activity). Then,
Scissors they paste the cut-outs in their places.
Glue
Unit 5 flashcard
Pencil Finishing off
Erase the board. Next, begin to write one word on the board. The
children try and guess what the word is before it is completely written.
Use these words: bedroom, bathroom, kitchen, hall, living room, garden.
Transcript
Song: Ruby’s song. 52
Where’s my ruler? Where’s my school bag?

Where’s my ruler? Where’s my school bag?
What can I do? What can I do?
Look! It’s in the kitchen! Look! It’s in the garden!
Oh! Thank you! Oh! Thank you!
Where’s my teddy? Where’s my pencil?
Where’s my teddy? Where’s my pencil?
What can I do? What can I do?
Look! It’s in the bathroom! Look! It’s in the living room!
Oh! Thank you! Oh! Thank you!

Students develop Cultural and artistic competence via musical awareness by listening to and
singing along with a song about the location on objects. This activity helps develop memory
and musical intelligence by establishing an association between rhythm, language and word
stress.

Students develop competence in Autonomy and personal initiative by deciding where to draw
different objects in the house. Afterwards, students describe their drawing to the class and write
sentences that describe their personalized picture.

Activity Book
Lesson 2, page 133

To read the target vocabulary. Tell the children to work in pairs. Ask the children to write the name of
To write the target vocabulary.
a room in a piece of paper and to put it facing down on their desks.
Child 2 should try to guess which part of the house the other child has
written on the paper. When the child has guessed, they should switch
Target language roles.
Vocabulary:
bathroom, bedroom, garden, hall, 3 Look and circle.
kitchen, living room; pencil; ball, Tell the children to look at Activity 3. Point to the first picture and ask
car, kite, plane them which part of the house it is. Repeat with the other pictures. Ask the
children to look at the words and to circle the correct one for each picture.
Materials
4 Draw a pencil, a ball and a car, colour and say.
Ask the children to look at Activity 4. Ask the children to draw a pencil
somewhere in the house. Ask the children where they have drawn their
pencil. T: (Sergio), where’s the pencil? SS: In the (kitchen). Continue in the same
way each time asking a volunteer, then giving the children a moment
to draw the picture. When they have drawn all the objects, ask them to
complete the sentences. Finally, ask the children where their objects are.
Finishing off
Reinforce the vocabulary seen during this lesson by writing on the
board and asking the children to repeat the words after you.

Lesson 3
Review The castle adventure!
Objectives
To practise the target language.
Target language
Vocabulary:
kitchen, living room; bath, table
Materials
CD

listening to the story: The castle adventure! Students show their listening
and content comprehension by participating in a Story race.
Getting started
page 56. Point to the picture of the table and ask: Can you find this in the
story? Tell them to look in the story and see if they can find the table. Tell
them to circle the picture of the table, because it appears in the story.


groups and assign parts to each group: Teacher, Charlie, Lee, Monica and
Ruby. Play the recording again and pause the recording after each scene
Stop and think!

FinishingFoff
Write numbers from 1-8 on the board to identify the different story
cards. Divide the class into two teams. Tell the children you are going
to play a game. Choose a member from each team and read out one of
the character’s lines from the story. The first player to raise its hand and
correctly guesses the story card wins a point for his or her team. Repeat
this until everyone has had a turn.
Transcript
Story: The castle adventure! 53
Story card 1 Monica: Ruuuuby!

Narrator: Today, the children are visiting a castle. Lee: Chaaaarlie!
Teacher: Look, children! This is a castle. Girl: Ugh… a rat on the table!
Teacher: And this is a bath. Narrator: And now the class are in the kitchen.
Narrator: Lee and Monica play in the bath. Oops! Lee: Charlie! Ruby!
Story card 3 Monica: Woo – ooo!
Narrator: Lee and Monica are in a secret room Charlie: Oh no!
Lee: Wow! It’s a secret room. Ruby: What is it?
Monica: Come on! Let’s go! Teacher: Come on class! This way to the hall.
Narrator: Monica and Lee can hear the teacher. Narrator: The class are in the hall. It’s nearly time to
Teacher: And this is the bedroom. go home.
Monica: Listen! It’s the teacher! Teacher: Where are Lee and Monica?
Lee: Come on! Let’s look! Charlie and Ruby: Aargh!
Narrator: Ruby and Charlie can hear the pictures Lee and Monica: Surprise!
talking. Teacher: OK! It’s time to go home!

Lesson 4
Word Stress

To recognize objects from a Tell the children to look at the boy in Activity 6. Ask the children what
room. he is doing. Tell the children to point at what the boy is looking at.
Target language 6 Trace, cut and paste.

Vocabulary: Ask the children to look at the pictures in Activity 6. Tell them to name
bath, bathroom, bed, bedroom, what they can see. Ask volunteers to read the four words. The children
chair, table then trace the words. Tell the children to find their cut-outs on pages 99
Structures: and 101 of their student’s book and to cut them carefully (monitor this
It’s in the … activity). Then, they paste the cut-outs in the correct space.
It’s on the…
Draw a picture of a spider on the board and ask if anyone knows the word.
Materials Tell the children they are going to listen to Lee saying where he can see a
CD spider. Play the CD and ask the children to point to the place Lee says. Play
Activity Book, page 134 the CD again and pause after each sentence, check that all the children are
Unit 5 cut-outs pointing to the right picture.
Transcripts
1. Lee: Where’s the spider? Ugh! It’s on the table.

2. Lee: Oh no! It’s in the bath!
3. Lee: Where is it now? It’s on the chair!
4. Lee: Help! It’s in my bed! Aargh!

Students develop Linguistic competence through the use of songs to understand and learn new
vocabulary items and functions. By practising and repeating target vocabulary, children are able
to consolidate knowledge regarding prepositions.

Activity Book
Lesson 4, page 134

To read the target vocabulary. Ask the children to look at Activity 5 and to tell you what kind of activity
To use simple structures. it is (it resembles a puzzle). Ask them if they like puzzles and if they have
built one.
Target language
5 Trace and match.
Vocabulary: Ask the children to look at Activity 5. Tell them to trace the words in the
bath, bed, chair, table; book, cat,
puzzle pieces. Then, ask them to join the word pieces with the pictures.
dog, doll, school bag, teddy
Structures: 6 Look and circle.
Prepositions: in, on.
Show the children a rubber. Put it on various objects and ask the children:
Where’s the rubber? Help the children to answer: It’s on the (table). Repeat
Materials the procedure but this time putting the rubber in something. Help the
CD children to answer: It’s in the (pencil case). When the children understand
Activity Book, page 134 the difference between in and on ask them to look at the picture in
Classroom objects Activity 6. Ask them questions about where the objects are. T: Where’s the
(teddy). SS: It’s (on the chair). Point to the first sentence and ask a volunteer
to read out the correct answer. The children then circle the correct answer
for each sentence.
Finishing off
Ask the children to look at your pencil. Place the pencil in a pencil case
and say: T: Where’s the pencil? SS: It’s in the pencil case. Then place the
pencil on the table and say: T: Where’s the pencil? SS: It’s on the table.
Ask the children to get in pairs and ask them to do the same with their
rubbers, sharpeners or other objects.

Lesson 5
Student’s Book
Page 59

To recognize different looking Show the unit’s flashcard to the class. Ask questions and then invite
houses. the children to ask each other questions. T: What room is this? SS: It’s the
To draw a house. (living room). T: Where is the (bath)? SS: It is in the (bathroom). T: Where is the
(cheese)? SS: It is on the (table).
Target language
Vocabulary:
Ask the children to look at the photos in Activity 8 and give them a few
boat, bus, tree, plane
minutes to look at the different houses. Ask them questions about what
they can see in each picture and provide the necessary vocabulary. Play
Materials the CD and ask the children to listen. Play it a second time and this time
CD the children write the number beside the corresponding photo. Play the
Unit 5 flashcard CD again for the children to check their answers.
9 Draw your favourite house.

Tell the children to think about their house, the photos of the houses or
any other house they like. Ask them to draw their favourite house in the
space provided.
Finishing off
Ask the children to look at the photos in Activity 8. Tell them to tell you
which one is their favourite one and why. Tell the children to describe
what they like about them.
Transcript
1. Girl: Hi, my house is blue and brown. It’s a bus!

2. Boy: Hello, my house is brown. It’s a boat.
3. Girl: Hi, my house is red. It’s a plane.
4. Boy: Hello, my house is brown and white. It’s in a tree.

describing their favourite house. Afterwards, students describe their drawing to the class by
reading their sentences and showing the picture. Giving a short mini-presentation of this kind
helps students to gain confidence.

Lesson 6
Student’s Book
Pages 60

To listen to a story. Tell the children they have to show you something the colour you
To follow the sequence in a story. say but that they must only do it if you say please. Give instructions.
Sometimes say please at the end and sometimes don’t. T: Show me
something blue, please. The children show you something blue. T: Show
To practise pronunciation: b. me something yellow. The children do not show you anything.
Target language 10 Listen. 56

Vocabulary: Ask the children to look at Activity 10. Tell them to look at the first scene
bathroom, bedroom, hall, living from the cartoon, and explain that Beep is at a funfair and there is a scary
room; bath, bed house. Play the recording and ask the children to follow the story in their
books. Play the recording again, stopping at various points and asking
Materials volunteers repeat a line.
CD
Activity Book, pages 135-136 Extra Activity: Phonics
Finishing off recording, pausing at the end of each line for the children to repeat. Write
Do some revision of the the tongue twister on the board or show the Beep’s world flashcard to the
previous unit. Slowly draw class. Encourage the children to find any other words that they know that
a toy on the board and the begin with b for example, blue, black or any names of children in the class.
children have to try and guess
Write the words up on the board and practise saying them with English
what is being drawn before it is
finished. Repeat with all toys.
pronunciation.
Transcripts
Narrator: Beep and Robby are at the funfair. Narrator: Beep looks in the bath. He has a nasty
Beep: Come on, Robby! Let’s look in the Scary surprise!
House. Beep: Oh no! A spider! Aaarrgh!
Robby: Squeak! Narrator: Beep looks in the bedroom.
Narrator: Beep and Robby are in the hall. Beep: Oh no! What’s in the bed?
Beep: Eeeek! A witch! Robby: Squeeeak!
Robby: Squeak! Squeak! Beep: Aaargh! Oh, it’s you Robby!
Narrator: Beep looks in the living room. Robby: Beeep!
Beep: Robby! Where are you?
Beep’s on the bike.

Beep’s on the bike. The book’s in the bag.
Beep’s on the bike. The book’s in the bag. The ball’s in the basket with Robby.

Beep’s world!
b sound
LESSON 6
10 Listen. 56
Activity Book 111

135 -136
Page
60 Sixty
Students develop Interpersonal and civic competence by identifying and practising polite formulaic language
to make requests by using the word please. This activity helps to enable students to begin to use real
language in meaningful situations.

Review
7 Point and trace.
”bathrooµ
bedrooµ
kitche>
”livin@ ”rooµ
Picture dictionary
One hundred and thirty-five 135
”bat™ ”bathrooµ ”be∂ ”bedrooµ
chai® garde> ”hal¬
kitche> ”livin@ ”rooµ ”tablæ
136 One hundred and thirty-six
Students develop Mathematical competence through revision practice in the finishing off session off the
class. Using the numbers 1 – 10 to answer questions about quantities of objects in class helps activate
numeracy in English.

Activity Book

To revise vocabulary from the Show the unit’s flashcard to the class. Point to the poster and ask the
whole unit. children different questions about the items on it. The children should
To develop reading skills. try and answer with complete sentences. T: Is this a (bed)? SS: Yes it is. /
To develop writing skills. No, it isn’t. T: What is this? SS: It’s a (table). T: What colour is the (table)?
SS: It’s (brown). T: Where’s the (ball)? SS: It’s in the (bedroom).
7 Point and trace

Target language Ask the children to look at Activity 7. Point to the first room (bedroom) and
Vocabulary: ask Is it the bathroom? SS? : No. Repeat the question with other rooms.
bathroom, bedroom, kitchen, Then, ask the children trace the words in the space.
living room
When they have finished they can colour them.
Structures:
Prepositions: in, on.
Picture Dictionary.
Materials Activity Books. Hold up your two index fingers and signal to the class to
Activity Book, pages 135-136 do the same. Say: Point to the bed and the kitchen. Encourage the class to
Unit 5 flashcard quickly point to the two pictures and check with the child next to them.
Finishing off
Ask the children general questions about numbers, colours, the house
and vocabulary from previous units. For example, write a number on
the board and ask: What number is this? Put a book on top of the desk
and ask: Where’s the (book)?
A
FI
D

Think Back!
Page 61
Think back! Unit 5 • In the house
Lesson 1
Unit I can ask Where is my pencil?
5 Lesson 2
I can sing and say Where is my ruler?
Lesson 3
Lesson 4
I can find the furniture of a house.
I can draw my house.

Lesson 5
Lesson 6
Review
I know the b sound.
Almost there!
You did it!
Sixty-one 61
Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite room
of their house in their notebook.

Assessment
Objectives Revise the vocabulary with the children. Show the children the assessment
and explain each activity. Play the audio and the children do Activity 1. Play
To evaluate children’s it again. The children complete the rest of the assessment by themselves.
This is an extra material, If you have time you can use it or not.
Target language
1 Listen and number the places in the house. 58
Vocabulary:
bathroom, bedroom, garden, hall, Explain to the children that they are going to hear a number followed by
kitchen, living room; bath, bed, a part of the house. They must write the number in the box next to the
chair, table correct picture.
Structures: Answers: See transcript.
Where is…?
It’s in the… 2 Look and circle the correct part of the house.
Tell the children to look at the picture on the left and then to choose the
correct word and circle it.
Materials
CD 3 Match the words to the rooms.
Tell the children to look at the picture of the house and at the words in the
box. They must match the word with the pictures.
Manual, pages 168 – 169
4 Look at the picture and circle the correct word.
The children look at the picture from Activity 3 and then circle the correct
Students develop competence word in each sentence.
procedure where they apply
acquired knowledge such
as: attention, concentration,
memory, comprehension and
linguistic expression.
Transcripts
Unit 5 Assessment. Listen and number the places in the house. 58
1. Kitchen. 3. Living room. 5. Garden.

2. Bedroom. 4. Hall. 6. Bathroom.

Unit 5 Assessment
Name: Class:
1 Listen and number the places in the house. 58
2 Look and circle the correct part of the house.
bathrooµ gar∂e> hal¬
∫edrooµ bathrooµ kitc™e>
∫edrooµ hal¬ kitc™e>
gar∂e> bathrooµ livin@ rooµ

3 Match the words to the rooms.
bathrooµ ∫edrooµ kitc™e> living rooµ
T™æ dol¬ ifi i> / o> t™æ bat™.

T™æ schoo¬ ba@ ifi i> / o> t™æ so‡å.
T™æ boo§ ifi i> / o> t™æ ∫e∂.
T™æ ca® ifi i> / o> t™æ tab¬æ.
Unit 6. My body Introduction
To understand and use target The theme of the unit is the body and physical response activities are used
language. frequently. Most children feel comfortable but there might be some who
aren’t confident enough to touch a friend. Do the activities gradually so
To understand short dialogues.
the children build up their confidence.
To follow and enjoy a story.
To participate in songs and Teaching tip
chants. Control in the classroom is of utmost importance. Once you have
To practise pronunciation: t. entered the classroom the children must all sit down in their chairs and
F
be ready to start the class. If the children are not quiet and tend to get
over excited during the class, try to use various calming techniques
Target language
rather than shouting. Experiment with a range of strategies to get the
Vocabulary: children’s attention and focus them back on their work, until you find what
arms, ears, eyes, feet, hair, hands, works best for the group. You could play some relaxing music or use an
head, knees, legs, mouth, nose, toes instrument such as a harmonica or triangle to get their attention. If you
Structures: notice that one child in particular is being disruptive, then ask them to play
Imperatives (Stamp your feet! Turn the music or the instrument.
around! Wave your arms! Nod your
head! Shake your hands! Jump! Sit
down! Stand up! Touch your ears! han∂
Clap your hands! Turn round!) hea∂
hai® eyæ
Review arµ mout™ nosæ ea®

colours
Beep’s world!
le@ 65 foo†
Beep and Robby
at the park. Beepare
on his bike. is
Oh no! Poor Beep
! But look at Robb
y. He’s alright.
kneæ Squeak!
Help, Robby!
Find my eyes!
toæ d Unit
6 My bo
dy
Flashcar
Beep!
Beep!
Here’s Beep’s head

…
Robby’s got Beep
’s arms, legs and
body.
Quick, Robby!
Help me!
Where are
my arms?… and
my legs?
Robby helps Beep

. Good work, Robb
y!
Fantastic work, Robb
y!… Oh no!…
Oh no! My hand
is
and my foot is on on my leg
my arm!
Oops! Poor Robb

Tongue twister y!… Poor Beep!
66
Touch a teddy!
Touch a teddy! Touc
Touch a teddy! Touc h a toy!
Touch a teddy! Touc h a toy! Touch your toes!
Touch a teddy! Touc h a toy! Touch your toes! Turn arou
h a toy! Touch your nd!
toes! Turn around!
Touch a table, too!
F
Getting started F
Show the unit’s flashcard to the class, point to different people and ask the children if they know any body
parts. Tell them to put their hands up if they know the names of any of the body parts in the picture. Ask
volunteers to come up to the front, point to a body part they know and say the name.

Unit 6. My body
Presentation
Objectives 1 Getting Ready.

To introduce parts of the body. Ask the children to look at the picture on pages 62 and 63 and to tell you
where the children are (classroom). Ask them if they know what they are
doing (playing, painting, etc.).
Target language
Vocabulary:
arms, feet, hair, hands, head, knees, Draw the shape of a person on the board, making sure you can see these
legs, toes body parts: hair, head, arms, hands, legs, feet, toes and knees. Ask a child to
come to the front of the class and to point to a body part. T: (Susana), point
to the hand. Repeat with other children until all the vocabulary has been
Materials
named. Ask the children to look at the picture on page 62 again. Play the
CD recording and tell the children to find and point to the body parts as they
Activity Book, page 137 hear them. Play the recording again and ask the children to repeat the
words.
Finishing off 3 Listen and chant. 60

Play touch your arm. Divide Write the following words in order on the board: hands, arms, knees, legs,
the class into two teams and toes, feet, hair, and head. Play the recording and point to each body part as
demonstrate the game. Touch it is named. Play the recording again and ask the children to join in with
your arm and choose a child the chant. Once the chant is memorized, practise it by starting slowly and
to say what part of the body it
speeding up with each repetition.
is. Players from each team take
turns to come out and touch a
body part. If their team mates
can say the body part in three Read the unit goals out loud and ask the children to choose the goals they
seconds, they get a point for would like to do the most. Point to the uncoloured circles and help the
their team. children to decide which one to colour by explaining each goal.

volunteers.
Transcripts
Listen, point and repeat. 59 Chant: I’ve got hands on my arms. 60
Hair. Legs. I’ve got hands on my arms, arms, arms.
Head. Feet. And I’ve got knees on my legs.
Arms. Toes. I’ve got toes on my feet, feet, feet.
Hands. Knees. And I’ve got hair on my head. (x2)

Unit 6. My body Presentation
Getting Ready
hair
head 1. Look and answer.
b. What are they doing?

arms
hands
legs
My Goals
toes
feet
Unit Goals
1. Saying part of the body.
knees Activity Book 137

Page
62 Sixty-two Sixty-three 63
Students develop competence in Knowledge and interaction with the physical world by learning and using the
body parts in English class. Students follow instructions to touch different parts of the body or do different
actions, thus attending kinesthetic learning styles.

Unit 6. My body
Students develop Linguistic competence through the organization and application of knowledge in order to
participate in a game. Games allow students to use new language in a controlled context, thus providing for
more extended language use.

Activity Book

To read the names of the parts of Show the unit’s flashcard. Point to a part of the body and ask: What’s
the body. this? SS: It’s a (leg). If there are children who still need help then ask them
To write the words of the parts to repeat the word several times.
of the body.
1 Look and write.
Target language Point to parts of your body and ask: T: What’s this? SS: (Hand). Continue with
these body parts: toes, knee, feet, leg, hair, arm and head. Ask the children
Vocabulary:
arms, feet, hair, hands, head, knees,
to look at Activity 1. Ask volunteers to read the parts of the body at the
legs, toes top of the page. Point to the first word, hand, and ask the children to find
the girl’s hand in the picture. Tell them to copy the word in the box. The
children then do the same with all the other words.
Materials
Activity Book, page 137 Finishing off F
Unit 6 flashcard
Show the unit’s flashcard to the class and point to each body part and
elicit the words from the class. Then, cover the words with pieces of
paper. Ask a volunteer to come to the front of the class, point to a body
part and say the name. If they get it right, then uncover the word to
confirm their answer. Repeat with other volunteers, asking the rest of
the class to help if necessary.

Lesson 1 Unit 6. My body
Practice
Objectives F
Getting started
To introduce imperatives. Ask seven children to come to the front of the class. Give each child an
To recognize parts of the body. action from the book: (Natalia), stamp your feet! (Juan) Clap your hands!
To enjoy a chant.
Demonstrate the actions if necessary. Ask them to do their action
several times, each time say the instruction. Then, say an action and ask
the class to do it. T: (Wave your arms!)
Target language
Vocabulary: 1 Listen, cut and paste. 61
arms, feet, hair, hands, head, knees, Ask the children to look at the pictures in Activity 1. Say an action and
legs, toes tell them to find the child who is doing it. Ask the children to find their
Structures: cut-outs on page 101 of their student’s book and to cut them carefully
Imperatives (Wave your arms! (monitor this activity). Play the recording and the children listen. Play the
Nod your head! Shake your hands! recording again and this time the children paste the cut-outs in the correct
Stamp your feet! Jump! Sit down! place. Play the CD again so they can check their answers. Say an action and
Stand up! Touch your ears! Clap
ask a volunteer to say the name of the character who is doing it. Continue
your hands! Turn round!)
with the other actions.

CD Ask the children to stand up. Give them some instructions from the
Activity Book, page 138 previous activity and ask them to do the action. Tell the class they’re going
Unit 6 flashcard to hear a chant. Play the chant and let them listen to it. Play the chant
Scissors again and encourage them to join in both saying it and doing the actions.
Glue Play the chant a few more times until the children are more confident with
Paper the words and actions.
Finishing off
Ask for a volunteer to come in front of the class. Tell them to open their
arms. Point at their arm and ask: What’s this? Invite the children to join by
asking Is it a (leg)? Yes, it is. / No, it isn’t.
Transcripts
Listen, cut and paste. 61 Chant: Stamp your feet! 62
Teacher: Monica, Monica, stamp your feet. All stand up and stamp your feet!
OK Lee, clap your hands, clap your hands. Move your body to the beat!
Come on, Charlie, turn around… Turn around. Wave your arms and touch your nose!
Anna, Anna, touch your toes. Shake your hands and touch your toes!
Ruby, wave your arms. Jump, jump and nod your head!
Oscar, shake your hands. Touch your knees! Touch something red!
Mark, nod your head. Touch your legs and turn around!
Clap your hands and all sit down! (x2)

Students develop Cultural and artistic competence via musical awareness by listening to, acting
out movements and chanting along with Stamp your feet! This activity uses TPR to aid memory
by establishing an association between rhythm, language and word stress.

Unit 6. My body
Students develop Linguistic competence through the consolidation of spoken language in

written format. Children trace over sentences to reinforce written use of the language and then
match to the corresponding pictures.

Activity Book
Lesson 1, page 138

To read the names of the parts of Draw a body on the board. Ask a child to come to the board and to
the body and imperatives. point to a body part. The rest of the class says what part of the body it
To recognize the parts of the is. If they get it right, write the word in the corresponding place.
body.
To write the words of the parts 2 Trace and match.
of the body and imperatives. Ask the children to look at you. Do the following actions and each time ask
the children to say what it is: stamp your feet, turn around, wave your arms,
Target language nod your head and shake your hands. Ask the children to look at Activity
2. First, ask the children to read the sentences. Then ask a child to read
Vocabulary: the first one out loud. As they read it, tell the children to do the action.
Do the same with the rest of the sentences. Ask the children to trace the
legs, toes
sentences and then match them with the correct drawing. Go round the
Structures: class to help where necessary.
Imperatives (Stamp your feet! Turn
around! Wave your arms! Nod your 3 Trace and number.
head! Shake your hands!)
Write the following words on the board: hair, head, arms, hands, legs, feet,
toes, knees. Point to a part of your body and ask a child to come to the
Materials board and point to the corresponding word. Continue until all the words
Activity Book, page 138 have been covered. Ask the children to look at Activity 3. Ask volunteers to
read the words out loud. Tell the children to trace the words. When they
have finished tell them to look at the puppet. Say a body part and ask the
children to tell you which number it is on the puppet. Tell the children to
write the numbers in the boxes. Finally, say a number and ask a child to tell
you which body part it is. T: Eight. SS: Toes.
FinishingFoff
Ask the children to work in pairs. Tell them to write a part of the body
on a piece of paper. The other child should try to guess which part of
the body the other child has written on the paper. Then, they switch
roles.

Production

To practise target vocabulary Ask the children to stand up. Tell them that you will say an action and
and structures. that they must do it. Say the actions getting faster and faster so the
children have to respond quickly. Use the following actions: Wave your
Target language arms! Nod your head! Shake your hands! Stamp your feet! Jump! Sit
down! Stand up! Touch your ears! Clap your hands! Turn round!
Vocabulary:
legs, toes 3 Play a game.
Structures: Ask the children to look at the pictures in Activity 3. Point to each one
Imperatives (Wave your arms! in turn and ask what the action is. Elicit the actions. Explain that they are
Nod your head! Shake your hands! going to play a game. The children play in pairs. Give each pair a coin and
Stamp your feet! Jump! Sit down! explain that if they throw heads they move forward one square, if they
Stand up! Touch your ears! Clap throw tails then they move forward two squares. The children take turns to
your hands! Turn round!) throw the coin and move forward; when they land on a square they must
say the action.
Materials
4 Look and say.
Coins
Ask a child to come to the front of the class. Ask them to do an action. If
they do it correctly, then they can choose another child to come to the
front of the class and then ask them to do an action. Continue until all the
actions have been enacted.
FinishingFoff
Play Simon says. Ask all the children to stand up. Give instructions to the
children to do an activity, but they must only do it if you say, Simon says.
T: Simon says clap your hands. The children clap their hands. T: Touch your
knees. The children must not do the action or they are eliminated and
have to sit down.

Production Unit 6 • My body
LESSON 2
3 Play a game.
1 2 3
START
6 5 4
7 8 9
12 11 10
FINISH
4 Look and say.
Sixty-five 65
Students develop Interpersonal and civic competence by playing games in groups and pairs in this
lesson. Games help in learning English, using it in real life situations, improving memory as well
as social interaction skills.

Review Charlie the clown!

Objectives Review Charlie the clown! Unit 6 • My body
LESSON 3
To develop pre-reading skills. 5 Listen to the story. 63
To enjoy a story.
6 7
To consolidate target language.
Target language 1 2
Vocabulary:
8 9
ears, hair, hands, legs, mouth, nose

CD I don’t understand.
66 Sixty-six Sixty-seven 67
Students develop Linguistic competence and comprehension by listening to

a story: Charlie the Clown! The story revises and integrates new structures
from previous lessons to build knowledge. Children develop fluency by
participating in a guided role play.
Getting started
Ask the children to look at the Student Books at page 66. Ask them to
look at the story and to identify characters they know. Then ask them
to look at the little pictures at the top of page 66. Point to the picture
of the ball and ask: Can you find this in the story? Tell them to look in the
story and see if they can find the ball. Tell them to circle the picture of
the ball, because it appears in the story. Tell them to look through the
story and find which of the remaining pictures appear and to circle
them. Ask them to check their answers with a partner. Finally, ask the
children to cross out all the pictures that do not appear in the story.

to point to the relevant scene in their books. Divide the class into six
groups and assign parts to each group: Charlie, Ruby, Monica, Ruby’s mum,
Clown 1 and Clown 2. Play the recording again and pause the recording
after each scene and tell each group to repeat their character’s lines.
Stop and think!

FinishingFoff
Transcript
Story: Charlie the clown! 63

Narrator: The children are at the circus with Ruby’s Narrator: The clowns have got a costume for
mum. Look! It’s the clowns! Charlie. There’s a red nose and two green ears. Oh
Ruby: Look, Charlie. That clown’s got three legs! look! Charlie’s a clown!
Charlie: Clowns are fantastic! Clown 2: Here’s your nose.
Story card 2 Clown 1: And your ears!
Narrator: Now, it’s the acrobats. They’re amazing! Charlie: Oh, thank you!
Monica: I love acrobats! Story card 6
Acrobat: Look, no hands! Narrator: It’s time for the clowns, but…
Story card 3 Ruby’s mum: Where’s Charlie?
Narrator: Look at that acrobat! He’s walking on his Ruby: I don’t know, Mum.
hands… on a ball! Incredible! Story card 7
Charlie: Can I go to the toilet? Narrator: Who’s the clown with the orange hair?
Ruby’s mum: OK, go quickly! The clowns are next! Monica: Ha ha ha!
story card 4 Lee: That’s Charlie!
Narrator: Charlie’s looking for the toilet. But he finds Story card 8
the clowns! Narrator: After the circus, Ruby, Monica and Lee find
Clown 1: You’re late! Charlie with the clowns. It’s time to say goodbye.
Clown 2: Come here, quick! Clown 2: Thanks, Charlie. This is for you.
Charlie: But… Charlie: Thanks. Bye!
Monica: Clowns are fantastic!

Word Stress
Objectives F
Getting started
To reinforce target vocabulary. Do a class survey. Ask: What colour are your eyes? Are they green? Ask the
To improve listening children to raise their hands. Make a note of the eye colours and then
comprehension skills. say: The most common eye colour is (brown).
To sing a song.
6 Trace and say.
Ask the children to look at you. Point to a part of your face and say the
Target language
new words, nose, ears, eyes, mouth, each time ask the children to repeat the
Vocabulary: word after you. Say one of the face words and ask the children to point to
ears, eyes, mouth, nose it on their face. T: Ears. The children point to their ears. Ask the children to
look at the pictures in Activity 6. Point to the first picture and ask: What
Materials is this? Choose a volunteer to tell you: Nose. Do the same with the other
pictures. Then ask the children to trace the words.
CD
Ask the children to stand up. Then ask them to sit down. Explain that they
are going to hear a song about Charlie the clown. Tell them to listen and
to point to the parts of the face as they hear Charlie saying them. Play the
song and the children join in pointing. Play the song again and ask the
class to join in singing.
Finishing Foff
Ask a child to come to the front of the class and to do something.
T: Touch your nose. The child does the action and the rest of the children
say if they are doing the correct action. T: Is this correct? SS: Yes! Ask other
volunteers to come to the front of the class and other children to say
the actions.
Transcripts
Song: Charlie the clown. 64

Chorus: My nose is orange, My ears are pink,
I’m Charlie the clown. I’ve got purple eyes. My hair is blue.
Stand up! Sit down! I’m Charlie the clown! I’ve got a green mouth,
I’m Charlie the clown. Do you like my disguise? Hello to you!
Look at me! (Chorus) (Chorus)

Word Stress
LESSON 4
6 Trace and say.
”nosæ earfi eyefi ”mout™
I’m Charlie the clown.

Stand up! Sit down!
I’m Charlie the clown.
Look at me!
Activity Book 139

Page
68 Sixty-eight
Students develop competence in Learning to learn by participating in the memorization of the

song Charlie the Clown by using TPR strategies of pointing to different face parts. Music together
with action provides wonderful support for memorizing information.

Unit 6. My body
Students develop competence in Autonomy and personal initiative by creating and describing
a monster. Students are asked to come to the front of the class to describe their personalized
drawing. Giving a short mini-presentation of this kind helps students to gain confidence.

Activity Book
Lesson 4, page 139

To reinforce target structures. Ask the children to draw a face in the ir notebooks. Tell them to identify
To develop writing skills. at least three parts. Supervise the activity.
To revise colours and numbers.
4 Trace and match.
Write the words ear, hair, mouth, eye and nose on the board. Point to the
Target language
first word and ask the children to read it and then touch the corresponding
Vocabulary: part of their face. Repeat with the other words. Ask the children to look
ear, eye, hair, mouth, nose at the picture in Activity 4. Tell the children to trace the words and then
Structures: match them to the picture.
My (hair) is (green).
5 Draw and colour.
Materials Ask the children to look at Activity 5. Explain that they are going to
complete and colour the picture of the clown. Ask a volunteer to show
Activity Book, page 139 his or her picture, Then point to each feature and say: Look, blue hair. and
Colour pencils
describe it as they come to show you.
Review Finishing off

colours Ask the children to draw a colourful monster in their notebooks. Then,
ask volunteers to come to the front of the class to show their picture
numbers
and describe it to the rest of the children.

Student’s Book
Page 69

To practise target language. Draw a circle on the board. Tell the children that this is your monster’s
To read target vocabulary. face. Ask the children some questions. T: How many eyes? SS: Six. Draw
six eyes. Continue to ask questions using mouth, ears and nose. When
the drawing is finished ask for volunteers to come to the front of the
Target language class and describe the monster’s face.
Vocabulary:
ears, eyes, mouth, nose; green, 8 Look and trace.
pink, purple, red, yellow
Ask the children to look at you and guess what you are. Imitate a dog, a
Structure: rabbit, frog and a clown. When they guess say: I’m a (dog). Ask the children
I’m a (clown). to look at Activity 8. Explain that the children in the photos are dressed up
and elicit the names of the four costumes. Tell the children to point to the
Materials corresponding photo. The children then trace the words.
9 Colour and say.
photo of a pet
coloured whiteboard pens Draw a monster’s head on the board in blue. Be sure to draw a mouth,
eyes, a nose, hair and ears. Ask the children questions and let them choose
the colours they wish. T: What colour is his hair? SS: It’s blue. Then show a
volunteer draw and point to each feature and say: Look, blue hair. Ask the
class to look at Activity 9. Ask some children to colour and body parts. The
children then colour the monster.
Finishing off
Draw a body on the board. Divide the class into two teams and ask a
child from each team to the front. Name a body part and then tell the
child of one of the teams to identify it in the drawing. Then, say another
body part for the other child to identify. To this until there are no body
parts left to identify. The team with the most points wins.

CLIL: Students develop Linguistic competence through fluency skills practice in a variety of
controlled description activities. By working on descriptions both in spoken and written
production, children consolidate language learning while building both fluency and accuracy.
Students also develop artistic competence by colouring the alien as described.

Unit 6. My body

Activity Book
Lesson 5, page 140

To revise colours. Tell the children that you are going to give them some instructions and
To practise writing. that they must do as you say quickly. Tell them to do things getting
To reinforce reading skills.
faster and faster so that they are responding ever more quickly. T: Touch
something yellow. Touch your nose. Clap your hands.
Target language 6 Look and write.

Vocabulary: Ask the children to look at you. Imitate a rabbit, a cat and a dog and the
cat, dog, rabbit; blue, orange, pink, children guess what you are. T: What animal am I? SS: A (rabbit). Ask the
purple, red, yellow children to look at the pictures in Activity 6. Point to one of the pictures
Structures: and ask the children to name the animal the child is dressed as. T: What’s
I’m a (rabbit). this? SS: It’s a (rabbit). Write ‘dogcatrabbit’ on the board as in the book. Point
to the letters and ask a volunteer to find the first word. Tell the child to
Materials come to the board and write the word on it. Show the children the letters
at the top of the page in their books and ask them to find and circle the
Activity Book, page 140 animal words and write them under the corresponding pictures.
7 Read and colour.

Write the following colour words on the board; red, yellow, orange, pink,
purple, blue. Point to each word and ask the children to say it and to point
to something of that colour. Ask the children to look at Activity 7. Explain
that the box on the left tells them how to colour the girl’s mask. Tell the
children to find number one on the girl’s mask. Then ask them to find
which colour in the box corresponds to number one. Repeat with the
other numbers. The children then colour the picture using the key.
Finishing off
Give the children instructions to colour the pictures from Activity 6 in
their Activity Books. T: Colour the (rabbit’s ears) (pink). T: Colour the (cat’s
hair) (green). Invite children to give some of the instructions for their
classmates.

Student’s Book
Page 70

To listen to a story. Give each child a piece of paper and give them a dictation of a monster
To follow the sequence in a story. to draw. T: It has three red eyes. It has one leg, one foot and eight toes. Invite
children to offer suggestions for the description.
To practise pronunciation: t.
10 Listen. 65
Target language Ask the children to look at Activity 10. Tell them to look at the first scene
Vocabulary: from the cartoon, and explain that Beep is out on his bike. Play the
arms, ears, eyes, feet, hair, hands, recording and ask the children to follow the story in their books. Play the
head, knees, legs, mouth, nose, toes recording again, stopping at various points and asking volunteers to repeat
a line.
Materials Extra Activity: Phonics
CD Listen and say a tongue twister. F 66
Finishing off the tongue twister on the board or show the Beep’s world flashcard to
the class. Play the recording again encouraging the children to copy the
Do some revision of the
previous unit. Slowly draw a narrator’s intonation. Encourage the children to find any other words that
body part on the board and the they know that begin with the t sound for example, ten, train or any names
children have to try and guess of children in the class. Write the words up on the board and practise
what is being drawn before it is saying them with English pronunciation.
finished. Do it with all the body
vocabulary.
Transcripts
Narrator: Beep and Robby are at Beep: Where are my arms? Good work, Robby!
the park. Beep is on his bike. Robby: Beep! Beep! Narrator: Fantastic work, Robby!
Robby: Squeak! Beep: And my legs? … Uh? Oh no!
Narrator: Oh no! Poor Beep! But Narrator: Robby’s got Beep’s Beep: Oh no! My hand is on my
look at Robby. He’s alright. arms, legs and body. leg and my foot is on my arm!
Beep: Help, Robby. Find my eyes! Beep: Quick, Robby! Help me! Robby: Beep! Beep!
Robby: Beep! Beep! Robby: Beep! Beep! Narrator: Oops! Poor Robby! …
Narrator: Here’s Beep’s head… Narrator: Robby helps Beep. Poor Beep!
Touch a teddy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch your toes! Touch a table too!

Beep’s world!
10 Listen. 65
t sound LESSON 6
Activity Book 111

141 -142
Page
70 Seventy
Students develop competence in Autonomy and personal initiative by inventing part of a

monster dictation for a classmate. Students are asked to read the first few lines of a dictation and
then invent the rest, thus allowing for autonomy and creativity in expression.

Unit 6. My body
Review
8 Colour and trace.

1 4
eye feet
2 5
mouth hand
3 6
head ear Picture dictionary

One hundred and fourty-one 141
arµ ea® eyæ foo†
”hai® ”han∂ ”hea∂ kneæ
”le@ mout™ nosæ ”toæ

142 One hundred and fourty-two
Students develop competence in Learning to learn by participating in an end of unit revision of

content knowledge. The teacher revises and gives constructive feedback to the students. This is
important for students’ progress, so they learn how to correct their own mistakes.

Activity Book

To write the words of the parts Show the unit’s flashcard to the class. Ask different questions to the
of the body. children about the items on the flashcard. The children should try and
To revise the vocabulary from answer with complete sentences. T: Is this a (leg)? SS: Yes it is. / No, it isn’t.
the whole unit. T: What is this? SS: It’s a (nose). T: (Alicia), come and point to a (nose).
To reinforce reading skills.
8 Colour and trace.
Target language Ask the children to look at the pictures in Activity 8. Say a number and ask
them to name the picture. T: One SS: eye. Repeat with the other pictures.
Vocabulary: Tell the children to colour each picture and trace its words.
arms, ears, eyes, feet, hair, hands,
head, knees, legs, mouth, nose, toes Go round the class helping where necessary.
Picture dictionary
Materials
Activity Book, pages 141-142 Activity Books. Hold up your two index fingers and signal to the class to do
Unit 6 flashcard the same. Say: Point to the eye and the foot. Encourage the class to quickly
Finishing off
Ask general questions about vocabulary from previous units. For
example, write a number on the board and ask: What number is this?
Put a classroom object on top of your desk and ask: What colour is the
(pencil)?

Unit 6. My body
Think Back!
Page 71
Think back! Unit 6 • My body
Lesson 1
I can sing songs and chants about body.

Unit
6 Lesson 2
I can play a game with my partner.
Lesson 3
Lesson 4
I can find parts of the face.
I can colour part of the face.

Lesson 5
Lesson 6
Review
I know the t sound.
Almost there!
You did it!
Seventy-one 71
Unit assessment. If you have an extra time you can ask the children to draw and colour their face in their
notebook.

Assessment
Target language
1 Listen and tick the parts of the body. 67
Vocabulary:
arm, ears, eyes, foot, feet, hand, Ask the children to look at the pictures in Activity 1. Explain that they are
hair, head, knee, leg, mouth, nose; going to hear some of the body parts mentioned and that they must only
colours tick the words they hear.
Structures: Answers: See transcript.
Imperatives (Stamp your feet! Turn
around! Wave your arms! Nod your 2 Look at the picture and circle the correct word.
head! Shake your hands! Jump! Sit The children look at the pictures and then circle the word which
down! Stand up! Touch your ears. corresponds to each picture.
Clap your hands! Turn round!)
3 Write the words.
Materials The children use the words in the box to label the picture.
CD
4 Read and colour the picture.
Assessment, Methodological The children read the sentences and colour the picture accordingly.
Manual, pages 197-198

applying acquired learning
strategies such as: focusing
attention, memory recall, as
well as comprehension and
linguistic expression in order
to complete an end of unit
assessment.
Transcript
Unit 6 Assessment. Listen and tick the parts of the body 67
Mouth. Leg. Nose.

Feet. Head. Arm.

Unit 6 Assessment
Name: Class:
1 Listen and tick (4) the parts of the body. 67
Wa√æ you® arµ / ¬e@. S<ha§æ you® arµ / ™ea∂.
S”tamπ you® k>ææ / ƒæe†. —laπ you® handfi / ƒæe†.

3 Write the words.
ea® hai® mout™ e¥æ noßæ
4 Read and colour the picture.
M_¥ hai® ifi pin§.

M¥ ƒæe† aræ ®e∂.
M¥ armfi aræ ¥ello∑.
M¥ ¬egfi aræ g®æe>.
M¥ e¥efi a®æ bl¤æ.
M¥ handfi a®æ purp¬æ.
Unit 7. My favourite food Introduction

To introduce food vocabulary. Try and encourage all the children to join in all the TPR (Total Physical
To use functional language with Response) activities. Be careful, as some activities can get to be very noisy
simple structures. F
and some control can be easily lost whilst doing this kind of activities. As
a teacher you should make the explanation clear so the children know
To express likes and dislikes.
exactly what they have to do. Ask the children to give you feedback of
To find out about food from what they have understood. You will see that there will be several different
other countries. needs in your class. Most children will enjoy TPR activities. Most times,
To practise pronunciation: ch. children learn at different rates and this is also the same way for listening
and understanding a foreign language. Some children will begin to get
a better knowledge through doing these kinds of activities and they will
Target language gain confidence with their classmates.
Vocabulary:
apples, bananas, bread, cake, mil§
cheese, chicken, juice, milk, brea∂
spaghett^
oranges, pizza, sandwiches, sandwic™
sausages, spaghetti, yoghurt
cakæ
Structures: juicæ
Do you like…?
I like… I don’t like… yoghur†
cheesæ
My favourite food is…
pizzå
bananafi applefi
orangefi
Beep’s world!
chicke> 74
ard Unit 7
My favo
urite fo
od
Flashc
sausagefi
Today, Beep is
in a restaurant.
Hello!
And you?
Hello. A chicken Spaghetti and

and a banana yoghsandwich cheese… and choc
olate
urt, please. cake, please.
Beep and Robby

are making the food.
Where’s the
food? Yoghurt,
cake… chocolate
,
cheese.
I don’t know.
Here you are!
A yoghurt sandwich
and chicken cake
!
Oops! Banana and
and spaghetti andcheese
choc
Enjoy your meal! olate…
Tongue twister
75
Charlie and Chip
py
Charlie and Chip like chocolate.
py like chocolate
Charlie and Chip and chicken.
py like chocolate
and chicken and
cheese.
F
Getting started F
Show the unit’s flashcard to the class and ask the children if they know where Beep is. Ask them to put their
hands up if they know the names of any of the food items in the picture. Ask volunteers to come to the front,
point to a food item they know and say the word. Point to the pictures one at a time, say the word and ask
the children to repeat.

Presentation

To introduce food vocabulary. Tell the children to look at the picture on pages 72-73. Ask them to tell you
where the girl and the grandad are located (kitchen). Tell them to point to
To say a chant.
the food and ask them what they are doing in the kitchen.

Vocabulary: Ask the children to look at the picture again. Point to the pictures of food
apples, bananas, cake, cheese, on the page and ask the children to name them. Play the CD and ask
chicken, oranges, pizza, the children to point to each food item as they hear the word. Play the
sandwiches, spaghetti, yoghurt CD again and this time the children repeat the words. Encourage all the
children to repeat the words.
CD Write the following words in this order: apples, oranges, chicken, cheese,
Activity Book, page 143 pizza, spaghetti, cake, yoghurt, bananas, sandwich. Play the recording and
point to each food item as they are named and point to yourself then the
children when the chant says me and you. Play the recording again and
Finishing off ask the children to join in with the chant. Once the chant is memorized,
Draw an apple on the board. practise it by starting slowly and speeding up with each repetition.
Ask the children to tell you what
the drawing is. Do this with the 4 Colour the of goals you like most.
other vocabulary seen during
the lesson.
children to decide which one to colour by explaining each goal.

volunteers.
Transcripts
Listen, point and repeat. 68 Chant: The food chant. 69
Oranges. Bananas. Apples and oranges,

Cake. Apples. Chicken and cheese,
Yoghurt. Pizza. Pizza, spaghetti and cake,
Sandwiches. Cheese Yes please!
Chicken. Spaghetti. Yoghurt, bananas and sandwiches too.
Lots of food for me and you.

Unit 7. My favourite food
Unit 7. My favourite food Presentation
Getting Ready
yoghurt
1. Look and answer.
a. Where are the girl and grandad?
oranges
b. What are they doing?

cake
My Goals
bananas
sandwiches chicken
apples
Unit Goals
cheese
1. Saying the name of food.
pizza 2. Expressing likes and dislikes.
Activity Book 143

spaghetti Page
72 Seventy-two Seventy-three 73
Students develop competence in Learning to learn by memorizing a chant about food. Learning

the different phases in memorization in order to commit information to long term memory is an
important skill in language learning.

Students develop competence in Knowledge and interaction with the physical world by learning
and talking about different types of food and their colours in English class. Students describe
the colour of different foods for revision and extension work.

Activity Book

To read food vocabulary. Show the unit’s flashcard to the class. Point to different food items and
To revise the colours. ask questions. T: What’s this? SS: It’s a banana. T: What colour is this apple?
To interpret a key.
SS: It’s red. If there are children who still need help, then ask them to
repeat the word several times.
Target language 1 Read and colour.

Vocabulary: Ask the children questions about the colour of food. T: What colour are
apples, bananas, cake, cheese, bananas? SS: Yellow. Invite a child to ask the question to the class and
chicken, oranges, pizza, continue with other volunteers. Ask the children to look at Activity 1. Point
sandwiches, spaghetti, yoghurt to the key at the top of the page and ask volunteers to read out the food
and the colours. Then say the name of a food and the children tell you the
Materials colour. T: Chicken. SS: Brown. The children then use the prompts to colour
the picture of the food.
CD
Unit 7 flashcard

Lesson 1
Practice

To recognize food vocabulary. Ask the children if they like food. Continue asking questions about the
To express food preferences. type of food they like, for example, if they like fruits or vegetables..
1 Listen and draw. 70

Target language
Draw a banana on the board and tell the children, while shaking your
Vocabulary: head: I don’t like (bananas). Then draw a sad face on the board. Next, draw
apple, pizza, sandwich, yoghurt
an apple and tell the children, while smiling and rubbing your tummy: I like
Structures: (apples). Then draw a happy smile on the board. Ask the children to look at
I like… I don’t like… Activity 1. Point to the happy and sad faces in the book and on the board.
Play the CD and let the children listen. Play it again and tell them to draw
Materials the correct face with each picture.
CD
2 Cut, paste and say.
Unit 7 cut-outs Tell the children to look at Activity 2. Now, ask the children to get their cut-
Scissors outs from page 101 and to cut them carefully (monitor this activity). Point
Glue to the first cut-out and ask the children who like it to put up their hand. Tell
them they have to paste the cut-outs in the I like bag and the children who
don’t like it put it into the I don’t like bag. The children paste the remaining
cut-outs. Ask the children to tell the person sitting next to them about the
food they like and don’t like.
Finishing off
Ask the children to work in pairs. Tell them to write one word they learnt
from this lesson on a piece of paper and to put it face down on their
desks. The other child should try to guess what the word is. Then, they
should switch roles. Supervise the activity.
Transcript
Listen and draw. 70
1. Ruby’s mum: A sandwich, Ruby? 3. Monica’s grandad: Do you want pizza, Monica?
Ruby: Uurgh! I don’t like sandwiches! Monica: Yes please! I like pizza!
2. Lee’s dad: Here’s an apple for you. 4. Charlie’s mum: Here’s a yoghurt, Charlie.
Lee: Mmm! I like apples. Thanks! Charlie: Oh Mum, yuk! I don’t like yoghurt.
Charlie’s Mum: OK, Charlie!

Students develop Linguistic competence through working on listening comprehension in a

controlled listen and draw activity. Languages are learnt by having a period of aural recognition
before the production stage. For this reason, building language skills starts with listening
comprehension.

2 Colour and draw.
= I ”likæ... = I ”do>ª† ”likæ...
1 3
Child's own drawing

2 4
144 One hundred and fourty-four
Students develop competence in Autonomy and personal initiative by expressing likes and
dislikes with regards to food. In this activity, students are able to show their opinion on different
foods by jumping to one side of a line or another.

Activity Book
Lesson 1, page 144

To match sentences with Divide the class into two teams. Whisper a food word to one person
pictures. in each team who then whispers it to the next person. The children
To associate likes and dislikes. continue to pass along the word and the last person then says the word
out loud. If the word is correct, the team wins a point. Make it more
challenging by saying combinations of food.
Target language
Vocabulary: 2 Colour and draw.
apples, bananas, cake, cheese,
chicken, oranges, pizza, spaghetti,
Tell the children to look at Activity 2. Write on the board: I like yoghurt. /
sandwiches, yoghurt I don’t like yoghurt. Under each sentence draw a face without a mouth.
Point to yourself, say: I like yoghurt, draw a happy mouth. Ask children to
Structures:
say whether they like yoghurt or not. As they answer, explain that for each
I like… I don’t like…
food item, they should draw a happy or sad face whether they like or don’t
like it. Then, let them colour each picture.
Materials
Activity Book, page 144 FinishingFoff
On one side of the board write: I like; and on the other write: I don’t like.
Ask the children to stand in a line perpendicular to the board. Call out
food words and the children jump to one side or the other depending
on whether they like the food or not.

Lesson 2
Production

To extend target vocabulary. Show the unit’s flashcard to the class. Point to the bread, milk, juice and
To sing a song. sausages and say the words, each time asking the children to repeat
them. Point to different food items and ask the children questions. T:
structures. What’s this? SS: It’s (bread). T: Is this (juice)? SS: No, it’s (milk). T: (Sergio) do
you like (milk)?
Target language 3 Trace and say.

Vocabulary: Tell the children to look at Activity 3. Ask them to carefully trace the words.
apples, bananas, bread, cheese, When they have finished ask them to point to each picture and say the
chicken, chocolate, juice, milk, word to the person sitting next to them.
sausages, oranges, pizza, yoghurt
Structures: 4 Listen and sing. 71
I like… I don’t like…
Write the food vocabulary on the board in the order of the song: oranges,
apples, yoghurt, cheese, bread, pizza, banana, chicken, chocolate, spaghetti.
Materials Tell the class they’re going to hear a song: I like oranges. Play the song,
pointing to the words in each verse and putting your thumbs up or down
CD
Activity Book, page 145 depending on whether the song says I like or I don’t like. Play the song
Unit 7 flashcard again and encourage all the children to join in with the words and using
their thumbs.
Finishing off
Ask the children to look at the words written on the board and to work
in pairs. The children have to tell their partner whether they like the
piece of food or not using the structures for like and dislike.
Transcript
Song: I like oranges. 71
I like oranges. No! No! No! Yes, I do. Yes, I do.

I like oranges. How about you? But I don’t like chicken.
Yes, I do. Yes, I do. How about you? No! No! No!
But I don’t like apples. How about you?
No! No! No! I like bread. How about you?
How about you? I like bread.
How about you? Yes, I do. Yes, I do. I like chocolate.
But I don’t like pizza. I like chocolate.
No! No! No! Yes, I do. Yes, I do.
I like yogurt. How about you? But I don’t like spaghetti.
I like yogurt. How about you? No! No! No!
Yes, I do. Yes, I do. How about you?
But I don’t like cheese. I like bananas. How about you?
I like bananas.

Production Unit 7 • My favourite food
LESSON 2
3 Trace and say.
1 2 3 4
”brea∂ ”mil§ ”juicæ ”sausagefi

I like oranges.
I like oranges.
Yes, I do. Yes, I do.
But I don't like apples.
No! No! No!
How about you?
How about you?
Activity Book 145

Page
Seventy-five 75
Students develop Cultural and artistic competence via musical awareness by listening to, acting
out movements and singing along to the song: I like oranges. Aids memory by establishing an
association between movements, rhythm, language and word stress.

3 Colour and trace.
1 2
”pizza ”cheese
3 4
”sandwiches bananas
One hundred and fourty-five 145
Students develop Linguistic competence by associating the phonological, semantic and

graphological representation of vocabulary words. In this activity, students consolidate
knowledge from the previous lesson about food by matching halves of words to form a
complete word.

Activity Book
Lesson 2, page 145

To recognize the food words. Think of a word seen in the previous lesson. Tell the children to guess
To read some texts. which one it is. Whoever guesses correctly comes to the front, chooses
To match a text with the
another word and tells the class to guess it. Continue until all the
corresponding picture. vocabulary has been practised.
3 Colour and trace.

Target language
Ask the children to look at the pictures in Activity 3. Say a number and
Vocabulary: ask them to name the picture. T: One SS: pizza. Ask the children to listen
apples, bananas, cake, cheese, carefully. Say the beginning of a food word and ask the children to finish
chicken, oranges, pizza, off the word. T: Sand… SS: …wich. Repeat with other words including,
sandwiches, spaghetti, yoghurt
cheese, bananas and pizza.
Structures:
I like… I don’t like… Finally, tell the children to colour each picture and trace its words.
Go round the class helping where necessary.
Materials
Finishing off
Some music Ask the children to stand up and walk around the classroom. Explain
that you are going to play some music and when the music stops, you
will call out a food word and they must turn to the nearest person to
them and say whether they like that food or not. If they both like the
food, they give each other a high five. Play the music and stop several
times to call out a food item.

Lesson 3
Review I like chocolate cake!
Objectives Review I like chocolate cake! Unit 7 • My favourite food
LESSON 3
To reinforce the target 5 Listen to the story. 72
vocabulary.
To listen to a story. 5 6
Target language 1 2
Vocabulary:
chicken, chocolate cake, fish, 7 8
sausages
E Structures:
Stop and think!
Do you like…? 3 4

I like… I don’t like… I don’t understand.
Materials 76 Seventy-six Seventy-seven 77
CD

listening to the story: I like chocolate cake! The story revises and
integrates vocabulary from previous lessons to build knowledge.
Children develop listening fluency by participating in a Story card race.
Getting started
page 76. Point to the picture of the chocolate cake and ask: Can you find
this in the story? Tell them to look in the story and see if they can find
the chocolate cake. Tell them to circle the picture of the chocolate cake,
because it appears in the story. Tell them to look through the story and
find which of the remaining pictures appear and to circle them. Ask
them to check their answers with a partner. Finally, ask the children to
cross out all the pictures that do not appear in the story.


to point to the relevant scene in their books. Divide the class into seven
groups and assign parts to each group: Charlie, Anne Marie, Ruby, Lee,
Monica, mum and dad. Play the recording again and pause the recording
after each scene and tell each group to repeat their character’s lines.
Stop and think!

FinishingFoff
Transcript
Story: I like chocolate cake! 72

Narrator: Lee, Monica and Ruby are at Charlie’s Narrator: Dad has a surprise!
house. Dad: Hey, everyone! Come to the kitchen for
Lee, Monica and Ruby: Hello Charlie! chocolate cake.
Charlie: Hi! Come and eat! Monica: Fantastic!
Story card 2 Children: Hurray!
Charlie: Here you are, Anne Marie. Sausages! Mmm! Anne Marie: Oh! I like ch-ch-chocolate cake!
Anne Marie: I don’t like s-sausages. Story card 6
Narrator: Chippy likes sausages! Narrator: Oh no! Mum is cross with Anne Marie!
Story card 3 Mum: No chocolate cake for you, Anne Marie!
Ruby: Here you are, Anne Marie. Do you like chicken? Anne Marie: I don’t like you!
Anne Marie: No, I don’t! Story card 7
Ruby: Oh! Narrator: Oh no! What is Chippy doing now?
Story card 4 Anne Marie: Good dog, Chippy!
Lee: Anne Marie. Oooh, look at this, Anne Marie! Do Narrator: Oh yes! Chippy likes food!
you like fish? Mmmm! Story card 8
Anne Marie: I don’t like f – f - fish! Dad: Good girl, Anne Marie!
Mum: Here you are, Anne Marie.
Anne Marie: I like chocolate cake!
Narrator: Now, everyone is happy!

Lesson 4
Word Stress

To express likes and dislikes. Mime eating a kind of food. The children take turns to guess what it is.
To complete a questionnaire. When someone guesses, ask them if they like that food. SS: Sausages. T:
Yes. Do you like sausages? SS: Yes, I do. A child can then take over the role
of miming eating a food item.
Target language
Vocabulary: 6 Trace, listen and tick or cross. 73
sausages, pizza, banana, milk
Draw two apples, some bananas and cheese on the board. Ask some
Structures: children to ask questions to others. T: Paula, ask Isabel if she likes apples.
Do you like…? Paula: Isabel, do you like apples? Isabel: Yes, I do. Write the child’s name at
Yes, I do. / No, I don’t.
the side of the pictures to make a chart and put a tick under the picture
of apples. Repeat with the other food. Tell the children to look at Activity
Materials 6 and to trace the example. Explain that they are going to listen to the CD
CD
and they have to put a tick if Lee likes the food and a cross if he does not
Activity Book, page 146 like it. Play the CD and ask the children just to listen. Play it again and this
time they put the ticks and crosses. Play it a final time for them to check
their answers.
7 Ask and answer. Tick or cross.

Ask the children to look at the pictures again. Tell them they are now
going to do the same activity but about themselves. Ask them to look
at the food and to put a tick or cross for each food item. Practice the
question Do you like …? as a group and then tell the children to ask a friend
about the pictures. The children complete the chart with their friend’s
answers.
FinishingFoff
Write the four words from the chart on the board: pizza, sausages,
bananas and milk. Tell the children you are going to see how many
people like each one. Say: Do you like pizza? The children put up their
hand if they like it. Count how many hands are raised and write the
number next to pizza. Continue with the other three words. Then point
to each word and say: (Seventeen) people like (pizza).
Transcripts
Trace, listen and tick or cross. 73
Ruby: Hi Lee. Do you like pizza? Lee: No, I don’t.

Lee: Argh! No, I don’t. Ruby: Do you like milk?
Ruby: Ok. Do you like sausages? Lee: Mmm! Yes, I do.
Lee: Yes, I do. They’re delicious! Ruby: Me too! Thank you!
Ruby: Do you like bananas?

Students develop Interpersonal and civic competence by taking turns interviewing their partner to
complete a questionnaire about food preferences. Participating in this activity enables students
to work independently in pairs while promoting active listening skills through a structured task.

4 Colour and match.
1
”apples
2
”sausages
3
”milk
4
”bread
5
”juice
”yoghurt
146 One hundred and fourty-six

Activity Book
Lesson 4, page 146

To understand food vocabulary. Give each child half a sheet of paper. Keep one for yourself and ask the
To use simple grammar children to copy you. Crunch the paper into a ball. Tell the children that
structures. it is an apple. Tell the children that you are going to give some orders
to the children but only when you say apple. Tell the children not to
do anything if you say orange. For example, T: Put the apple on the table.
Target language The children place the apple on the table. T: Put the orange on your head.
Vocabulary: The children must not do this action. T: Put the apple on the chair. Put the
apples, bread, juice, milk, sausages, apple on your book. Put the orange in your pencil case.
yoghurt
Structures: 4 Colour and match.
Do you like…?
Do a small class survey about food. Write this list of food on the board:
Yes, I do. / No, I don’t.
bananas, cake, cheese, chicken, oranges and sandwiches. Then, ask some
children questions. T: (Catalina), do you like bananas? Put a tick or a cross
Materials next to the food depending on the answer. Ask different children the
Activity Book, page 146 other questions and put a tick or cross next to the food depending on the
sheets of paper answer. Ask the children to look at Activity 4 Tell them they match to the
words with the pictures. Then, ask them to colour the pictures.
Finishing off
Ask the children to take out their notebooks. Ask them to draw what
you say. Say various food items and the colours. For example: Draw a
banana and colour it yellow, please. Draw three apples, colour one red and
two green.

Lesson 5
Student’s Book
Page 79

To say food vocabulary. Invite a child to come to the front of the class. Blindfold the child and
To trace words. place a piece of fruit in his/her hand. Ask the child some questions. T: Is
To draw food.
it a banana? SS: No, it isn’t. T: Is it an apple? SS: Yes, it is. Continue the same
way with different children and the rest of the fruit.
Target language 8 Look and trace.

Vocabulary: Draw some fish and chips on the board. Tell the children that this is from
cake, cheese, orange, pizza England and that it is very typical. Ask the children: Do you like fish? Do you
Structure: like chips?
This (cheese) is from France. Ask the children to look at Activity 8. First, ask them to look at the food and
say what they can see. Point to each one and say: What is it? SS: It’s a pizza.
T: Do you like pizza? SS: Yes / No. T: Is pizza from Spain? SS: No, it’s from Italy.
Materials
Show the children a flag of Chile. Ask them if they know some typical food
Unit 7 flashcard of the country. Then, ask the children to trace the words.
fruit (apple, orange and banana)
A flag of Chile 9 Draw your favourite food.
A blindfold
Ask some children what their favourite food is. T: (Camilo), what’s your
favourite food? Help with any vocabulary. Then ask them to look at Activity
9. Tell them to draw and colour their favourite food. As they work, ask the
children individually what their favourite food is.
Finishing off
Write some of the favourite food words on the board. Go round the
class asking everyone to name their favourite food. If it is already written
on the board, put a tick next to it. If it is not written, then add it and put
a tick next to it. When everyone has answered, count the ticks and find
the most popular food for the class.

Unit 7 • My favourite food
LESSON 5
8 Look and trace.
T”hifi ”pizzå T”hifi ”orangæ

_ifi froµ I”tal¥. ”ifi froµ Spai>.
T”hifi ”cakæ T”hifi ”cheesæ

”ifi froµ German¥. ”ifi froµ F”rancæ.
9 Draw your favourite food.
M”y favourite food _is .

Seventy-nine 79
CLIL: Students develop competence in Knowledge and interaction with the physical world by
playing a food identification game while blindfolded. In this activity, students use their previous
knowledge about the world to identify and talk about different types of food in English class.
Children also develop artistic competence via drawing their favourite food.

Lesson 6
Student’s Book
Page 80

To listen to a story. Write the food vocabulary on the board. Ask the children to repeat after
To follow the sequence in a story. you.
10 Listen. 74
To practise pronounciation: ch.
from the cartoon, and explain that Beep is a waiter in a restaurant. Play the
Target language recording and ask the children to follow the story in their books.
Vocabulary:
banana, cheese, chicken, chocolate Extra Activity: Phonics
cake, sandwich, spaghetti, yoghurt Listen and say a tongue twister. F 75
Materials recording, pausing at the end of each line for the children to repeat. Write
CD
the tongue twister on the board or show the Beep’s world flashcard to
Activity Book, pages 147-148 the class. Encourage the children to find any other words that they know
that begin with ch for example, chips or any names of children in the class.
Write the words up on the board and practise saying them with English
pronunciation.
Finishing off
Do some revision of the previous lesson. Slowly draw food items on
the board and the children have to try and guess what is being drawn
before it is finished.
Transcripts
Narrator: Today, Beep is in a restaurant. Narrator: Beep and Robby are making the food.
Beep: Hello! Beep: Erm… Yoghurt, cake, er…, chocolate, cheese.
Woman: Hello. A chicken sandwich and a banana Robby: Squeak!
yoghurt, please. Beep: Here you are! A yoghurt sandwich and
Beep: And you? chicken cake!
Man: Spaghetti and cheese… And chocolate cake, Beep: Banana and cheese and spaghetti and
please. chocolate.
Beep: Thank you! Narrator: Ooops!
Man: Where’s the food? Beep: Enjoy your meal!
Woman: I don’t know.
Charlie and Chippy like chocolate. Charlie and Chippy like chocolate and chicken and
Charlie and Chippy like chocolate and chicken. cheese.

Beep’s world!
chs LESSON 6
10 Listen. 74 ound
Activity Book 111

147 -148
Page
80 Eighty
Students develop Linguistic competence and comprehension by following the logical deduction of
sequencing in a story. By identifying the correct order of events, children are able to enjoy simple humour
and later participate in a guided drill of the story.

Picture dictionary
applæ ”bananå ”brea∂ cakæ
cheesæ chicke> juicæ mil§
orangæ ”sandwic™ ”sausagæ yoghur†

148 One hundred and fourty-eight
Students develop Mathematical competence through revision practice in the finishing off session off the
class. Using the numbers 1 – 10 to answer questions about quantities of objects in class helps to activate
numeracy in English.

Activity Book

To write the food vocabulary. Show the unit’s flashcard to the class. Ask different questions to the
To revise the vocabulary from children about the food on the flashcard. The children should try and
the whole unit. answer with complete sentences. T: Is this a banana? SS: No, it isn’t. T:
To reinforce reading skills. What is it? SS: It’s an apple. T: What colour is the apple? SS: It’s red. Do the
same with all the items on the flashcard.
Target language 7 Circle and write.

Vocabulary: Draw a snake on the board and inside write the following words: orange,
apples, bananas, bread, cake, spaghetti and sausage. Write the words together with no spaces in
cheese, chicken, juice, milk, between. Ask a child to come to the board and to circle a word. Ask two
oranges, pizza, sandwiches,
children to come to the board and do the same. Now, ask the children to
look at Activity 7. Ask the children to do the same with the snake but to
Structures: also write the words in the corresponding space. Go round the class to see
I like. I don’t like. if they are writing the words correctly.
Materials 8 Look and write. F

CD Show the unit’s flashcard to the class again, point to an item and pull a
An apple happy face and say: I like apples. Now pull a sad face and say: I don’t like
Activity Book, page 147-148 yoghurt. Then point to another item and say, T: (Pablo), and you? The child
Unit 7 flashcard says whether they like or dislike the item. Do the same with the rest of the
food and different children. Now ask the children to look at Activity 8. Tell
them to fill in the spaces depending on whether they like or dislike the
food.
Picture dictionary.
do the same. Say: Point to the bread and the juice. Encourage the class to
Finishing off
Ask general questions and revise all the numbers, colours and
vocabulary from previous units. For example write a number on the
board and say, What number is this? Hold up the banana and say, What is
this? The children have to answer correctly.
A
FI
D

Think Back!
Page 81
Think back! Unit 7 • My favourite food
Lesson 1
Unit I can say I like and I don’t like.

7 Lesson 2
I can sing about food.
Lesson 3
Lesson 4
I can ask a partner about food.
I can draw my favourite food.

Lesson 5
Lesson 6
Review
I know the ch sound.
Almost there!
You did it!
Eighty-one 81
Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite food
in their notebook.

Assessment
and explain each activity.Play the audio and the children do Activity 1. Play
Target language
1 Listen and number the items of food. 76
Vocabulary:
apples, bananas, bread, cake, Explain to the children that they are going to hear a number followed
cheese, chicken, juice, milk, by an item of food. They must write the number in the box next to the
oranges, pizza, sandwiches, correct picture.
Structures:
Do you like…? 2 Read and match the sentences to the shopping bags.
I like… Tell the children to look at the four bags of food in the middle and read
I don’t like…. the sentences. They must match each text with the correct bag.
Materials 3 Write the words.

The children use the text box to copy the correct word under each picture.
CD
Assessment,
Methodological Manual, pages The children read the questions and write the answer according to their
226–227 own likes or dislikes.

assessment.
Transcript
Unit 7 Assessment. Listen and number the items of food. 76
1. Cheese. 3. Apple. 5. Chicken. 7. Banana.

2. Yoghurt. 4. Cake. 6. Milk. 8. Bread.

Unit 7 Assessment
Name: Class:
1 Listen and number the items of food. 76
2 Read and match the sentences to the shopping bags.
I li§æ chic§e>, I li§æ chic§e>,
bananafi an∂ c™æesæ an∂
app¬efi. oran@efi.
I li§æ spag™ett^, I li§æ sandwic™efi,

c™æesæ an∂ oran@efi an∂
ca§æ. yoghur†.
3 Write the words.
app¬efi yoghur† b®ea∂ sausa@efi jui©æ mil§
Yefi, I do. Nø, I do>ª†.

Do yo¤ li§æ spag™ett^?
Do yo¤ li§æ bananafi?
Do yo¤ li§æ pizzå?
Do yo¤ li§æ c™æeßæ?
Do yo¤ li§æ ca§æ?
Unit 8. At the seaside Introduction
To introduce seaside vocabulary. When doing activities related to arts and crafts make a point of praising
To use functional language with all the children for their efforts. Some children will have better fine motor
simple structures. F
skills than others and so will and colour better. Others will have more
natural artistic abilities. It is important that all children feel that their work is
To learn about seaside activities.
worthwhile and valued. Encourage all the children to comment positively
on their classmates’ work as well. Teach them expressions such as: I like your
Target language picture. That is nice.
Vocabulary:
boat, crab, dolphin, lighthouse,
sand castle, sea, seagull, shark,
shell
lighthousæ
Structures:
What can you see? san∂ castlæ
I’m hungry! I’m bored! I’m scared!
shel¬
I’m happy!
shar§ seagul¬
dolphi>
. seå
crab
boa† it 8 At
the seas
ide
Beep’sFlwor ard Un
ashcld!
85
Beep and Robby
are at the seaside.
I like the Oh, look at that boy!

seaside! What’s the matte
r?
It’s a shark.
I’m scared!
Beep is running to
boy. Beep to the help the Beep jumps. Oh no!
rescue! Beep can’t swim!
It’s OK! I’ve
got a boat.
Help! That’s
my brother!
Is Beep all right ?

Oh yes, look!
Beep and Robby
Oh, it’s It’s a dolphin. have got a new friend
a dolphin! .
I like
dolphins.
Thank you,
dolphin.
Beep and Robby

Tongue twister like the seaside.
86
At the seaside I can
At the seaside I can see…
At the seaside I can see… six sad seagulls.
see… six sad seag
ulls sitting on a sand
castle.
F
Getting started F
Show the unit’s flashcard to the class and explain that Beep is at the seaside. Point to each element and tell
the children to put their hands up if they know the name of the pictures on the flashcard. Ask volunteers to
come up to the front, point to a picture they know and say the name. After each word, ask the rest of the
class to repeat it.

Unit 8. At the seaside
Presentation

To learn seaside vocabulary. Tell the children to look at at the picture on pages 82 and 83. Ask them
To say a chant.
where the children are located (beach). Ask them who and what they can
see in the picture.

Vocabulary: Begin to say a seaside word and ask the children to say the complete word.
boat, crab, dolphin, lighthouse, T: Dol… SS: Dolphin. Tell the children to look at the picture again. Play the
sand castle, sea, seagull, shark, CD and ask them to point to each word as they hear it. Play the CD again
shell and tell the children to repeat the words. Play the recording once more
and the children point to the pictures and repeat the words.
Materials
CD Write the following words on the board in order: shark, dolphin, boat,
seagull, crab, sand castle, shell and lighthouse. Play the recording and point
to each item as it is named. Play the recording again and ask the children
to join in with the chant. Then point to each word on the board and ask
the children to say the name with you. Repeat gradually, building up the
rhythm.

Finishing off Read the unit goals out loud and ask the children to choose the goals they
Mime some of the words in this would like to do the most. Point to the uncoloured circles and help the
lesson, for example, a dolphin. children to decide which one to colour by explaining each goal.
The children try to guess what
it is. Ask volunteers to take over 5 Which would you like the learn first?
your role and to mime another
word.
volunteers.
Transcripts
Listen, point and repeat. 77 Chant: The seaside chant. 78
Dolphin. Shark. Sharks, dolphins, Crabs, sand castles,

Lighthouse. Shell. Boats, seagulls. Shells, lighthouse.
Boat. Sand castle. Boys and girls, Boys and girls,
Sea. Crab. Boys and girls. Boys and girls.
Seagull. Do you like the seaside? Do you like the seaside?
Do you like the seaside? Do you like the seaside?
Yes, yes, yes! Yes, yes, yes! Yes, yes, yes! Yes, yes, yes!

Unit 8. At the seaside Presentation
Getting Ready
light house
dolphin 1. Look and answer.
a. Where are children?
b. What can you see?
sea 3. Listen and chant. 78

seagull
boat
My Goals
shark 4. Colour the of goals you like most.
shell
Unit Goals
1. Saying the seaside words.
2. Saying the seaside activities.
crab
sand castle Activity Book 149

Page
82 Eighty-two Eighty-three 83
Students develop competence in Knowledge and interaction with the physical world by learning
vocabulary about the seaside using it to complete activities in English class. Students then learn
a chant to remember the vocabulary items.

Students develop Mathematical competence through revision practice in the Trace and count
activity. Students use the numbers 1 – 10 to answer questions about quantities of objects in
their book and on the flashcard to help activate numeracy in English.

Activity Book

To read target vocabulary. Show the unit’s flashcard to the class, point to an item and ask the
To recognize the seaside words. children the word. T: What’s this? SS: It’s a (crab). If there are children
To count items accurately.
who still need help, then ask them to repeat the word several times.
Continue with all the vocabulary.
Target language 1 Trace and count.

Vocabulary: Ask the children some questions about the objects in the classroom. T:
boat, crab, dolphin, lighthouse, How many (windows) are there? SS: (Three.) T: How many teachers are there?
SS: (One.) Ask the children to look at Activity 1. First, ask them to read the
shell
seaside words and then trace them. Ask the children to count the boats
in the picture and put a small mark on each one so they know they have
Materials counted them all. The children then count the other pictures in the same
Activity Book, 149 way and write the numbers in the boxes. Check all the answers together
Unit 8 flashcard by asking them to tell you how many objects they have counted.
Finishing off
Ask the children to work in pairs. Tell the children to write a word from
Activity 1 on a piece of paper and to put it face down on their desks.
The other child should try to guess the word. Then, they should switch
roles. Supervise this activity.

Lesson 1 Unit 8. At the seaside
PRACTICE

To practise the target vocabulary. Ask the children what they can see at a beach. Write the words they tell
To ask and answer questions. you on the board.
Target language 1 Listen and number. 79

Ask the children to look at Activity 1. Play the audio and the children look
Vocabulary:
at the pictures. Play the audio again for the children to write the number
sand castle, sea, seagull, shark, with each picture. Play the audio a final time for the children to check their
shell answers.
Structures:
What can you see?
Draw a boy and a girl on the board and then write boat next to them.
Write the other words on the board in the following groups: shark, fish,
Materials crab; sand castle, shell; seagull, lighthouse. Play the song and point to the
CD words as they are mentioned. Play the song several more times and
Activity Book, page 150 encourage the children to join in.
Toys (dolphin, shark, boat and
others related to the vocabulary
of the unit) Finishing off
Ask one child to stand outside the classroom door. Another child hides
one of the toys somewhere in the classroom. The child comes back into
the classroom and tries to find the toy. The rest of the children say hot
or cold depending how near or far the child is to finding the toy. When
the child finds it they say its name. Continue with other children.
Transcripts
Listen and number. 79 Song: At the seaside. 80
1. Monica: What can you see, Ruby? At the seaside, At the seaside.
Ruby: Oh, a crab. I can see a crab. At the seaside. What can you see?
What can you see?Boys and Sand castles and shells,
2. Monica: And now? What can you see?
girls and boats, Sand castles and shells.
Ruby: A seagull. Yes, a seagull and a pizza. Boys and girls and boats. That’s what I can see.
3. Monica: Ruby, What can you see? That’s what I can see. At the seaside,
Ruby: Um … A lighthouse. A red and white At the seaside, At the seaside.What can you
lighthouse. At the seaside.What can you see?
4. Monica: And now? What can you see? see? Seagulls and a
Sharks and fish and crabs, lighthouse,Seagulls and a
Ruby: Ahhh! A shark! A shark!
Sharks and fish and crabs. lighthouse.
Monica: Let me see! Oh Ruby, it’s only a toy
That’s what I can see. That’s what I can see.
shark. At the seaside,

PONER MINIATURA SB PAGINA 34
Students develop Linguistic competence and comprehension by listening to identify the

sequencing in a story. By identifying the correct order of events, children are able to recognize
key vocabulary and enjoy simple humour.

Students develop competence in Learning to learn by activating their memories via music and
toys in order to sing along with a song about the seaside. Learning how to use cues in order to
jog the mind and commit information to long term memory is an important skill.

Activity Book
Lesson 1, page 150

To read the seaside vocabulary. Ask the children to look at Activity 2. Tell them to describe to their
To recognize the seaside words. partner what they see. Encourage them to use vocabulary about the
To draw some seaside items.
seaside.
2 Trace and write tick or cross.

Target language
Draw a picture of some cheese and a chair on the board. Ask the children:
Vocabulary: Can you see some cheese in the classroom? SS: No! Draw a cross next to
boat, crab, dolphin, lighthouse, the cheese. Now say: Can you see a chair? SS: Yes! Draw a tick next to the
sand castle, sea, seagull, shark, chair. Now, ask the children to look at Activity 2. First, ask the children to
shell trace the question and to read the list of words. When they have read the
Structures: words ask them to trace the items in the picture. Then say: Can you see a
What can you see? shark in the picture? The children say no, so tell the children that there is a
cross because we can’t see a shark. Ask the children to look carefully at the
Materials picture and put a cross if they can’t see the item or a tick if they can.
Activity Book, page 150 3 Read and draw.
Ask a volunteer to come to the front of the class. Give the child a
whiteboard pen and ask him or her them to draw what you say on the
board. T: I can see a table. The child must draw a table. Ask the children to
look at Activity 3 and to read the questions and answers individually. The
children then draw and colour what they have read. Go round the class
and ask: What’s this? What colour is it?
Finishing off
Write a seaside word on a piece of paper and the children take turns to
guess what it is. Continue until the children have guessed all the seaside
items. Then ask volunteers to take over your role.

Production

To recognize the seaside Show the unit’s flashcard to the class, point to the different pictures
vocabulary. and ask the children questions T: What’s this? SS: It’s a (shark). T: Is this
To develop listening skills. a seagull? SS: (Yes, it is.) T: What colour is the (lighthouse)? SS: It’s red and
To revise colours. white. T: Do you like (dolphins)? SS: (Yes.)
3 Listen and colour. 81

Target language
Ask the children some questions to revise the colours: What colour is your
Vocabulary: (pencil case), (Ana)? SS: It’s green. T: What colour are (apples)? SS: Red, yellow
boat, crab, dolphin, lighthouse, or green. Ask the children to look at Activity 3. Explain that they have to
sand castle, sea, seagull, shark, colour the pictures as they are told. Play the CD and let the children listen.
shell
Play the recording again, this time pausing after each sentence to give
the children time to colour. Play the recording again so they can check
Materials their work. Finally ask the children the colours of the pictures. T: (Bea), what
CD
colour is the crab? SS: It’s red.
Unit 8 flashcard F
4 Look and say.
Tell the children to look at Activity 4. Ask a volunteer to read the question.
Then ask the children to tell you things they can see in the picture. The
children may answer with a short answer, (ball), or a longer answer, (I can
see a red ball). The children then work in small groups and take it in turns
to say things they can see without repeating what another person has
already said.
Finishing off
Draw some seaside elements on the board and ask the children to
name them then ask volunteers to label them. Ask the children to get
out their notebooks and to draw and label three seaside things. When
they have finished they can show their friends their pictures and say
what they have drawn.
Transcripts
Listen and colour 81
Colour the dolphin blue. Colour the shell orange.

Colour the crab red. Colour the lighthouse black and white.
Colour the boat green. Colour the sand castle yellow.

Students develop Linguistic competence and by building their vocabulary lexicon through the
integration of new vocabulary with recycled items. In this drawing dictation, students revise
colour, integrate items dealing with the seaside and become passively familiarized with adjective
+ noun word order.

Students develop Linguistic competence by associating the phonological, semantic and

graphological representation of vocabulary words.

Activity Book
Lesson 2, page 151

To write the seaside vocabulary. Ask the children to choose one of the words about seaside and to write
To recognize some seaside items. it in their notebooks. Go desk by desk checking spelling.
To match a picture with a word.
4 Write.
Draw a seagull on the board and write seagull next to it but with the
Target language
letters all mixed up. Ask a volunteer to come and write the first letter of the
Vocabulary: word under the picture. As he or she puts the letter s, cross it out from the
boat, crab, dolphin, lighthouse, mixed up word. Continue with other children and the other letters until
sand castle, sea, seagull, shark, they have written the word correctly. Ask the children to look at Activity 4.
shell First, ask them to say the names of the pictures. Tell the children that the
Structures: letters of the words are round the picture but that they are not in the right
What can you see? order. Then, ask them to write the words in the spaces provided.
Materials
5 Look and match.
Tell the children to look at Activity 5. Ask them to read the words and then
read the questions individually. Then, ask the children to match the correct
word in the right place. Go round the class to see if they are writing the
words in the right place and that they are spelling them correctly.
Finishing off
Tell the children that you are going to draw some seaside items on the
board but say you haven’t got anything to write it with. Use your finger
to draw an item on the board. Ask the children to guess what you are
drawing. When they guess correctly, ask a volunteer to come up to the
board and do the same.

Review A day at the funfair!

Objectives Review A day at the funfair! Unit 8 • At the seaside
LESSON 3

To follow the sequence in a story.
5 6
Target language
1 2
Vocabulary:
funfair; bored, happy, hungry,
scared; ghost train, mirror 7 8

CD I don’t understand.
86 Eighty-six Eighty-seven 87

listening to and following the pictures in a story: A day at the fun fair!
The story revises and integrates vocabulary from previous lessons to
build knowledge. Children develop listening fluency by participating in
a story card race at the end of the lesson.
Getting started
page 86. Point to the picture of the sausages and ask: Can you find this
in the story? Tell them to look in the story and see if they can find the
sausages. Tell them to circle the picture of the sausages, because it
appears in the story. Tell them to look through the story and find which
of the remaining pictures appear and to circle them. Ask them to check
their answers with a partner. Finally, ask the children to cross out all the
pictures that do not appear in the story.

FinishingFoff 5 Listen to the story. 82
Write numbers from 1-8 on the Play the story once. Play the story again and ask the children to follow the
board to identify the different story in their books. Pause the recording at various points. Ask volunteers
story cards. Divide the class into to point to the relevant scene in their books. Divide the class into five
two teams. Tell the children groups and assign parts to each group: Charlie, Ruby, Lee, Monica and
you are going to play a game. Lee’s mum. Play the recording again and pause the recording after each
Choose a member from each scene and tell each group to repeat their character’s lines.
team and read out one of the
character’s lines from the story.
Stop and think!
The first player to raise his on
her hand and correctly guesses Read each statement out loud and explain them to the children. Point
the story card wins a point for to the circles and tell them to choose only one statement and to colour
his or her team. Repeat this until the circle next to the one they chose. Finally, ask the children which
everyone has had a turn. statement they coloured to assess comprehension of the story.
Transcript
Story: A day at the funfair! 82

Narrator: Ruby, Monica, Lee and Charlie are at the Narrator: The children are in the house of mirrors. Is
seaside with Lee’s mum. Chippy there?
Monica: I’m bored. Lee’s mum: Can you see Chippy?
Lee’s mum: OK, let’s go to the funfair. Lee: No Mum, it’s a toy dog.
Lee: Hurray! Good idea! Ruby: Wow! Look at my face!
Narrator: Everyone goes to the funfair. Look! Now Narrator: Now the children are at the ghost train.
Monica’s happy. But where’s Chippy?
Charlie: Chippy, sit! Charlie: Look, Chippy’s on the ghost train.
Narrator: Chippy’s bored. Monica: Quick, let’s get on!
Narrator: Ah! The rollercoaster is fantastic. Narrator: Charlie and Monica are on the ghost train.
Charlie: Where’s Chippy? Can you see Chippy? Is that Chippy?
Lee’s mum: Um, no. Chippy! Chippy! Charlie: Oh no! It’s not Chippy.
Story card 4 Monica: Charlie, I’m scared.
Narrator: Monica, Charlie, Ruby and Lee go to the Story card 8
house of mirrors. And what’s that? Is that Chippy? Narrator: Where can Chippy be? He’s not in the
Monica: Look, it’s Chippy! Come on! ghost train. Oh, there he is!
Lee: Look! It’s Chippy.
Charlie: No Chippy!
Narrator: Chippy’s hungry!

Student’s Book
Page 88

To learn simple structures. Show the children, with gestures, the meaning of the following phrases:
To sing a song. I’m hungry! I’m bored! I’m sad! I’m scared! I’m happy! Then practise
the gestures with the children. T: I’m (sad). The children pull a sad face.
Continue with the other phrases.
Target language
Structures: 6 Trace, listen and number. 83
I’m hungry! I’m bored! I’m sad! I’m
Ask the children to look at Activity 6. Tell the children to trace the words.
scared! I’m happy!
Then ask volunteers to read them out. Explain that they are going to
listen to the CD and that they have to number the pictures in the correct
Materials order. Play the CD and let the children listen. Play it again and this time the
CD children write the numbers. Play it one more time for the children to check
Activity Book, page 152 their answers.

FinishingFoff Ask the children to look at Activity 7. Read the words to the song together
Play Chinese whispers. Put the as a class. Then rub your tummy and say: I’m hungry. This is the way I eat
children into groups of eight
a sandwich. Mime eating a sandwich, encourage the children to join in
and whisper a sentence to
with you. Continue with the other phrases: I’m sad. This is the way I say boo
one child in each group, for
example: I’m happy, hurray! Ask hoo (mime crying). I’m scared. This is the way I shout help, shout help! (mime
the child to whisper the same shouting for help). I’m bored. This is the way I read a story (mime reading).
sentence to the next child who I’m happy. This is the way I shout hurray! (mime celebrating and shouting
then whispers it to the next Hurray!). Play the CD and encourage the children to join in with the words
one and so on. The last child and actions.
says the sentence out loud and
hopefully it should be the same
one as the teacher’s.
Transcripts
Trace, listen and number. 83 Song: This is the way! 84
1. Girl: Hurray! I’m the winner. I’m This is the way I eat a sandwich, This is the way I shout help!When
happy! Eat a sandwich, I’m scared.
Eat a sandwich. This is the way I read a story,
2. Boy: It’s a g-g-ghost! I’m scared!
This is the way I eat a sandwich, Read a story,
3. Girl: I’m bored! When I’m hungry. Read a story.
4. Boy: Mmm! Chocolate cake! I’m This is the way I say boo hoo! This is the way I read a story,
hungry. Say boo hoo! When I’m bored.
Say boo hoo!This is the way I say This is the way I shout hurray!
boo hoo! Shout hurray!
When I’m sad. Shout hurray!
This is the way I shout help! This is the way I shout
Shout help! hurray!When I’m happy.
Shout help!

Students develop Interpersonal and civic competence by identifying different feelings using
semantic clues as well as listening to the tone of voice, pitch, etc. Activities that work on feelings
also work on empathy which is an important part of promoting peaceful coexistence and
positive community atmosphere.


Activity Book
Lesson 4, page 152

To reinforce target structures. Say a feeling and an action then ask the children to act it out in that
To revise feelings. manner. T: Sad. Look at a book. The children mime being sad while
looking at a book. Continue with the other feelings.
Target language
6 Trace and number.
Structures: Write these words on the board: sad, hungry, bored, scared and happy. Point
I’m sad. I’m bored. I’m happy. I’m
to one of the words and ask the children to mime the feeling. Ask the
hungry. I’m scared.
children to look at the pictures in Activity 6. Point to each picture and ask
the children to say how that child feels. The children then trace the words
Materials and pictures. Point to the first sentence, say: I’m sad, which picture is it? Tell
Activity Book, page 152 the children to read the other phrases and to write the number of the
corresponding picture. Check the activity by asking the children questions:
What’s number three? I’m scared, which number is it?
Finishing off
Tell the children that you are going to mime a feeling and they have
to guess which one it is. Mime one and ask them to tell you what it
is. Then ask the children to get into pairs and to take turns to mime a
feeling to their partner.

Student’s Book
Page 89

To develop reading skills. Show the unit’s flashcard to the class. Allow the children some time to
memorize everything in the flashcard. Now cover the target language
elements with large post-its. Point to one of the post-its covering a
Target language
picture and ask: What’s this? The children try to remember and answer
Vocabulary: using a complete sentence: It’s a (crab). If they are correct, take off the
boat, crab, dolphin, lighthouse, post-it to reveal the picture. Continue with all the other covered items
sand castle, sea, seagull, shark, on the flashcard.
shell; blue, grey, orange, red, white
8 Look and say.

Materials Ask the children to look at the photos in Activity 8. Point to each picture
Unit 8 flashcard and ask the children to tell you what they can see. Then say a number
post-its or paper to cover some and ask the children to say what it is: (Paula), what’s number three? The
of the pictures child should try and answer with a complete sentence: It’s a (crab). When
you have asked them the questions, continue with other questions: What
colour is the (boat)? Do you like sand castles? Then, ask the children to work in
pairs and to ask other questions.
9 Draw your own sand castle.

Ask the children to look at Activity 9. Tell them that they have to draw a
sand castle in the space provided. As the children work, go around and ask
them individually: What’s this?
Finishing off
Ask a child to come to the front of the class and ask them to draw
what you say on the board. This can be done to revise vocabulary from
previous units. For example: Please draw a ruler. Please draw a goldfish.
Please draw a mouth. Please draw a ball.

CLIL: Students develop competence in Autonomy and personal initiative by reading sentences and drawing
their own interpretation. In this activity, students develop autonomy through reading and then through
their artistic interpretation. Students also develop artistic competence via drawing their own sand castle.

Student’s Book
Page 90

To listen to a story. Display flashcards from previous units. Say: I can see a (plane). The
To follow the sequence in a story. children look at the flashcards and when they see the item put their
To practise pronunciation: s.
hand up. Choose a child to come and point to the picture. The child
then names something they can see.
Target language 10 Listen. 85

Structures: Ask the children to look at Activity 10. Play the recording and ask the
What’s the matter? I’m scared. children to follow the story in their books. Play the recording again,
stopping at various points and asking volunteers to say the next line.
Materials
CD
Flashcards from previous units Tell the children they are going to learn a tongue twister. Play the
the tongue twister on the board or show the Beep’s world flashcard to
the class. Play the recording again encouraging the children to copy the
Finishing off
narrator’s intonation. Encourage the children to find any other words that
Do some revision of the
they know that begin with s for example, spaghetti, school or any names of
previous unit. Slowly draw a
children in the class. Write the words up on the board and practise saying
banana on the board and the
children have to try and guess them with English pronunciation.
what is being drawn before
it is finished. Do it with apple,
sausage, sandwich and cheese.
Transcripts
Listen. Beeps world! 85
Narrator: Beep and Robby are at the seaside Girl: It’s OK! I’ve got a boat!
Beep: I like the seaside! Narrator: Is Beep all right? Oh yes, look!
Robby: Squeak! Boy: Oh, it’s a dolphin!
Narrator: Oh, look at that boy! What’s the matter? Girl: I like dolphins.
Boy: It’s a shark. I’m scared. Narrator: Beep and Robby have got a new friend. It’s
Narrator: Beep is running to help the boy. Beep to a dolphin.
the rescue! Beep: Thank you, dolphin.
Girl: Help! That’s my brother! Robby: Squeak, squeak!
Narrator: Beep jumps. Oh no! Beep can’t swim! Narrator: Beep and Robby like the seaside.
At the seaside I can see... At the seaside I can see..., six sad seagulls sitting on a sand
At the seaside I can see..., six sad seagulls. castle.

Beep’s world!
s sound
LESSON 6
10 Listen. 85
Activity Book 111

153 -154
Page
90 Seventy
Students develop Linguistic competence and comprehension by listening to the story while
following along looking at cartoons. Developing enjoyment of stories forms an important
part of developing life-long literacy habits.

Picture dictionary
”boa† crab dolphi>
”lighthousæ ”san∂ castlæ ”seå
”seagul¬ ”shar§ ”shel¬

154 One hundred and fifty-four
Students develop Linguistic competence through fluency skills by responding to the teachers
questions about the unit flashcard. Children consolidate language learning while building both
fluency and accuracy.

Activity Book

To revise the vocabulary from Show the unit’s flashcard. Ask different questions to the children about
the whole unit. the items on the flashcard. The children should try and answer with
To reinforce reading skills. complete sentences. T: Is this a (crab)? SS: Yes it is. / No, it isn’t. T: What is
this? SS: It’s a (shell). T: (David), come and point to a (boat).
Target language
7 Read, match and colour.
Vocabulary:
Ask the children to look at Activity 7. Read the words together. Ask the
children to match the words to the pictures. Then tell them to colour the
shell pictures as they want or do a colour dictation.
8 Look and match.

Materials Ask the children to look at Activity 8. Read the sentences in the box
CD together. Ask the children to mime each sentence. Then tell them to look
Activity Book, pages 153-154 Unit at the pictures and match the correct sentence next to each one.
8 flashcard
Flashcards from previous units Picture dictionary.
Activity Books. Hold up your two index fingers and signal to the class to do
the same. Say: Point to the sea and the shark. Encourage the class to quickly
Finishing off F
Ask general questions about vocabulary from this and previous units.
For example, write a number on the board and ask: What number is this?
Hold up a classroom object and ask: What is this? Use the flashcards to
ask: Where’s the (book)? What colour is this (crab)?

Think Back!
Page 91
and evaluate understanding. Tell the student to read each lesson and to colour the circle if they can do the
action present in the statement. After colouring the circles, students should count them and tell you how
many they have. Depending on this, assess the class level and whether a revision is necessary before doing
the Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite
seaside things in their notebook.

Assessment
Explain to the children that they are going to hear a number followed by a
Target language seaside word. They must write the number in the box next to the correct
Vocabulary: picture.
shell 2 Write the words.
Structures: The children use the words in the box to label the pictures.
What can you see?
I’m hungry! I’m bored! I’m scared! 3 Read and trace, then match the pictures to the sentences.
I’m happy!
The children trace the sentences and match them to the corresponding
pictures.
Materials
CD
4 Colour the pictures according to the key, then complete
Photocopies of Unit 8 the sentences.
Assessment, The children colour the pictures by using the key. They then look at the
Methodological Manual, pages pictures they have coloured and complete the sentences using the words
255-256 in the box.

assessment.
Transcript
Unit 8 Assessment. Listen and number the seaside objects. 87
1. Crab. 3. Sandcastle. 5. Shell. 7. Boat.

2. Dolphin. 4. Seagull. 6. Lighthouse. 8. Shark.

Unit 8 Assessment
Name: Class:
2 Write the words.
crab boa† lighthoußæ s™el¬ dolphi> shar§

3 Read and trace, then match the pictures to the sentences.
I´µ bo®e∂.
I´µ hungr¥.
I´µ happ¥.
I´µ sca®e∂.
Colour the pictures according to the key, then complete

4 the sentences.
1 2 3 4 5
lighthoußæ ßeagul¬ crab boa† s™el¬

T™æ ifi whi†æ.
1 = whi†æ
T™æ ifi oran@æ. 2 = oran@æ
T™æ ifi ®e∂. 3 = ®e∂
4 = bl¤æ
T™æ ifi bl¤æ. 5 = pin§
T™æ ifi pin§.

Festivals
Halloween
Student ’s Book, pages 92
Unit objectives Getting started

To learn some Halloween Ask the children to tell you words they know related to Halloween. If
customs. they haven’t said any of these words: skeleton, vampire, monster, witch or
To learn Halloween vocabulary. ghost, then introduce them. Draw a skeleton on the board and say: This
To sing a song. is a skeleton. Repeat with me, skeleton. Do the same with the rest of the
vocabulary. Then, point to the items and ask the children what they are.
Target language 1 Listen and point. 88

Vocabulary: Ask the children to open their Student’s Books at page 92. Explain that it
ghost, monster, skeleton, vampire, is Halloween and that the children are wearing costumes. Ask them what
witch Halloween things they can see. Tell the children that they have to point to
the characters as they hear them mentioned on the CD. Play the audio.
Play the audio again but stop it before it says what each child is and ask
Materials
the class to say the word. Audio: Point to Monica. She’s a… SS: Monster.
CD
Activity Book, page 155 2 Listen and sing. 89
Say each line of the song from the verse in the book and ask the children
to repeat after you. Ask the children to listen to the CD and encourage
them to join in. Point to the pictures in the book to help them.
Finishing off
Slowly begin to draw one the Halloween characters on the board. The
children try and guess what you are drawing before you finish.
Transcripts
Point to Monica. She’s a monster. Point to Ruby. She’s a witch.

Point to Lee. He’s a skeleton. Point to Chippy. He’s a ghost.
Point to Charlie. He’s a vampire.
Song: The Halloween song. 89
Halloween, Halloween. chasing me. I can see a scary vampire chasing

What can you see? Halloween, Halloween. me.
I can see a scary ghost chasing What can you see? Halloween, Halloween.
me. I can see a scary witch chasing What can you see?
Halloween, Halloween. me. I can see a scary skeleton chasing
What can you see? Halloween, Halloween. me.
I can see a scary monster What can you see?

Festivals HALLOWEEN
vampire
ghost
witch
monster
skeleton
Halloween, Halloween.
What can you see?
I can see a scary ghost chasing me.
Aargh!
Activity Book 155

Page
92 Ninety-two
Students develop Cultural and artistic competence by participating in a lesson on Halloween.

Raising awareness about traditional holidays helps students to enjoy English class more and feel
more empathetic with the target culture.

Festivals

Activity Book
Halloween, page 155
Unit objectives Getting started

To learn some Halloween Do imitations of the following words: skeleton, vampire, monster, witch,
customs. ghost. When the children have guessed correctly ask a volunteer to
To revise Halloween vocabulary. come to the front of the class and whisper one of the characters in their
ear. Then ask the child to imitate the character to the class. Continue
with other children.
Target language
Vocabulary: 1 Trace and colour
ghost, monster, skeleton, vampire,
Tell the children to open their Activity Books at page 155 and look at
witch
Activity 1. Ask them to tell you what they can see. The children trace the
Halloween characters with their pencils and then colour the picture.
Materials
2 Trace and number
Tell the children to look at Activity 2. Point to the first picture and ask the
children what it is, repeat with the other pictures. The children trace the
words with a pencil. Point to the ghost and ask the children to find the
ghost in the picture from Activity 1. T: What number is it? SS: Two. Tell the
children to do the same with the other pictures and to put the number in
the correct box.
Finishing off
Begin to say one of the words from Halloween and ask the children to
say the complete word. T: Skel… SS: Skeleton.

Festivals
Christmas

To learn some Christmas Write the word Christmas on the board. Ask the children to tell you all
customs. the words they know about Christmas. Draw all their suggestions on
To learn Christmas vocabulary. the board. If they don’t say the words from this lesson then introduce
To sing a song. them with a drawing: Christmas tree, star, reindeer, Santa, present and
chimney. Ask the children to repeat the words so they practise their
pronunciation. You could also ask some questions about Christmas.
Target language T: What day is Christmas day? What colour is Santa’s jacket? Leave the
Vocabulary: drawings on the board for the finishing off activity.
chimney, Christmas tree, present,
reindeer, Santa, star 3 Colour and say.
Ask the children to open their Student’s Books at page 93 and look at
Materials Activity 1.
Ask them to look at the picture and tell you who and what they can see.
CD
Give them some time to colour in the Christmas elements. Go round
the class praising their work. Ask them to point to and say the Christmas
words.
4 Listen and sing 90

Say each line of the song and ask the children to repeat after you. Ask the
children to listen to the CD and encourage them to join in. Point to the
pictures in the book to help them. Point to the children when it says: With
presents for you. Point to yourself when it says: And presents for me!
Finishing off
Play Christmas Bingo! Ask the children to get their notebooks and to
draw three squares as if they were Christmas presents. They then draw
different Christmas pictures in these boxes. Call out the words one by
one and tell the children they have to cross out the picture if they have
it. The first child to cross out all their pictures is the winner.
Transcript
Song: The Santa song. 90
Here comes Santa,

Here comes Santa.
Can you see?
Can you see?
Coming down the chimney,
Coming down the chimney.
With presents for you,
And presents for me! (x2)

Students develop Cultural and artistic competence by singing a Christmas carol in English and
creating a holiday greeting card. Music forms a traditional foundation as do greeting cards.
Students become more familiar with the target culture and are able to contrast it against their
own, as well as improving language skills during this lesson.

Festivals

Activity Book
Christmas, page 156

To learn Christmas vocabulary. Begin to draw one of the Christmas items on the board and the children
To read some Christmas words. try and guess what it is before the drawing is finished. Repeat with all
To colour some Christmas
the words.
pictures.
1 Read and colour.
Write these words on the board: Christmas tree, star, reindeer, Santa, present.
Target language
Ask the children to read the words out loud with you, copying your
Vocabulary: pronunciation. Now, ask the children to look at Activity 1 and to read the
Christmas tree, present, reindeer, words and colours. When they have done that ask them to colour the
Santa, star items with the correct colour. Go round the class to see that they are using
the right colours.
Materials
2 Draw your favourite present.
Sheets of card
Activity Book, page 156 Ask the children to tell you what present they would like for Christmas,
repeat their answers in English as necessary. The children then draw what
they would like in the box.
Finishing off
Make a Christmas card. Give each child a piece of card and show them
how to fold it in half. The children decorate their Christmas card. Write
Merry Christmas! on the board so that the children can copy it and write
it in their card. When they have finished, mix all the cards together and
put them in a pile. Then ask them to pick one up out of the pile to keep
and take home.

Festivals
Easter

To learn an Easter custom. Tell the children you are going to hide some counters round the
To practise counting. classroom. Ask several children to leave the classroom whilst you and
To revise the colours.
the other children hide the counters. When they are all hidden, ask the
children to come back to the classroom and look for them. When a
child finds one, they say what colour it is. When they have found all the
Target language counters, count how many there are of each colour as a class. Repeat
Vocabulary: the game with other children.
blue, eggs, green, pink, purple, red,
yellow 5 Find and count
Ask the children to open their Student’s Books at page 94. Ask who and
Materials what they can see in the picture. Explain that the characters are having
an Easter egg hunt where they look for hidden eggs. Tell the children to
Different coloured counters
count how many eggs there are of each colour and to write the numbers
in the boxes. When they have finished, say: How many (red) eggs are there?
The children say the numbers.
Finishing off
Draw a big Easter egg on the board. Decorate it with lines, stripes,
circles. Ask the children what colour they would like you to colour in
the shapes. When you have finished, ask the children to open their
notebooks and to draw and colour an Easter egg.

5 3 8
4 2 7

Festivals
Students develop Cultural and artistic competence by participating in a lesson with traditional
Easter games and creating their own personalized Easter egg card. Becoming involved with the
target culture and its customs allows students feel closer to the language and enjoy cultural
differences.

Activity Book
Easter, page 157

To revise colours. Do some general revision of the colours. Ask the children to stand up
and give them instructions. T: Touch something green, please. T: (David),
point to something (red).
Target language
Vocabulary:
1 Read, match and colour.
egg; green, pink, purple, red, yellow
Tell the children to look at the activity. Ask a volunteer to read the first
sentence. Tell the children to get a green crayon, to follow the line to the
Materials egg and to colour it green. The children then do the same with the other
Sheets of paper eggs.
Finishing off
Give each child a piece of paper. Tell the children that they are going
to draw an Easter egg and that they are going to decorate and colour
it. Tell the children they can decorate it and colour it as they wish. Write
Happy Easter! on the blackboard and ask the children to write it on their
sheet of paper under their egg. Now, tell the children they can give
their pictures to a friend as a present.

Festivals
Game

To revise target vocabulary. Choose any unit of the book and draw halves of some of the target
To interpret visual clues. language on the board. For example from unit four you could draw half
a car, half a teddy and half a bike. Point to the different half toy shapes
and ask questions. T: What’s this? SS: It’s a car. Ask volunteers to come to
Target language the board to complete the toy shapes.
Vocabulary:
ball, cake, cat, ear, glue, grandad, 6 Match and say.
kite, lighthouse, pen, sausages,
table, train
Ask the children to look at Activity 1. Point to the cake half in the first
column and ask a volunteer to say what it is. Then, point out the colour
background of the cake half. T: The cake is in a blue circle. Ask them to
Materials identify other elements in the blue circles. T: Can you see a cake? The
Classical music children match the object halves. You can play pleasant classical music in
the background to contribute to the informal game atmosphere of the
activity. You can record the question, What can you see? Go around the
class asking the children to show you their matched pairs and tell you the
names of the different items.
Finishing off
Divide the children into groups of four. Assign a unit to each child and
ask them to draw four target vocabulary items on previously cut pieces
of card. It is important all the card sizes are the same. When they have
finished ask them to cut their cards in half. Each group collects all the
cards together, shuffles them and divides them face down. Now the
children play Snap with the cards. When two halves coincide the first
child to say snap and say the name of the object takes the card. The
child with most cards at the end is the winner.

6 Match and say.
Ninety-five 95
Students develop Linguistic competence by consolidating vocabulary knowledge from

throughout the book. They identify the vocabulary elements visually, match them and then
show knowledge by saying the words out loud.

pe>
rule®
gluæ
schoo¬
ba@
crayo>
rubbe®
penci¬
sharpene®
boo§
penci¬ casæ
Flashcard Unit 1 At school
271
Beep’s world!
15
Hello girls! Hello boys! It’s time for school! Look! Now a boy is asking a question.
Can I go to
the toilet?
Can I go to the toilet?

What’s the What’s the
magic word? magic word?
Later… Look at that boy! He’s looking

Can I go to in the dictionary! Does he
the toilet? know the magic word?
Hey! The magic

word is PLEASE!
What’s the
magic word?
What’s the magic word? What’s the magic word? Oh no!
Can I go to the toilet… PLEASE? Oh dear! Everyone is going to the toilet!
Thank you!
Yes!
Ah, fantastic! Now we know the magic word!
Tongue twister 16
Pick up!
Pick up the pink and purple pencils!
Pick up the pink and purple pencils, Peter!
Pick up the pink and purple pencils, Peter!… Pleeeease!
272
muµ da∂
granda∂
grann¥
siste® brothe® Beeπ
Flashcard Unit 2 My family
273
Beep’s world!
25
It’s Sally’s birthday. Beep has got an idea!
Sally! Smile,
please!
No!
Look, Sally!
What’s Beep doing? Look at Beep! What’s Beep doing now?
Smile, Sally!
Please!
Hey, Sally!
No! Look at me! No!
Oh dear! Now everybody is happy.

Oops!
Thank you, Beep.
It’s fantastic!
Ha, ha, ha! No problem!
Tongue twister 26
Monica’s mum.
Monica’s mum makes macaroni for Monica and me.
274
hamste®
parro† gold‡is™
ra†
fro@
rabbi†
do@
ca†
275
Flashcard Unit 3 Perfect pets
Beep’s world!
Hi! Welcome to
36 Guess my pet!
Today, Beep is on television.
My name is Ricky Smiley. Is it black?
Hello, what’s your name?
No, it isn’t.
Hello, Ricky.
My name is Beep.
OK! It isn’t black.

Next question, please. Mmm.
It isn’t a fish.
Hello, Beep.
Is it a fish? Is it a frog?
No, it isn’t.
No, it isn’t a frog.
Oh no! It’s… Please don’t worry! This is Robby,

It’s… a RAT! my pet rat! Hello, Robby!
Squeak!
Squeak!
Tongue twister 37
This is Robby.
This is Robby the robot rat.
This is Robby the robot rat. Run, Robby!
This is Robby the robot rat. Run, Robby! Run, Robby!
This is Robby the robot rat. Run, Robby! Run, Robby! Run! Run! Run!
276
kitæ
planæ
bal¬ bikæ
trai>
compute®
gamæ
tedd¥
ca® dol¬
277
Flashcard Unit 4 My toys
Beep’s world!
46
Beep is on his bike. Look! There’s a girl. Here’s a boy. Oh no! His kite is in the tree.
She’s playing with a car.
Squeak!
Squeak!
Look! My kite
is in the tree.
Can you help?
Robby likes the car.
Beep climbs Beep and Robby go to the toy shop.

the tree…
but oh no!
Be careful,
Beep!
Hello, Beep!
Hello. Can I have

a plane, please?
Hurray!
Robby’s got
the kite!
Thank you, Beep!

Thank you, Robby!
No problem!
Oh, look! Robby’s in the

plane! Fly, Robby! Fly!
Tongue twister 47
Can you count?

Can you count the cars?
Can you count the cars and kites?
Can you count the cars and kites and cats?
278
bedrooµ
bathroom
be∂
bat™
livin@ rooµ
kitche> hal¬
tablæ
chai®
garde>
279
Flashcard Unit 5 In the house
Beep’s world!
56
Beep and Robby are at the funfair. Beep and Robby are in the hall.
Come on, Robby!

Let’s look in the
Scary House. A witch!
Beep looks in the living room. Beep looks in the bath.

He has a nasty surprise!
Robby!
Where are you?
Oh no! A spider!
Beep looks in the bedroom.
Oh no! What’s
in the bed?
Oh, it’s
you, Robby!
Tongue twister 57
Beep’s on the bike.

Beep’s on the bike. The book’s in the bag.
Beep’s on the bike. The book’s in the bag. The ball’s in the basket with Robby.
280
han∂
hea∂
hai® eyæ
arµ
mout™
nosæ
ea®
le@
kneæ foo†
toæ
281
Flashcard Unit 6 My body
Beep’s world!
65
Beep and Robby are Oh no! Poor Beep! But look at Robby. He’s alright.
at the park. Beep is
on his bike.
Help, Robby!
Squeak! Find my eyes!
Beep!
Beep!
Here’s Beep’s head… Robby’s got Beep’s arms, legs and body.
Quick, Robby!
Help me!
Where are
my arms?… and
my legs?
Robby helps Beep. Good work, Robby! Fantastic work, Robby!… Oh no!…
Oh no! My hand is on my leg

and my foot is on my arm!
Oops! Poor Robby!… Poor Beep!
Tongue twister 66
Touch a teddy!
Touch a teddy! Touch a toy!
Touch a teddy! Touch a toy! Touch your toes!
Touch a teddy! Touch a toy! Touch your toes! Turn around!
Touch a teddy! Touch a toy! Touch your toes! Turn around! Touch a table, too!
282
sandwic™ spaghett^ brea∂ mil§
cakæ
juicæ
cheesæ yoghur†
pizzå
bananafi
orangefi applefi
sausagefi chicke>
283
Flashcard Unit 7 My favourite food
Beep’s world!
74
Today, Beep is
in a restaurant. Hello! And you?
Spaghetti and
Hello. A chicken sandwich cheese… and chocolate
and a banana yoghurt, please. cake, please.
Beep and Robby are making the food.
Where’s the Yoghurt,

food? cake… chocolate,
cheese.
I don’t know.
Here you are! Banana and cheese

A yoghurt sandwich Oops! and spaghetti and chocolate…
and chicken cake! Enjoy your meal!
Tongue twister 75
Charlie and Chippy like chocolate.

Charlie and Chippy like chocolate and chicken.
Charlie and Chippy like chocolate and chicken and cheese.
284
lighthousæ
san∂ castlæ
shel¬
dolphi>
shar§
seagul¬
crab
boa† seå
285
Flashcard Unit 8 At the seaside
Beep’s world!
85
Beep and Robby are at the seaside. Oh, look at that boy!
What’s the matter?
I like the
seaside! It’s a shark.
I’m scared!
Beep is running to help the Beep jumps. Oh no! Beep can’t swim! It’s OK! I’ve
boy. Beep to the rescue! got a boat.
Help! That’s
my brother!
Is Beep all right? Oh yes, look! Beep and Robby have got a new friend.
It’s a dolphin.
Oh, it’s
a dolphin! I like Thank you,
dolphins. dolphin.
Beep and Robby like the seaside.
Tongue twister 86
At the seaside I can see…

At the seaside I can see… six sad seagulls.
At the seaside I can see… six sad seagulls sitting on a sand castle.
286
Bibliography
Dictionaries Games
• Merriam-Webster’s Elementary Dictionary, Newest • http://www.anglomaniacy.pl/grammar-activities.
Ed. © 2014 Hardcover. An essential dictionary for htm
children grades 3-5, ages 8-11, this hardcover offers
• http://www.eslgamesworld.com/
36,000 entries with 200 new words & senses, many
from technology & life sciences. • http://learnenglishteens.britishcouncil.org/study-
break/games
• Children’s Illustrated Dictionary DK, featuring
thousands of entries and definitions, including • https://learnenglishkids.britishcouncil.org/en/
core vocabulary and relevant words for young home
people in the modern world, this comprehensive • Animals http://kids.nationalgeographic.com/
guide includes a unique mix of colorful games/
photography and eye-catching illustrations to
break up the entries, put the words in context, and • The Weather https://learnenglishkids.britishcouncil.
add an element of fun. org/es/category/topics/weather
• Richmond First Dictionary contain striking • Grammar and Vocabulary
section openers, full-sentence definitions with • Pathway to Grammar. Richmond. It is a
child-friendly language, numbers that identify supplementary resource that can be used
different meanings, an alphabet guide, large clear alongside any textbook to consolidate and enrich
multiple-form headwords and example sentences vocabulary and grammar instruction, including for
that show the words in context. groups not preparing for certification
Videos Reading
• Super hero high http://learnenglishteens. • Chichen Itzá https://www.readinga-z https://
britishcouncil.org/study-break/video-zone www.readinga-z.com/books/leveled-books/
• Food https://learnenglishkids.britishcouncil.org/es/ book/?id=1280.com/books/leveled-books/
category/topics/food book/?id=2313
• Grammar videos https://learnenglishkids. • Ancient Egypt https://www.readinga-z.com/
britishcouncil.org/en/category/sections/grammar/ books/leveled-books/book/?id=754
grammar-videos • http://www.teach-nology.com/worksheets/
• Animals http://discoverykids.com/category/ language_arts/reading_comp/
animals/ • http://www.rong-chang.com/easykids/
• Chile http://www.timeforkids.com/destination/ • http://www.rong-chang.com/children/index.htm
chile
• http://learnenglishkids.britishcouncil.org/en/read-
• Health http://discoverykids.com/category/health/ and-write
• The Natural World. http://discoverykids. • http://www.timeforkids.com/
com/?s=My+world
• http://dltk-teach.com/minibooks/
• http://www.hubbardscupboard.org/printable_
booklets.html

English 1st grade Teacher’s Methodological Manual
Teacher’s Methodological Manual

Learning
by
English1
st
grade
Doing

Inglés 1º Básico - Teacher's Methodological

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Inglés 1º Básico - Teacher's Methodological

Diunggah oleh

Hak Cipta:

Format Tersedia

English 1st grade Teacher’s Methodological Manual

Teacher’s Methodological Manual

RODOLFO HIDALGO CAPRILE

Publishing Deputy Music and Recordings: Riera Sound, Suena Estudio

© 2017, by Santillana del Pacífico S. A. de Ediciones.

Unit Hello! 15 Unit 8 At the seaside 228

Unit 3. Perfect pets! 83 Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Unit 6. My body 170

Unit 7. My favourite food 199

Level 1 Target Vocabulary Target Structures

Have you got a teddy?

4 Learning by Doing English 1st grade

Imperatives: stamp your feet, clap your

Seaside: boat, crab, dolphin,

Festivals Halloween, Christmas, Easter

6 Learning by Doing English 1st grade

”penci¬ ‚choo¬ ”ba@ ”pe> ”rule®

”rubbe® ”penci¬ ”casæ ”sharpene® ”boo§

Knowing Your Book

Hello! LESSON 1 LESSON 2

1 Listen and point. 2 3 Listen, point and repeat. 4

and sometimes you

2 Listen and chant. 3 4 Sing and point. 5

Activity Book 104 Activity Book 105

8 Learning by Doing English 1st grade

1. Look and answer.

1. Finding the school objects.

2. Sing songs and chants.

3. Drawing the school objects.

Activity Book 107

3 Colour the food.

Stop and think!

of the unit. 3 Lesson 1

I can say What’s this?

I have doubts, I can’t do it alone. Lesson 4

I can sing a song.

I can cut and paste school objects.

You did it!

Review Let’s share! Unit 1 • At School

5 Listen to the story. 12

3 4 Stop and think!

I need help to understand.

I understand, I could help others.

The Teacher’s Methodological The teacher uses the Flashcards

What’s the What’s Hey! The

The teachers are provided

te prohibidas, sin la autorización escri

l para los tit

el Min Especial par

10 Learning by Doing English 1st grade

132 Learning by Doing English 1st grade

Unit Assessment H”a√æ yo¤ go† å compu†e® gaµæ?

answer key. These materials

†edd¥ pla>æ bal¬ trai>

1 Listen and number the seaside objects. 87

Colour the pictures according to the key, then complete

crab boa† lighthoußæ s™el¬ dolphi> shar§ 1 2 3 4 5

lighthoußæ ßeagul¬ crab boa† s™el¬

English 1st Grade 255 256 Methodological Manual

12 Learning by Doing English 1st grade

Welcoming students Chants

14 Learning by Doing English 1st grade

Unit objectives Anticipating difficulties