introduction 2. where are you from? - worldarcstudio ::: v2.0richmond-elt/files/beep 4 tb...

79

Unit objectivesTo learn the names of different countries.

To learn the names of different languages.

To sing a song and a chant.

To read and understand a story and a cartoon.

To say a tongue twister.

Target languageVocabulary: China, France, Ireland, Italy, Mexico, Spain, the UK, the USA; Arabic, Chinese, English, French, Italian, Spanish

Structures: Where are you from? I’m from (France).He’s/She’s from (Italy).I speak (Chinese).He/She likes (cycling).

2. Where are you from? Introduction

Anticipating difficultiesIn our globalised world you may find that the children in the class are from different origins. They may originate from different regions of their country or from completely different countries. Some children may feel ashamed of their origins. This may be a sensitive issue for children who are adopted and it could be healing if they could include both natural and adopted parents in the activity.

Teaching tip Celebrate the wonderful world we live in by honouring the cultural origins of all the children in the class. Ask the children to find out the origins of their parents and grandparents and look up the flags of the corresponding regions or countries. Draw an outline of the child’s hand and ask them to decorate their hands, inspired by their origins, in any way they want. Decorate the wall or a tree with these hands to show a collective image of all the class origins. Another way to celebrate the richness of our cultural differences in a playful way is through different greetings. The children could greet like Eskimos by rubbing noses, Maoris by touching noses and closing their eyes, like Japanese people who bow or by shaking hands as they often do in the UK.

EAN: 8431300160446 BEEP 4 © Santillana Educación S.L. 2012

1.22

Jake and Jane on holiday,Take a plane to the USA!

Ireland

Spain

China

UK

USA

Mexico

France

Italy

Unit 2 Where are you from?

364246 _ 0001-0016.indd 207/02/12 10:34

364143 _ 0079-0112.indd 79 07/06/12 12:44

80

Getting started Put the poster on the board. Point to Spain and ask: What country is this? SS: Spain. Point to another country and repeat the question. If the children don’t know, tell them the name of the country and make them repeat it. Then point to one of the countries and ask: Is this (Spain) or (the USA)? SS: It’s (Spain). Ask for volunteers to ask the questions. Then put the flashcards face down and ask a volunteer to turn one of them over. The child should then say the name of the country and find it on the map on the poster. S1: This is (Spain). Continue until you have done all the countries.

1 Listen and sing. 1.15

Say: Open your books at page 13. Ask the class to look at the picture and ask them who they can see. Ask them what the characters are looking at (a globe). Then tell them they are going to hear a song about countries. Play the CD and ask the class to listen. Play the CD again and ask the class to try to follow the song in the book with their fingers. Play it again and encourage the children to join in the singing. Join in yourself. Play the CD a few more times until the children are more confident. Then divide the class into groups and ask them to sing the song.

2 Ask a friend.Ask the children to look at the pictures and to read the names of the countries, then ask a volunteer: David, how do you spell (Mexico)? S1: M-E-X-I-C-O. Repeat with other volunteers and the other countries. Then divide the class into pairs and tell one of them to ask the question and the other to answer. Then tell the children to change their roles.

Finishing offTurn the flashcards face down against the board and divide the class into two teams. Ask a volunteer from one team to come to the front of the class. Say: Find the flashcard for (Italy). The child turns over a flashcard and tells the other members of the class what country it is. S1: It’s (Spain). If the child gets the card right he/she gets a point for his/her team. Turn the cards face down again and repeat the process. Play until all the members of the teams have had a turn.

Lesson 1AStudent’s Book, page 13

ObjectivesTo introduce and learn the names of different countries.

To spell the names of the countries.

To learn and sing a song.


Structures: I’m (Maria).My name’s (Maria).I’m from (Spain).I speak (Spanish).

MaterialsCDUnit 2 posterflashcards: countries

i-book activity

i-flashcards

i-poster

364143 _ 0079-0112.indd 80 07/06/12 12:44

81

Students develop Competence in ‘Learning to learn’ by learning and practising a song about different countries and nationalities. Rhyme, music and chants are useful ways of memorizing functional language and gaining confidence while practising in a group setting.

13

LESSON 1

1 Listen and sing.

2 Ask a friend.

1.15

Do you know the countries rap?Sing along with me!Can you find them on the map?How many countries can you see?

Ireland, France and the UK,And over here, is the USA.Can you point to Mexico?

How many countries do you know?China, Italy and Spain,Let’s sing the countries rap again!

2. Where are you from?

How do you spell Mexico?

M-E-X-I-C-O

Mexico Spain Ireland France

USA Italy China UK

364084 _ 0013-0020.indd 13 28/11/11 14:45

364143 _ 0079-0112.indd 81 07/06/12 12:44

82

Students develop Cultural and artistic competence by colouring flags from different countries. This activity also helps children to reinforce their geographic knowledge.

13

2 Colour and write.

1 Look and find the countries.

2. Where are you from?

1 China The flag is and .

2 France The flag is , and .

3 Spain The flag is and .

4 Mexico The flag is , and .

5 Ireland The flag is , and .

6 UK The flag is , and .

C F R A N C E M

H S B E U S A E

I O P S V A Z X

N T E E P L O I

A B A R Q A N C

I E W L A C I O

P I X E Y F A N

N R E U K U W E

M I R E L A N D

France Mexico

Ireand UK

Italy Spain

USA

red yellow

red yellow

green white orange

blue white red

green white red

blue red white

China

364143 _ 0079-0112.indd 82 07/06/12 12:44

83

Getting started

Show the flashcards one at a time and ask the children, as a group, to name them. Then hold out the flashcards face down and ask a child to come to the front, choose a card and name it. Repeat with other children. Then ask two children to come to the front. One chooses a flashcard and asks the other: What country is this? And then: What colour is the flag? The other child answers.

1 Look and find the countries. Say: Open your Activity Books at page 13. Ask the children to look at the countries and to name them one by one. When they have done that, explain that they have to find the countries in the word search and then write the names of each country underneath. Go around the class checking that the children have written the correct countries.

2 Colour and write. Place the flashcards around the room so that the children can refer to them if necessary. Say: Look at Activity 2. Explain to the children that they have to colour the flags and then complete the sentences. When they have finished, ask for six volunteers to read out their answers.

Finishing off Having hidden a flashcard behind your back, ask the children to take turns to guess what it is. Continue until the children have guessed all the countries. Then ask for volunteers to take over your role.

Lesson 1BActivity Book, page 13

ObjectivesTo recognize different countries.

To recognize and describe different flags.

Target languageVocabulary: China, France, Ireland, Italy, Mexico, the UK, the USA

Structure: The flag is (red) and (yellow).

Materialsflashcards: countries

Resources

Teacher’s resource Book, page 138

Activity 1: Tell the children to write the country and nationality below each of the corresponding pictures.

Activity 2: Tell the children to read the text. They then read the sentences and put a tick in the box if the information is correct, or a cross if the information is incorrect.

Reading and Writing

i-flashcards

364143 _ 0079-0112.indd 83 07/06/12 12:44

84

Getting started

Put the flashcards on the board and turn one over. Ask for five volunteers to come to the front of the class and take a flashcard. Say: Where are you from? One child turns the flashcard over and says: I’m from (Spain). When he/she has finished, point to one of the other volunteers who is holding a flashcard and ask: Where’s he/she from? S1: He’s/she’s from (China). Continue with the other volunteers. Then ask five different children to come to the front, and repeat the process.

3 Listen and read. 1.16

Say: Open your books at page 14. Ask the children to look at the picture, and elicit who the people are. Ask the children where they come from. Then ask what they are doing. Tell them they are going to listen to Karim talking to a girl called Tania who is from Italy. Play the CD and get the children to follow the dialogue with their fingers. Play the CD again, pausing at various points and choosing volunteers to say the next line. Then tell the children to get into pairs and get them to role-play the dialogue, taking turns to play each character. Finally, choose pairs to come to the front and act out for the rest of the class.

4 Ask and answer in pairs. Ask the children to look at the photos and the information in Activity 4. Ask questions around the class: What’s his/her name? How old is he/she? Where is he/she from? Then ask for two volunteers to read out the dialogue. Divide the class into pairs and ask one of the children to choose a character. The other child asks the questions and tries to discover the name of the character. The children then reverse their roles and repeat the activity. Finally, give the children thirty seconds to study the characters. Then ask them to close their books and divide the class into teams. Ask questions about the characters and give points for correct answers: How old is Alex? Where’s Laura from?

Finishing off Play Guess who! Prepare cards showing the names of famous people (singers, sports stars, actors, TV stars, world leaders), their ages and the country they are from. Invite a volunteer to the front and give them a card. Other children ask questions: Where are you from? How old are you? What’s your job? and try to identify the person.

ObjectivesTo listen to, read and say simple sentences about countries and languages.

To act out a short dialogue.

Target languageVocabulary: China, France, Ireland, Italy, Mexico, Spain, the UK, the USA

Structures: Where are you from?I’m from (Italy).I’m (nine) years old.

MaterialsCD flashcards: countries cards with names of famous people on


i-book activity

i-flashcards

364143 _ 0079-0112.indd 84 12/06/12 13:02

85

Students develop Mathematical competence by revising the numbers in English when asking about ages. Using maths in English class helps to consolidate both content and language knowledge.

14

LESSON 25 Listen and read. Then, listen and say True or False.

6 Read the emails and write about you.

3 Listen and read.

4 Ask and answer in pairs.

1.16

Hi, my name’s Karim.

Hello, I’m Tania.

Where are you from?

I’m from Italy.

Do you like skateboarding?

Yes, it’s my favourite sport.

Look! He’s skateboarding with

That’s Mickey Moon.

Where’s he from?

He’s from the USA.

And look at that girl.

Yes, that’s Rosie Ryan.

She’s brilliant!

his hands.

He’s fantastic!

She’s jumping!

She’s from Ireland.

Where are you from? I’m from the UK.

How old are you? I’m nine.

Are you Chloe? Yes, I am!

Spain 9Laura

UK 10Daniel

Mexico 9Lucia

Mexico 8Pablo

UK 9Chloe

Spain 10Alex

Beep on Grammar, page 4.

364084 _ 0013-0020.indd 14 05/12/11 16:05

364143 _ 0079-0112.indd 85 07/06/12 12:44

86

Students develop Processing information and digital competence by learning how to interpret a new way of reflecting information: maps.

14

5

6

4 Follow the lines. Circle and write the country.

1 She’s / He’s from .




Where are you from?

3 Look and complete the speech bubbles.

Where are you from? I’m from

I speak

Spain.Ireland.China.

Spanish.English.Chinese.

I’m from Spain the USA China the UK

I’m fromthe UK.

I’m from I’m from I’m fromChina.

M

I

I

F

x

a

e

a

c

y

a

c

d

e

t

r

r

i

l

l

n

n

e

o

the USA. Spain.

364143 _ 0079-0112.indd 86 12/06/12 13:02

87


Getting started

Ask for a volunteer to come to the front of the class to take a flashcard. Then say: Where are you from? S: I’m from (Spain). T: What language do you speak? S: I speak (Spanish). Ask for two more volunteers and give them a flashcard each. Ask them to repeat the activity. Then divide the class into pairs and hand out the flashcards. The children ask and answer the questions in pairs. Ask some of the children to the front of the class with their flashcards. Ask them to hold up the flashcards one by one. When they do, the rest of the class calls out He/She is from (Spain).

3 Look and complete the speech bubbles. Tell the children to open their Activity Books at page 14. Ask them to look at the table at the top of the page. Then ask them to look at Activity 3. Explain that they have to use the words to complete the speech bubbles. When they have finished, ask the children to read out their sentences.

4 Follow the lines. Circle and write the country.Tell the children to look at Activity 4. Explain that they have to circle either She’s or He’s and then write the correct name of the country. Walk around the class correcting the exercise.

Finishing offAsk the class to take out their notebooks and draw a map of Spain and the Spanish flag. Then write the following sentences on the board and ask the children to complete them in their books: … …. Spain... …….. Spanish.The Spanish flag is …… …. …..

ObjectivesTo practise naming countries and their languages.

To practise speaking about different countries.

Target languageVocabulary: Chinese, English, French, Italian

Structures: Where are you from?I’m from (Spain).I speak (Spanish).He’s/She’s from (Mexico).


i-flashcards

364143 _ 0079-0112.indd 87 07/06/12 12:44

88

Lesson 2CArts & Crafts

Getting started

Place five images on the board of people doing different activities, surfing, camping, etc. Describe one of the pictures and ask the children to guess which picture you are referring to. When they know, they put their hands up. Begin with: Hi, my name’s (Flavia), I’m from (Italy). I like (playing the guitar).

Make a descriptive poster. Hand out the photocopies of the descriptive poster template. Tell the children to colour the illustrations. They then cut out the illustrations and the descriptions. Tell the children to read the descriptions and match them to the correct pictures. When they have finished, they glue the illustrations and descriptions on a separate piece of card.

Finishing off Play Who am I? Have all the children’s names ready on separate pieces of paper and put them in a bag. In class, write a list of activities from the unit on the board. Ask them in groups to come quickly to the board and write their name under the activities they like. Then, go around the class and ask the children to take out one of the pieces of paper, look at it and then keep it a secret. Tell the children they have to be the child on the paper. Demonstrate with a volunteer first, ask them where they are from and what they like and don’t like, from the information on the board. The other children guess. SS: You’re (Pablo). They only have two guesses.

ObjectivesTo practise target vocabulary and structures.

To interact with classmates.

Key languageVocabulary: China, France, Mexico, Spain, the UK, the USA; camping, gardening, playing football, reading ghost stories, surfing

Structures: My name’s (Carlos).His/Her name’s (Flavia).He’s from (the UK).She likes (playing the guitar).

Materialsscissors paper card glue pictures of people doing different activitiespieces of paper with the children’s names on

Resources


Arts & Crafts

Students develop Cultural and artistic competence in the classroom by creating a descriptive poster.

364143 _ 0079-0112.indd 88 07/06/12 12:44

89

His name’s Carlos.

He’s from Mexico. He lik

gardening.

His name’s Carlos.

He’s from Mexico. He like

s

gardening.

364143 _ 0079-0112.indd 89 07/06/12 12:44

90

ObjectivesTo listen to, read and say simple sentences about countries and languages.

To read an e-mail and write an introduction about yourself.


Structures: My name’s (Maria).I’m from (Spain).I’m (nine) years old.I speak (Spanish).

MaterialsCD flashcards: countries


Transcript

Boy: My name’s Nico. I’m from Italy. I speak Italian and English.

Girl: I’m Marta. I’m from Spain. I speak Spanish and English.

Girl: My name’s Jia. I’m from China. I speak Chinese, English and Spanish.

Boy: I’m Ahmed. I’m from France. I speak French, English and Arabic.

Narrator: Jia is from China. Marta speaks Arabic and Italian. Ahmed is from Italy. Nico speaks Italian and English. Jia speaks Chinese, English and Spanish. Ahmed speaks French and Chinese.

Listen and read. Then, listen and say True or False. 1.17

i-flashcards

Getting started

Put the flashcards on the board and turn one over. Show it to the class and say: I’m from (Spain). I speak (Spanish). Write the word Spanish on the board. Go through the other countries to introduce the other languages (Chinese, English, French and Italian). Ask for five volunteers to come to the front of the class and give them each a flashcard. Ask them to introduce themselves. S1: I’m from (China). I speak Chinese. S2: I’m from (the USA). I speak (English). Then ask the children in turn: Where are you from? S1: I’m from (Spain). T: What languages do you speak? S1: I speak (Spanish) and (English).

5 Listen and read. Then, listen and say True or False. 1.17

Say: Open your books at page 15. Ask the children to look at the pictures and identify the countries from the flags. Tell them they are going to listen to four people talking about themselves. Play the CD and get the children to follow the text with their fingers. Play the CD again, pausing to ask: What’s his/her name? Where’s he/she from? What languages does he/she speak? Then tell the children to repeat one of the texts. Finally, get the children to say True or False according to what they hear at the end of the recording.

AnswersTrue, False, False, True, True, False

6 Read the emails and write about you. Ask the children to read the e-mails in Activity 6. When they have finished, ask volunteers to read them aloud. Then ask questions: What’s his name? How old is he? Where’s he from? What languages does he speak? What are his hobbies? Then ask the children to write an e-mail about themselves using the same structure. Children with fewer writing skills can use Sam’s e-mail as a model text and substitute his information for their own. More able children can be invited to include additional information about their family, pets, daily routines, etc.

Finishing off Flashcards game. Describe a flag and ask the class to name the country. It’s red, white and blue. It’s got 50 stars. SS: The USA. Hand out the flashcards and ask the children to do the same.

364143 _ 0079-0112.indd 90 07/06/12 12:44

91

Students develop Autonomy and personal initiative by writing a short text about themselves. Autonomy empowers them to participate actively in all aspects and work with teachers in their educational development.

15

I’m Ahmed. I’m from France. I speak French, English and Arabic.

I’m Marta. I’m from Spain. I speak Spanish and English.

My name’s Jia. I’m from China. I speak Chinese, English and Spanish.

My name’s Nico. I’m from Italy. I speak Italian and English.

LESSON 2 LESSON 35 Listen and read. Then, listen and say True or False.

6 Read the emails and write about you.

1.17

Spain 10Alex

Hello friends!My name’s Sam. I’m nine years old.I’m from the USA. I speak English, Spanish and French.My hobbies are swimming and playing the guitar.Please write to me!

Hi!My name’s Alicia. I’m eight years old.I’m from Mexico. I speak English, Spanish and Italian.My hobbies are listening to music and writing to my key pals!Please write to me!

Beep on Grammar, page 5.

364084 _ 0013-0020.indd 15 28/11/11 14:45

364143 _ 0079-0112.indd 91 07/06/12 12:44

92

Students develop and consolidate competence in Knowledge and interaction with the physical world by identifying ways of saying Hello! in six different languages and matching them with typical features of each country.

15

5 Look and write.

6 Look at the table and write.

1 B5 A2 A3. C1 B3 C3 B2 A1.

Hello! Bonjour ¡Hola! Buon giorno

Spanish Italian English Chinese French Arabic

K

1 2 3 4 5

A English from Mexico Chinese Italian

B the USA and speak France I’m

C I China Spanish Ireland French

2 B5 A2 B1. C1 B3 A1 B2 C5.

3 B5 A2 C2.

C1 B3 A4 B2 A5.

English

I’m from Mexico.

I’m from the USA.

I’m from China.

I speak Spanish and English.

I speak English and French.

I speak Chinese and Italian.

French SpanishArabic Chinese Italian

364143 _ 0079-0112.indd 92 07/06/12 12:44

93


Getting started

Place the flashcards around the classroom. Say the name of a country (Spain) and ask for a volunteer to go to the flashcard, hold it up and say: They speak (Spanish). Ask for another volunteer to take over your role. Repeat several times with other volunteers.

5 Look and write.Say: Open your Activity Books at page 15. Look at Activity 5. Ask the class to look at the pictures and see if they can identify the countries. When they have done that, ask them to look at the words in the word box. Tell them that all the words mean Hello in the different languages. Explain that they have to write the correct name of each language under the words for Hello. Check the exercise by asking the class to read out their answers.

6 Look at the table and write.Tell the children to look at the table in Activity 6. Explain to them how the code works and practise a few examples. Call out a letter and number (A5) and ask the children what word it is (Italian). Then ask them to decipher all three sentences. When they have finished, ask for three volunteers to read out their answers.

Finishing offDivide the class into pairs. Tell the children that they each have to write a sentence for their partner using the code in Activity 6. The children encode their sentences and then give them to their partners to decipher. When they have finished, ask for volunteers to read out their sentences.

ObjectivesTo practise target language.

Target languageVocabulary: Arabic, Chinese, English, French, Italian, Spanish; China, Egypt, England, France, Ireland, Italy, Mexico, Spain, the USA

Structures: I’m from (Mexico). I speak (Spanish).


i-flashcards

364143 _ 0079-0112.indd 93 07/06/12 12:44

94

Lesson 4AStudent’s Book, pages 16 and 17

Getting started

Play a game with the flashcards. Show the class the picture flashcards and elicit the name of each country. Then stick the cards to the left side of the board, with the pictures facing the board. Next, repeat with the word flashcards and stick them face-down to the right side of the board. Divide the class into two teams. Ask a volunteer from Team A to turn over a picture card and a word card and to say the countries. If they match, the team wins the pair. If not, turn them over again. Next, a volunteer from Team B has a turn. The winner is the team to win the most pairs.

Before you read. Say: Open your books at page 16 and look at Lesson 4. Hold up your book and point to the series of pictures at the top of page 17. Say: Find the (guitar) in the story and elicit the scene number (Scene 8). Tell the class to work in pairs to find the other items in the story. Correct as a class. Where possible, extend the activity with questions: Does Tom like Sheena Shine? Can they go to the concert? Does Lucy want to go to the concert?

ObjectivesTo enjoy a story.

To read and listen for comprehension.

To consolidate the language of the unit.

Target languageVocabulary: France, Mexico; English, French, Spanish; dancing, listening to music

Structures: He speaks French and Spanish.He doesn’t speak English.He’s from France.Lucy likes listening to music.Tom doesn’t like Sheena Shine.

MaterialsCDUnit 2 story cut-outsflashcards: countriesphotocopies of Teacher’s Resource Book, pages 107 — 108

16

LESSON 4The concert!

1

3

2

4

7 Read and listen to the story. 1.18

Lucy likes listening to music and dancing. Her favourite singer is Sheena Shine. Sheena is from Mexico and she’s very clever. She can speak Spanish, English and French.

Everybody likes Sheena Shine. There are no tickets left.

Tom doesn’t like Sheena Shine.

Can we go to the concert, Dad?

Sorry, Lucy, we can’t go to the concert.

Sheena Shine is singing on Saturday!

Lucy is very sad. She wants to go to the concert.

Look at that car, Dad!

Riff is from France. He speaks French and Spanish, but he doesn’t speak English.

Er!

That’s Riff Raff. He plays the guitar in Sheena’s band!

Findand

say!

364084 _ 0013-0020.indd 16 28/11/11 14:45

17

LESSON 4

5

7

2 6

4 8

Lucy is happy now.

And look! Tom likes Sheena Shine now.


Dad helps to fix the car.



Look, Lucy, it’s Sheena Shine!

Now we can go to the concert.

Thank you!

And thank you to Lucy and Tom!

Here are three tickets for my concert.

Er! Merci!

Hello!



Findand

say!

Hello! Can I help?

364084 _ 0013-0020.indd 17 28/11/11 14:45

i-flashcards

364143 _ 0079-0112.indd 94 07/06/12 12:44

95

Getting started

Play a game with the flashcards. Show the class the picture flashcards and elicit the name of each country. Then stick the cards to the left side of the board, with the pictures facing the board. Next, repeat with the word flashcards and stick them face-down to the right side of the board. Divide the class into two teams. Ask a volunteer from Team A to turn over a picture card and a word card and to say the countries. If they match, the team wins the pair. If not, turn them over again. Next, a volunteer from Team B has a turn. The winner is the team to win the most pairs.

Before you read. Say: Open your books at page 16 and look at Lesson 4. Hold up your book and point to the series of pictures at the top of page 17. Say: Find the (guitar) in the story and elicit the scene number (Scene 8). Tell the class to work in pairs to find the other items in the story. Correct as a class. Where possible, extend the activity with questions: Does Tom like Sheena Shine? Can they go to the concert? Does Lucy want to go to the concert?


Play the CD and tell the class to read and listen to the story. Check comprehension with questions: What is Lucy doing? Who is her favourite singer? Where’s Sheena from? What languages can Sheena speak? When is the concert? Does Tom like Sheena Shine? Are there any tickets? Write the main parts from the story on the board: narrator, Lucy, Tom, Riff, Sheena, TV voice. Divide the class into groups of six and tell them to take a part each and read the story. Follow up by asking the children: Do you like dancing? Where are you from? What languages can you speak?

Make a story booklet. Ask the children to take the booklet template from the cut-out envelope (or give them copies of the cut-outs from the Teacher’s Resource Book, pages 107 — 108). Instruct them to look at the Student’s Book story and then to assemble the booklets. The envelope also contains the speech bubbles for each story in sticker format. Instruct the children to stick the speech bubbles in the correct places, and to draw a v-shape on the bubble to clarify who is speaking. They might feel confident doing this from memory or they may prefer to refer to the story in the Student’s Book. Move around the class and help those children who need it.

Finishing off Ask the children to put their books face down on their desks. Read out a sentence from the story (caption or speech bubble) and signal to the children to turn over their books and find the sentence. When they have found it, they put up their hands. Elicit the scene number from the children.

Students develop Cultural and artistic competence by creating their own story booklet with the template and stickers. In this activity, the teacher should check the story books.

16

LESSON 4The concert!

1

3

2

4


Lucy likes listening to music and dancing. Her favourite singer is Sheena Shine. Sheena is from Mexico and she’s very clever. She can speak Spanish, English and French.

Everybody likes Sheena Shine. There are no tickets left.


Can we go to the concert, Dad?

Sorry, Lucy, we can’t go to the concert.

Sheena Shine is singing on Saturday!




Er!


Findand

say!

364084 _ 0013-0020.indd 16 28/11/11 14:45

17

LESSON 4

5

7

2 6

4 8

Lucy is happy now.

And look! Tom likes Sheena Shine now.





Look, Lucy, it’s Sheena Shine!

Now we can go to the concert.

Thank you!

And thank you to Lucy and Tom!

Here are three tickets for my concert.

Er! Merci!

Hello!



Findand

say!

Hello! Can I help?

364084 _ 0013-0020.indd 17 28/11/11 14:45

364143 _ 0079-0112.indd 95 07/06/12 12:45

96

Students develop Linguistic competence by revising the story from the previous lesson. Comprehension is checked by ordering pictures and then answering true or false questions about the story. These activities help to develop literacy skills and students’ self-confidence.

16

The concert is on Wednesday. Sheena Shine is from the USA.

Lucy and Dad get tickets for the concert. Lucy wants to go to the concert.

1 Sheena Shine is singing on Monday.

2 Dad likes listening to music and dancing.

3 Riff Raff is from Mexico.

4 Tom helps to fix the car.

Sheena Shine is singing on Saturday.

10

The concert!

7 Order the pictures, then read and write True or False.

8 Look at the story and correct the mistakes.

9

TrueFalse

4

False

1

3 2

False

Lucy likes listening to music and dancing.

Riff Raff is from France.


364143 _ 0079-0112.indd 96 12/06/12 13:02

97

Getting started

Remember the story. Ask the class questions about the story: What are the names of the children? Where are they? Where is Sheena Shine from? Then ask them to open their Student’s Books at Lesson 4. Assign the parts to seven volunteers (narrator, TV voice, Tom, Lucy, Dad, Sheena, Riff). Read the story out loud.

7 Order the pictures, then read and write True or False. Ask the children to look at the scenes and to number them in the same order as they appear in the Student’s Book. Then write the first sentence on the board: Sheena Shine is from the USA. Ask the children to look at their Student’s Books and say whether the sentence is true or false. Continue with the other sentences, but tell the children to read the sentences and to write down their answers.

8 Look at the story and correct the mistakes.Ask the class to look at the sentences in Activity 8 and tell them that they are not correct. Tell the children to look at the story and then write the sentences correctly. When they have finished, ask for volunteers to read out their answers.

ObjectivesTo focus on comprehension of the story in the unit.

To review key vocabulary from the story.

Target languageVocabulary:Monday, Wednesday, Saturday; France, Mexico, the USA

Structures:The concert is on (Saturday). Where is (Sheena Shine) from? Sheena Shine is from (Mexico). Lucy likes (listening to music) and (dancing).

Resources

DVD uNIT 2 aNImaTeD sTory: The coNcerT! Teacher’s resource Book, page 27

Activity 1: Tell the children to read the incomplete information. Play the DVD, and while the children watch and listen, they fill in the missing information. Play the DVD again so they can check their answers. Ask the children what they learned about Sheena Shine.

Activity 2: Tell the children to look at the pictures and read the question below the picture. Play the DVD, and as they watch and listen, the children order the pictures with numbers and answer the question. Play the DVD again so they can check their answers.

Activity 3: The children look at the pictures of the countries. They then unscramble the countries and nationalities on the left and put their corresponding letters in the boxes provided.

DVD 1


364143 _ 0079-0112.indd 97 07/06/12 12:45

98

Students develop Linguistic competence by participating in a lesson providing practice in listening skills through being in an environment where English is used systematically.

17

to the

concert.

and

!

,

,

Sheena

Shine!

!

?

10 Read and write about your hero in your notebook.

9 Look at the story and complete.

My hero is Sheena Shine. She’s from Mexico. She’s a singer. She’s 18 years old.She’s fantastic!

Now

LookAnd

thank

you

Lucy

Tom

toLucy

it’s

Hello

Can I

help

we

go

can

364143 _ 0079-0112.indd 98 07/06/12 12:45

99

9 Look at the story and complete.Tell the children to look at the story and find the four pictures in Activity 9. Then ask them to complete the sentences on the lines provided. When they have finished, ask for four volunteers to read out their sentences. Explain that their task is to complete the sentences by referring to the story in the Student’s Book.

10 Read and write about your hero in your notebook.Ask the children to look at Activity 10. Explain that they have to read the text and then use it as a model to write about their own hero. When they have finished, ask the children to read out their texts.

Finishing off Do a class survey using the texts which the children wrote for Activity 10. Make a list on the board of all the different professions, ages and nationalities.

ObjectivesTo focus on comprehension of the story in the unit.

To review key vocabulary from the story.

Target languageVocabulary:Monday, Wednesday, Saturday; France, Mexico, the USA; concert, tickets

Structures:My hero is (Sheena Shine). She’s from (Mexico). She’s (18) years old. She’s a (singer).

Lesson 4CActivity Book, page 17

364143 _ 0079-0112.indd 99 07/06/12 12:45

100


Getting started Revise and practise the verbs for leisure time activities. Ask a volunteer: Do you like (listening to music)? Review all the verbs and then ask the children to ask each other questions using the activity verbs. Then choose one of the children and say: I like (cycling). What about you? S1: I like (cycling) too. Practise the new structure with the rest of the class.

8 Listen and say the chant. 1.19

Play the CD and encourage the children to listen. Say: Open your books at page 18. Play the CD again and ask the children to follow it in their books. Then tell the class to stand up, play the song again and ask the children to sing along and march on the spot. Then divide the class into four teams. Ask Team A to say the first verse, Team B to recite the second, Team C to chant the third and Team D to recite the fourth. Then reverse roles and repeat. Divide the class into pairs and tell the children to choose a person and to ask their partner: Who is it? S1: She’s from China. She likes cycling and reading comics. Who is it? S2: Ling. He’s from France. He likes painting and swimming in the sea. Who is it? S1: Paul.

9 Read and say the picture. Ask the children to read the four sentences and decide which picture they refer to. Ask a volunteer to read sentence 1 and another volunteer to name the picture out loud. Repeat with other volunteers until you have read all the sentences.

Answers1 C, 2 A, 3 B, 4 D

Finishing off Play Guess Who! Prepare cards showing the names of famous people (singers, sports stars, actors, TV stars, world leaders), their ages and countries. Invite a volunteer to the front and give them a card. Other children ask questions: Where are you from? How old are you? What’s your job? and try to identify the person.

ObjectivesTo practise short descriptions of people.

To sing a chant.

To consolidate the language of the unit.

Target languageVocabulary: cycling, dancing, listening, painting, playing basketball, reading, singing, surfing, swimming, taking photos

Structures: He’s from (France).She likes (listening to music).What about you?

MaterialsCDcards with famous people on

i-book activity

364143 _ 0079-0112.indd 100 07/06/12 12:45

101

Getting started Revise and practise the verbs for leisure time activities. Ask a volunteer: Do you like (listening to music)? Review all the verbs and then ask the children to ask each other questions using the activity verbs. Then choose one of the children and say: I like (cycling). What about you? S1: I like (cycling) too. Practise the new structure with the rest of the class.

8 Listen and say the chant. Play the CD and encourage the children to listen. Say: Open your books at page 18. Play the CD again and ask the children to follow it in their books. Then tell the class to stand up, play the song again and ask the children to sing along and march on the spot. Then divide the class into four teams. Ask Team A to say the first verse, Team B to recite the second, Team C to chant the third and Team D to recite the fourth. Then reverse roles and repeat. Divide the class into pairs and tell the children to choose a person and to ask their partner: Who is it? S1: She’s from China. She likes cycling and reading comics. Who is it? S2: Ling. He’s from France. He likes painting and swimming in the sea. Who is it? S1: Paul.

9 Read and say the picture. Ask the children to read the four sentences and decide which picture they refer to. Ask a volunteer to read sentence 1 and another volunteer to name the picture out loud. Repeat with other volunteers until you have read all the sentences.

Answers1 C, 2 A, 3 B, 4 D

Finishing off Play Guess Who! Prepare cards showing the names of famous people (singers, sports stars, actors, TV stars, world leaders), their ages and countries. Invite a volunteer to the front and give them a card. Other children ask questions: Where are you from? How old are you? What’s your job? and try to identify the person.

Students develop Interpersonal and civic competence by learning the rules for Guess who!. Games help students to learn English and social skills at the same time, such as, following accepted rules and taking turns.

18

LESSON 510 Read about China and Brazil.

11 Read and say the country.

12 Do the quiz. Listen and check your answers.

8 Listen and say the chant.

9 Read and say the picture.

1.19

Paul is from France.He likes painting, And swimming in the sea.

Flor likes skiing,And singing songs.She’s from Italy.

Ling is from China.She likes cycling, And reading comics too!

Marc likes dancing. He’s from Spain.What about you?

1 Tara is from Ireland.

She likes listening to music.2 Roberto is from Mexico. He likes playing basketball.

3 Lorna is from the UK. She likes taking photos.

4 Mac is from the USA.

He likes surfing.

A B C D

364084 _ 0013-0020.indd 18 28/11/11 14:45

364143 _ 0079-0112.indd 101 07/06/12 12:45

102

Students develop Processing information and digital competence in the classroom by extracting specific information from a short CD recording.

18

11 Listen and number.

12 Look and write.

13

14Berta likes . Leonard .

Jack

.

Alberta .

3.5

5 2 4

1 6 3

playing likes

likes likes

the

football reading

playing singing

guitar

364143 _ 0079-0112.indd 102 12/06/12 13:03

103


Getting started

Remind the children of the structure: He/She likes (swimming). Practise by asking the children questions: (María), do you like swimming? (David), does (María) like swimming? Encourage the children to give you complete answers: Yes, María likes swimming. Make sure the children pronounce the s at the end of likes.

11 Listen and number. 3.5

Say: Open your Activity Books at page 18 and look at Activity 11. Look at the pictures. When the children have looked at the pictures, tell them they are going to listen to the CD and number the pictures. Play the CD. The children listen. Play the CD again and the children number the pictures. When they have finished, ask them to say the numbers of the pictures. Correct the activity and then play the CD again so that the children can check their answers.

12 Look and write.Say: Look at Activity 12. Explain to the children that they have to complete the sentences using likes + an activity. Correct the exercise by asking for volunteers to read out their sentences.

Finishing off Write three questions on the board: What’s his/her name? Where is he/she from? What does he/she like doing? Tell the children to invent a pen-friend and to answer the questions in their notebooks. When they have finished, ask for volunteers to read out their answers.

ObjectivesTo practise speaking about different activities.

Target languageVocabulary: China, Ireland, Italy, Spain, the UK, the USA; listening to music, painting, playing football, playing the guitar, reading, running, singing, skiing, swimming

Structures:(Claudia) is from (Spain). He likes (playing the piano).

MaterialsUnit 2 poster

i-poster

Resources

Teacher’s resource Book, pages 52 — 54

ReinforcementActivity 1: Tell the children to read the names of the countries. They then look at the pictures of the countries below. They write the names of the countries under the correct pictures. Activity 2: The children look at each picture and read the names of the languages in the word box. Finally, using the pictures and word box, they complete the sentences at the bottom of the page.

ConsolidationActivity 1: Tell the children to look at the pictures and write the name of each country below the corresponding picture. They then say the names of the countries. Activity 2: Tell the children to look at each picture. They then complete the sentences at the bottom of the page.

ExtensionActivity 1: Tell the children to look at the pictures and say the name of each country. They then write the names in the spaces below each picture. Activity 2: Tell the children to look at each picture and say where each child is from. They then write sentences at the bottom to explain where each child is from and what language he/she speaks. They read the sentences out loud.

Language

364143 _ 0079-0112.indd 103 07/06/12 12:45

104


Getting started

Put the poster on the board. Ask the children to identify various countries and then ask: Is (Italy) in Europe or Asia? Practise saying the other continents. Then ask the children to describe some flags. Say: Maria, describe the (Italian) flag. S1: It is green, white and red. Practise with other flags and then ask the children to ask each other some questions.

10 Read about China and Brazil.Say: Open your books at page 19. Ask the children to read the two texts in Activity 10. Then tell them to close their books and ask them some comprehension questions. Is China big or small? Where is it? What is the capital city? What colour is the Chinese flag? What sports are popular in China? Then ask similar questions about Brazil.

11 Read and say the country.Say: Look at Activity 11. Ask the children to read the four sentences and to say which country each sentence is describing.

Answers1 Brazil, 2 China, 3 Brazil, 4 China

12 Do the quiz. Listen and check your answers. 1.20

Ask the children to do the quiz. When they have finished, play the CD and correct the activity. When they have done that, review the activity orally to make sure all the children have the correct answers.

Finishing off Ask the children to write a short text about their country, using the following model: The flag is _______________. ________ is the capital city.________ is from __________. (A famous person) The people speak _________. _____ and _______ are favourite foods in _______. When they have finished, ask for volunteers to read out what they have written.

ObjectivesTo read about two countries.

To do a countries quiz.

Target languageVocabulary: Asia, South America; fireworks, jaguars, kites, parrots

Structures:How do you say (Hello) in (French)?

MaterialsCD Unit 2 poster

i-book activity

i-poster

Transcript

1 What’s the capital city of the USA? Los Angeles, Chicago or Washington DC? Child It’s Washington DC.

2 What colour is the Italian flag? Red and yellow or green, white and red? Child It’s green, white and red.

3 How do you say “Hello” in French? Hola, Bonjour or Bon Giorno? Child It’s Bonjour.

4 What’s the capital city of China? Beijing, Hong Kong or Tokyo? Child It’s Beijing.

5 What colour is the French flag? Blue, white and red or black, yellow and red? Child It’s blue, white and red.

6 How do you say “Bye!” in Italian? Adiós, Ciao or Au revoir? Child It’s Ciao.

Do the quiz. Listen and check your answers. 1.20

364143 _ 0079-0112.indd 104 07/06/12 12:45

105

Getting started

Put the poster on the board. Ask the children to identify various countries and then ask: Is (Italy) in Europe or Asia? Practise saying the other continents. Then ask the children to describe some flags. Say: Maria, describe the (Italian) flag. S1: It is green, white and red. Practise with other flags and then ask the children to ask each other some questions.

10 Read about China and Brazil.Say: Open your books at page 19. Ask the children to read the two texts in Activity 10. Then tell them to close their books and ask them some comprehension questions. Is China big or small? Where is it? What is the capital city? What colour is the Chinese flag? What sports are popular in China? Then ask similar questions about Brazil.

11 Read and say the country.Say: Look at Activity 11. Ask the children to read the four sentences and to say which country each sentence is describing.

Answers1 Brazil, 2 China, 3 Brazil, 4 China

12 Do the quiz. Listen and check your answers.Ask the children to do the quiz. When they have finished, play the CD and correct the activity. When they have done that, review the activity orally to make sure all the children have the correct answers.

Finishing off Ask the children to write a short text about their country, using the following model: The flag is _______________. ________ is the capital city.________ is from __________. (A famous person) The people speak _________. _____ and _______ are favourite foods in _______. When they have finished, ask for volunteers to read out what they have written.

Students develop Cultural and artistic competence by doing a countries quiz. This activity also helps children to reinforce their geographic knowledge.

19

LESSON 5 LESSON 610 Read about China and Brazil.

11 Read and say the country.

12 Do the quiz. Listen and check your answers. 1.20

ChinaChina is a big country in Asia. The capital city is Beijing. The Chinese flag is red with five yellow stars. Kites, fireworks and paper are Chinese inventions. Table tennis and gymnastics are popular sports in China.

BrazilBrazil is a big country too. It's in South America. Brasilia is the capital city. The Brazilian flag is green, blue and yellow. You can visit the Amazon rainforest in Brazil. Jaguars and parrots live there.Football and volleyball are popular sports in Brazil.

1 The flag is green, blue and yellow.2 Gymnastics is a popular sport.

3 You can see jaguars there.4 It’s a big country in Asia.

1 What’s the capital city of the USA?

Los Angeles Chicago Washington D.C.

2 What colour is the Italian flag?

red and yellow green, white and red

3 How do you say ‘Hello’ in French?

Hola Bonjour Bon Giorno

4 What’s the capital city of China?

Beijing Hong Kong Tokyo

5 What colour is the French flag?

blue, white and red black, yellow and red

6 How do you say ‘Bye!’ in Italian?

¡Adiós! Ciao! Au revoir!

364084 _ 0013-0020.indd 19 28/11/11 14:45

364143 _ 0079-0112.indd 105 07/06/12 13:39

106

Students develop Mathematical competence by counting the number of letters for each word in order to complete a crossword. The association between numbers and spelling can help children to improve memorization strategies for vocabulary.

19

13 Read about France and complete.

14 Complete and find the mystery country.

red Europe football French bikes city

1 What’s the capital city of France?

2 The Italian flag is , white and red.

3 The Brazilian flag is yellow, green and .

4 The Spanish flag is red and .

5 This country is in Europe. The capital city is Rome.

6 This country is in Asia. The capital city is Bejing.

7 What’s the capital city of Spain?

What’s the country?

France

France is a big country in . The flag is blue, white and .

The capital is Paris. You can visit the Eiffel Tower there.

People speak . Popular sports are skiing and .

are a French invention.

1

3

5

2

4

6

7

4

3

Europe

city

French

Bikes

Ireland

football

red

P

B

C

A

L

I

Y

H

M

R

U

T

E

I

A

G

I

E

A

R

L

N

D

S

E

L

L

R

A

E

O

Y

I D

N

W

364143 _ 0079-0112.indd 106 07/06/12 12:45

107


Getting started

Put the poster on the board. Ask for a volunteer to come to the front and point to England and then ask the class some questions about that country. Is England big or small? What colour is its flag? What is the capital of England? Ask for another volunteer to choose a different country and to ask the questions.

13 Read about France and complete.Say: Open your Activity Books at page 19. Look at the picture in Activity 13. Ask the children if they can guess which country it is. Then tell them they are going to read about France. Explain that the sentences are not complete and that they have to fill in the gaps using the words in the word box and with the help of the picture. The children complete the sentences. When they have finished, ask for volunteers to read out their texts. You could then ask comprehension questions like the ones in the Getting started section above.

14 Complete and find the mystery country.Say: Look at Activity 14. Tell the children that they have to answer the questions and write the words in the correct boxes so that when they have finished, the letters in the bold boxes will spell the name of a country. The children answer the questions. When they have finished, ask for volunteers to read out the questions for other children to give their answers. When they have finished, ask them what the mystery country is.

Finishing offAsk the children to choose a country. Tell them to use Activity 13 as a model and ask them to write a short description of their country. When they have finished, ask for volunteers to read out what they have written.

ObjectivesTo write about a country.

To do a crossword.

Target languageVocabulary: China, England, France, Ireland, Italy, Spain; Asia, Europe; Brazilian, French, Italian, Spanish; football, skiing

Structures:What is the capital of (England)? The flag is (red) and (yellow). The people speak (French).

MaterialsUnit 2 poster

i-poster

Resources

DVD uNIT 2 real kIDs Teacher’s resource Book, page 28

Activity 1: Tell the children to read the sentences. Play the DVD, and as they watch and listen, the children cross out the mistakes in the sentences and write the correct sentence underneath. Play the DVD again so they can check their answers.

Activity 2: The children unscramble the words and write the correct words on the lines below. They then write the words next to their corresponding planet pictures.

DVD 2

364143 _ 0079-0112.indd 107 07/06/12 12:45

108


Getting started

Put the poster on the board, point to the different countries and ask the children questions: What country is this? SS: (The USA). T: What language do they speak there? SS: (English). T: What is the capital of (the USA)? SS: (Washington DC). Ask volunteers to come to the board and ask the questions.

13 Read and listen. 1.21

Tell the children to look at the Beep cartoon, and explain that Beep and Robby are at a food festival. Play the CD and instruct the children to read and listen to the cartoon. Read out half a caption or speech bubble and ask the children to complete it: I love eating … Do you speak …? This spaghetti is … Be careful! They’re … Beep doesn’t like … Here’s some ice cream … Repeat with other sentences. Follow on by asking the class to read the cartoon aloud in pairs, with Child A saying the narrator’s, lady’s, man’s and chef’s parts and Child B saying Beep’s and Robby’s parts.

14 Listen and say a tongue twister. 1.22

Tell the children they are going to learn a tongue twister. Play the CD and encourage the children to repeat each line in the pauses. Play the CD again and invite the class to chant again. Then teach the children a clapping pattern to do in pairs along with the chant. The pairs face each other, clap hands as they say the line and then clap hands with their partner at the end of each line. Do this very slowly to begin with and faster as the children get more familiar with the chant and with clapping along.

Finishing offExplain that France is famous for cheese and Italy is famous for spaghetti and ice cream and then ask the children to name their favourite foods and foods that are famous or typical in their country.

ObjectivesTo read and listen to a cartoon story.

To say a tongue twister.

To review the language of the unit.

Target languageVocabulary: Italy, the USA; English

Structures:What language do they speak there? What is the capital city of (the USA)? Do you speak (English)? I don’t like spaghetti. Beep doesn’t like the chillies! Be careful!

MaterialsCD Unit 2 poster

i-book activity

i-poster

364143 _ 0079-0112.indd 108 07/06/12 12:45

109

Getting started

Put the poster on the board, point to the different countries and ask the children questions: What country is this? SS: (The USA). T: What language do they speak there? SS: (English). T: What is the capital of (the USA)? SS: (Washington DC). Ask volunteers to come to the board and ask the questions.

13 Read and listen. Tell the children to look at the Beep cartoon, and explain that Beep and Robby are at a food festival. Play the CD and instruct the children to read and listen to the cartoon. Read out half a caption or speech bubble and ask the children to complete it: I love eating … Do you speak …? This spaghetti is … Be careful! They’re … Beep doesn’t like … Here’s some ice cream … Repeat with other sentences. Follow on by asking the class to read the cartoon aloud in pairs, with Child A saying the narrator’s, lady’s, man’s and chef’s parts and Child B saying Beep’s and Robby’s parts.

14 Listen and say a tongue twister. Tell the children they are going to learn a tongue twister. Play the CD and encourage the children to repeat each line in the pauses. Play the CD again and invite the class to chant again. Then teach the children a clapping pattern to do in pairs along with the chant. The pairs face each other, clap hands as they say the line and then clap hands with their partner at the end of each line. Do this very slowly to begin with and faster as the children get more familiar with the chant and with clapping along.

Finishing offExplain that France is famous for cheese and Italy is famous for spaghetti and ice cream and then ask the children to name their favourite foods and foods that are famous or typical in their country.

Students develop Linguistic competence and comprehension by developing a musical rhythmic association between phonology and word stress by learning a chant for the sound a.

20

LESSON 7

13 Read and listen. 1.21

Oh no! Beep doesn’t like the chillies!

Come on, Robby, I’m hungry!

I love eating cheese!

Do you speak English?

Me too!

Ouh!

Yes, I do.

This spaghetti is from Italy.

Here’s some ice cream from Italy!

Thank you!

Mmm! What are these?

Be careful! They’re chillies!

I don’t like spaghetti.

Beep’s world!

14 Listen and say a tongue twister. 1.22

Jake and Jane on holiday,Take a plane to the USA!

Beep and Robby are at an international Food Festival.

364084 _ 0013-0020.indd 20 28/11/11 14:45

364143 _ 0079-0112.indd 109 07/06/12 12:45

110

Students develop Linguistic competence through fluency skills by responding to the teacher’s questions about the unit poster. Children consolidate language learning while building both fluency and accuracy.

20

2 Look and complete.

3 Write about the children.

Review

1 Look and write the countries.

She likes playing

basketball.

playing she comics skiing he painting likes football reading

MF

AN R

C E

AI

L

A

D

EIR

NTL

YOE

IX C

English Italian French Chinese Spanish

¡Hola! Hello!

Bonjour!

Hello! ¡Hola! Buon giorno!

Hello!

1 I speak , and .

2 I speak and .

3 I speak , and .

1 2 3

Mexico

Spanish

English Chinese

Spanish

English

Italian

He likes She likes He likes reading

skiing. painting. comics.

French

English

ItalyFrance Ireland

364143 _ 0079-0112.indd 110 12/06/12 13:03

111

Lesson 7BActivity Book Review, page 20

Getting started Put the poster on the board. Ask children to go to the poster, point to a country and tell you something about it, for example: This is Mexico. They speak Spanish in Mexico. The Mexican flag is green, white and red. The capital of Mexico is Mexico City. Continue until all the children have had a turn to speak.

1 Look and write the countries.Say: Open your Activity Books at page 20. Look at Activity 1. We are going to write the names of the countries. Tell the children that the names of the countries have been mixed up and that they have to decipher them. The children write the correct words in the spaces underneath.

2 Look and complete.Say: Look at Activity 2. We’re going to make three sentences by choosing the right words. Tell the children to look at the words in the box and the speech bubbles. Explain that they have to use the words in the box and that they can use the same word more than once. When they have finished, ask for volunteers to each read out one of their sentences.

Picture dictionary 3.15

Ask the children to look at the Picture dictionary on page 70 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to France and the UK. 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. Play the recording and ask the children to look at the pictures, repeat the words and write them below.

3 Write about the children.Ask the children to look at Activity 3, and explain that they have to look at the pictures and then use the words to write sentences about the children in them. When they have finished, ask the children to give you their answers.

Finishing off Place the flashcards around the room. Say the name of one of the countries or name the colours of one of the flags. Ask a child to point to the correct flashcard and to name it. If they say it correctly, then they choose the next one.

ObjectivesTo practise reading and writing.

To revise the vocabulary from the whole unit.

Target languageVocabulary: France, Ireland, Italy, Mexico; Chinese, English, French, Italian, Mexican, Spanish; painting, playing basketball, reading comics, skiing

Structures: They speak (Spanish) in (Mexico). The (Mexican) flag is (green, white and red). The capital of (Mexico) is (Mexico City). I speak (English) and (Chinese). She likes (painting).

MaterialsUnit 2 poster flashcards: countries

Resources


Activity 1: Play the CD and get the children to repeat the names they hear. Play the CD again for extra pronunciation practice.

Activity 2: Tell the children to unscramble the words, look at the pictures and then draw lines to match the pictures to the words.

Activity 3: The children search for the words in the box to complete the word search puzzle.

Phonics

i-flashcards

i-poster

364143 _ 0079-0112.indd 111 07/06/12 12:45

112

Evaluation

Even young children can get tense about doing evaluations. To help contribute to a more relaxed atmosphere in the class, you could play the karaoke songs in the background while they are doing that part of the evaluation that does not correspond to the listening. Tracks 3.31 — 3.48 of the class audio are karaoke melodies.

1 Listen and match. 1.23

Tell the children to listen to the CD and write the names of the children next to their corresponding countries. Play the CD again so they can check their answers. They then match the correct children with the correct map.

2 Write the nationalites.The children read the names of the countries and write the corresponding nationalities on the lines provided.

3 Write about you.Ask children to fill in the text with information about themselves. They then say their sentences.

4 Read, look and write the countries.Tell the children to read the sentences, and identify the corresponding picture above. They then complete the sentences by filling in the boxes with the correct country name.

5 Look, read and circle.The children look at the pictures. They then read the sentences and circle the word option that makes each sentence true.

Transcript

Boy: Hi! My name’s Pierre. I’m from France.Girl: Hi, my name’s Gina. I’m from Italy. Boy: Hi! My name’s Mike. I’m from the UK.

Boy: Hi! My name’s Diego. I’m from Mexico.Girl: Hello! My name’s Eva. I’m from Spain. Girl: Hello! My name’s Lan. I’m from China.

Unit 2 Test. Activity 1. Listen and match. 1.23

ObjectivesTo evaluate children’s understanding of target language from the unit.

Target languageVocabulary: China, France, Italy, Ireland, Mexico, Spain, the UK, the USA; Chinese, English, French, Italian, Spanish

Structures: I’m from (France).I speak (Chinese). The girl likes (playing football). The boy doesn’t like (riding a bike).

MaterialsCD Photocopies of Teacher’s Resource Book, pages 153 — 154

Students develop Competence in ‘Learning to learn’ by applying acquired learning strategies such as, focusing attention and memory recall, as well as comprehension and linguistic expression in order to complete an end of unit assessment.

©S

illd

ióS

OOCO

153

© Santillana Educación S.L., 2012 PHOTOCOPIABLE

Name: Class:

Unit 2 Test

1 Listen and match.2 Write the nationalities.

3 Write about you.

1

3

2 1 Italy

2 UK

3 Spain

4 USA

5 Ireland

Hi! My name’s . I’m from .

I speak .

1

2

3

4

5

6

Spain

Mexico

UK

France

China

Italy

Eva

A B C D E F

1.23

1.23

1 The boy likes / doesn’t like cycling.

2 The boy likes / doesn’t like swimming.

3 The girl likes / doesn’t like playing football.

4 The boy likes / doesn’t like playing the guitar.

Name: Class:

3 Read, look and write the countries. 4 Look, read and circle.

© Santillana Educación S.L., 2012 PHOTOCOPIABLE

154

Unit 2 Test

4

5

1

2

3

1 Hi! My name’s Lidia. I’m from

2 Hello! I speak English. I’m from

3 Hi! My name’s Quinda. I’m from

4 Hello! I speak French. I’m from

5 Hi! My name’s Pablo. I’m from

1.3

Pablo Francoise Lidia Quinda Jack

364143 _ 0079-0112.indd 112 09/10/12 15:44

introduction 2. where are you from? - worldarcstudio ::: v2.0richmond-elt/files/beep 4 tb...

Documents