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1 Teacher’s Notes Planificación Anual • p1

Unidad Tiempo esTimado

ConTexTos/ áreas de experienCia

práCTiCas/ Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

1Welcome!

10 a 15 horas

Vida cotidiana: yo y mi escuela. Mis útiles escolares.

Presentarse.Saludar.Nombrar, describir y contar los útiles escolares (colores).Expresar sentimientos.Dar instrucciones o invitar (imperativo).

FeelingsSchool objectsNumbers 1–10Indefinite articleColoursOrders or invitations

Pick up a pencil.Count to 10.Hello! Hi! Bye!Goodbye!

be: What is your name? I am Eddie. / My name is Eddie.How are you? I am OK/fine.

a pen/an eraser

Historieta

Canción (rima)

La sensibilización hacia la presencia de diversas lenguas y variedades lingüísticas que circulan en la comunidad.

El inicio en la reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende, por ejemplo:

` la entonación como portadora de sentidos;

` la relación entre ortografía y pronunciación.

El reconocimiento de algunas similitudes y diferencias en relación con el español.

Conocer los propios sentimientos.Iniciar una conversación.

ser amigable.

Planificación anual







CoTidiana

napHabilidades

soCiales

2Families

10 a 15 horas

Vida cotidiana: yo y mi familia.

Presentar a la familia.Describir una persona (edad y apariencia física).Expresar afecto.Pedir ayuda.

Family membersAdjectives: size and ageExpress affectionAsk for help

I love my family.Help me, please.

be: This is my mum.Tom is young.He is Robert.She is Maria.I am 7. Emma is not 3. She is 7.

Historieta

Canción

La transcripción de textos breves, reemplazando diferentes elementos (acciones, cualidades, escenarios, entre otros) con la ayuda del/la docente.

El reconocimiento de la vinculación entre la lectura y la escritura como modo de favorecer el proceso de aprender a escribir.

pedir ayuda.

ayudar (a la familia).

Identificar los sentimientos de otros (miembros de la familia).

Expresión de amor agrado y afecto.

3animals

10 a 15 horas

Vida cotidiana: yo y mi mascota.El mundo alrededor nuestro: la naturaleza.

Dar información sobre mascotas y objetos propios.Preguntar sobre mascotas u objetos.Describir un animal.Pedir disculpas.Alertar sobre peligros.

AnimalsWarnings

Stop!Sorry! Be careful!

have: I have a dog. I don’t have a pet.Do you have a horse? Yes, I do. / No, I don’t.His name is Elvis. Her name is Lolita.

Historietas

Revista

Poster

La formulación de anticipaciones e hipótesis sobre el sentido de los textos a partir de palabras o expresiones relacionadas con el tema, del tono de voz de quien habla, entre otras pistas temáticas, lingüístico-discursivas, paraverbales y no verbales.

estar atento a las señales e indicaciones y respetarlas.

Iniciar y mantener una conversación.

Hablar en público.

Planificación Anual (continuación)







CoTidiana


4Food

10 a 15 horas

Vida cotidiana: yo y mis gustos.La comidaVida personal y social.La alimentación saludable.

Expresar agrado y desagrado.Agradecer.Preguntar sobre gustos.

FoodExpressing likes and dislikes

Bananas, please.Here you are.Thank you.

like: Do you like sandwiches? Yes, I do. / No, I don’t.I like sandwiches and I like carrots.I don’t like beans.I like vegetables but I don’t like fish.

Historietas

Receta

Adivinanza (Activate)

Secuencia de recomendaciones/Encuesta (Explore)

El inicio en la reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende, por ejemplo:

` el uso de conectores básicos.

La apreciación del ritmo y la musicalidad en los textos trabajados.

dar instrucciones y seguirlas.

ser amable y solícito.

no herir los sentimientos de otros.

Dar las gracias.

Hacer un cumplido.

Expresar nuestros gustos o preferencias. Respetar los gustos de otros.








CoTidiana


5different abilities

10 a 15 horas

Actividades cotidianas y actividades del tiempo libre: los deportes, canto, tocar instrumentos musicales.

Expresar habilidad para hacer algo

Preguntar por habilidades.

Sugerir/invitar.

Pedir ayuda.

ActionsMusical instrumentsSportsSuggestions

Let’s swim. Help!

can: I can swim. I can’t fly.Can you climb a tree? Yes, I can. / No, I can’t.She can play tennis.They can’t fly.Can he swim?

Historietas

Canción

La aproximación a la comprensión de que un texto oral puede abordarse aunque no se conozca el significado de todas las palabras que lo constituyen, y de que el sentido de un texto no depende exclusivamente de las palabras que lo conforman.

La escucha de diferentes textos orales expresados por el/la docente o provenientes de fuentes diversas (grabaciones de audio y video, entre otras). Esto supone:

` el inicio en la identificación de la situación comunicativa, los interlocutores y el tema abordado, es decir, de elementos relacionados con el contexto de enunciación.

Admitir ignorancia.Comprender los sentimientos de los demás.Capacidad de convencer a los demás.ser autentico. no simular.








CoTidiana


6Homes

10 a 15 horas

Vida personal y en sociedad: yo y mi hogar. El hogar de mis amigos.

Mi barrio/ ciudad/provincia/país.

Las casas y el alojamiento. La ciudad y el campo. Otros hábitats.

Informar sobre la propia vivienda y la de amigos y vecinos.

Preguntar sobre el lugar donde alguien vive.

PlacesTypes of homes

You are a great friend.

Where do you live?I live in the city.We are Peter and Sara.He lives in a house but I live in a flat.

Historietas

Folleto turístico

Canción

Texto informativo (Activate)

Entrevista (Explore)

La comprensión y construcción de sentidos del texto escrito apelando a diferentes estrategias. Esto supone:

` la identificación del género;

` la identificación, con la ayuda del/la docente, del tipo de lectura requerida -global o focalizada- acorde con el propósito comunicativo;

` el recurso a pistas que brindan los textos y su paratexto;

` la confirmación o modificación de las anticipaciones e hipótesis formuladas.

La lectura de textos breves instruccionales, relacionados con situaciones de la vida cotidiana de los niños/as y con áreas del currículum como, por ejemplo, folletos, invitaciones, historietas, instructivos, listados.

Valorar a los amigos.

Ser amigable (con nuevos compañeros o vecinos).

Expresión de opiniones personales.


1 Teaching Notes Unit 3 • p1

Optional lesson starter

Say, Look at Cathy. Then ask pupils what Cathy is doing. Make them look at the cover of the album she is holding and the title of the unit.

Learning strategy

Becoming morphologically awareWrite ‘animals’ on the board and make pupils notice that both animals in the target language and animales in Spanish share most letters.

` Say, Now look at Trip. Is he happy? Make pupils notice Trip is asking a question. Ask pupils if they can see why some animals are on one page and a different group is on the other page. Ask them to look at the left side of the album and enquire what kind of animals they can see there. Ask them if they can keep them at home. Make them aware of the fact that a goat can be a pet in the country, but not in a flat. This can also start a short conversation on cultures and how what is acceptable in each varies.

Learning strategy

Making connectionsMake pupils focus on the word ‘pet’. Some of them may know the word ‘pet shop’. Then draw their attention to the right-hand side of the page. Make them notice that it says not pets. They should realize these are wild animals. This should not be translated as salvajes but as silvestres, eg: World

Wildlife Fund – Fundación Vida Silvestre.

` Make them look at the word ‘pet’. Read it aloud and ask them to copy you.

•! TIP If we have told them to exaggerate and they can’t yet get the plosive \t\ perhaps they will say \petS\. As we have said before (see intro) this should not be seen negatively.

` At this point, a discussion will surely start because more than one pupil may have a tortoise at home. It is time to make them conscious that many of the animals we keep at home as pets are not pets or are species in danger of extinction. It is good for them to understand that wild animals should be kept in their habitats and if we change their lives, we are harming them because they will never be able to live in the wild again.

` Note that hamsters are originally wild animals now bred in captivity. Their biological characteristics require respect they frequently do not get.

Interesting links about the topic:

http://www.worldwildlife.org/http://www.vidasilvestre.org.ar/http://www.vidasilvestre.org.ar/dia_del_medio_ambiente/ecorregiones/monte/http://www.endangeredspecieshandbook.org/trade_wild_turtle.phphttp://www.arkive.org/chaco-tortoise/chelonoidis-chilensis/

Page 35


Lesson 1

Optional lesson starters

a. Make pupils number the animals in the unit opener on page 35. Once they have done this, you can call out the numbers and they can say ‘pet’ or ‘not pet’. Then the activity can be reversed with individuals calling out a number and the teacher saying ‘pet’ or ‘not pet’.

b. Memory game: The numbers pupils gave to the animals in the Unit Opener could be in a sequence so that any number beyond 4 will be ‘not pet’ and up to 4 ‘pet’. With books closed, say a number from 1 to 8 for pupils to say whether the animal is a pet or not.

1 17

` Say, Open your books at page 36. From now on, if you have not done it before, when pupils need to open the book give the numbers in English and write the number on the board so they can recognize the part they know – as they do not know any number beyond 10.

` Say, Look at the pictures. Ask pupils what they can see. Ask, What animal is this? Have them look at the picture on the right and say, It is a cat. Ask, Is the cat a pet? Pupils should say Yes or No. Ask, What is the cat’s name? Make them look at the capital letter in the middle of the sentence. See more information about punctuation and capitalization in the Introduction.

•! TIP Pupils may tend to hear a Spanish sound \g\ in ‘cat’ instead of \k\ because of the morphological similarity with the word in Spanish. Be on the alert.

` Ask them how they think the girl and the cat feel, Is she happy? Is the cat happy? (her face, she hugs him, he ‘smiles’, etc.)

` Say, Look at picture 4. The cat is in the…? If you have introduced ‘Good morning!’, ‘Good afternoon!’ as greetings, you can lead pupils to infer that this one also starts with ‘good’ but referring to a different daytime.

` Say, Close your books (gesture of open hands closing) and listen. Play track 17. Ask pupils if they can confirm the girl’s feelings for the cat.

• N A P s •EJE DE LA COMPRENSIÓN ORAL ‘confirmar o modificar las anticipaciones e hipótesis formuladas;’

` Say, Open your books (gesture). Play the track a second time and invite pupils to follow the reading.

2

` Write the rubric of the activity on the board. Ask them what words they recognize (‘circle’, ‘cat’). Ask them what word is new: They have seen one in picture 2. They should realize they have to identify the bed that goes with the cat. Say, Quickly, 1 minute to circle (gesture)!

Answer: 2

3

` Ask pupils what they think the heart expresses. Tell them to look at picture 3 and read what the girl says. She uses ‘love’. The sentence starts with ‘I’.

Learning strategy

Building semantic relationships

See if pupils can infer the missing element: She (girl) … Jazz the cat. The little hearts show the girl’s feelings. This sentence is about her feelings. Do not expect ama as an answer. Quiere is a perfectly valid alternative.

` Say, OK, again 1 minute.

Answer: Yes

Page 36


Lesson 2


a. Play with colours and numbers, eg: Say, white and pupils provide the numbers of the white animals in the picture. Do the same with other colours. Do not allow shouting. Nominate a pupil. The rest should listen to say Yes/No. This activity can be reversed.

b. Do the same as the above activity for ‘big/small’. You need to be very flexible here because sizes are relative.

1 18

` Have pupils look at the pets the children have in Activity 1. Ask if they know their names in English. Pupils may have gathered the name of some other of the animals from Tiny and you or through watching TV or from some other sources.

` Say, Look at the pictures and listen. Listen (gesture) and point (gesture). Now repeat and point.

` Play track 18 once. Have them pay attention to the pronunciation of some of the new words.

` Chorus repetition after each word is said. Then volunteers can do it individually. Correct and praise.

Time for a game

` Ask pupils to look again at the pets the children in Activity 1 have. Tell them to pay attention and say a number. Pupils can now call out the name of the animal.

` Draw a detail of one of the animals on the board and have pupils say what animal it is. You can do it slowly to create suspense. Then you can invite some pupils to draw.

2

` Ask pupils to mime what they have to do. They can point to their eyes for ‘look’ and draw a circle in the air for ‘circle’. Before they circle the words, make sure you check that they can read all the words. The vowel sound in \b‰…d\ may pose some difficulty. Ask them what face they pull when a medicine does not taste good and what sound they produce: \‰…\. Then say, Well, like \b‰…d\. Repeat. Check the activity orally.

Answers: 1 cat; 2 rabbit; 3 horse; 4 bird

3

` Have pupils look at the pictures. Say, Count (mime the action with your fingers) the birds. How many? Also showing with your fingers. And dogs? Right. And fish?

` Ask if the pairs are similar or different. OK. One is big, the other one is small.

` Invite pupils to read the rubric. Tell them to show you (gesture) what they have to do.

` Do the same as the above for ‘big/small’.

Answers: 1 d; 2 e; 3 b; 4 a; 5 c; 6 f

Optional activity

Click here for photocopiable material.

1 1 bird; 2 horse; 3 dog; 4 fish; 5 rabbit; 6 cat2 1 yellow, blue; 2 black, white

Page 37


Lesson 3


a. Go back to the unit opener and play the same memory game as in Lesson 1. This time you can change ‘pet/not pet’ for the names of the pets. As ‘goat’ is a peculiar pet for city children tell them to skip that or teach it if they are interested.

b. Play a guessing game with sounds. Ask, What animal goes ‘woof, woof’? Although children do not know all the words in the questions, they will realize what animal the sound refers to and they may callout the name. This activity can be easily reversed.

1 19

` Make sure pupils have their books closed. Play track 19 once. Ask them to listen for names of animals. Have them open their books to check.

` Say, Look at Eddie and Beakie. What is Eddie’s pet, Ana?

•! TIP When you call individuals, the name should go at the end to keep all pupils paying attention to the question.

` Say, Right! What about Beakie? What are his pets?

` Tell pupils to underline the name of the pets.

` Ask them if there is a new word. They should notice ‘have’.

Learning strategy

Building semantic relationships

Write the sentence on the board but leave a blank for ‘have’. Make them look at ‘I’ and check the meaning. Then go to ‘a dog’ and check that too. Then ask them what can go in the blank (in L1, of course). ‘Have’ is the most possible option.

` Invite pupils to look at Beakie’s first sentence. Make them notice the appearance of ‘don’t’.

` Have pupils look at the ‘Look!’ box. Make them notice the ‘not’ that they saw in Unit 2. Remind them of the similarity with ‘no’.

` Tell them to look at the ‘Grammar Trip’ section and cover the comic strip at the top of the page. Have them write the words in order without looking at Activity 2. Then they can check their answers when they finish.

Answers: I have a dog. / I don’t have a dog.

2

` Make sure pupils understand what they have to do – focus on the first person, that is to say the speaker – and where they should go to get the information.

Answers: 1 have; 2 don’t have; 3 don’t have; 4 don’t have; 5 have; 6 don’t have

3

` Ask pupils to look at the rubric and underline what they have to do.

` Say, You have to ..., ... and ... . Encourage them to read what they have underlined.

` Say, Is the boy in picture 3 happy? Once they answer tell them to read and tell you why he is angry.

` After that they can read one sentence each.

` Have pupils write the sentences about themselves in their notebooks/folders. If you get short of time, they can do it for homework.

3 1 d; 2 b; 3 a; 4 c4 1 fish; 2 dog; 3 bird; 4 rabbit; 5 horse; 6 spider; 7 cat

Page 38


Lesson 4


a. Have pupils socialize what they have written about their pets for homework.

b. Game: Start by saying a word, eg: I. A pupil continues by adding the verb for possession (I have) and another one ends the sentence (I have a dog). It is not a good idea to separate the article at this stage or even to demand it.

1

` Have pupils tell you what they have to do and give them a few minutes to read the text on their own for the first time.

` Once they have read it, draw this chart on the board and ask them to complete it with the information in the book.

Name Pet Pet’s name

` They can either do it on the board or copy the chart into their notebooks/folders and do it; they can do it individually or in pairs and then check it on the board.

` Have pupils look at the ‘Grammar Trip’ section. Ask a few to introduce themselves as if it were the first class. Then tell them to look at Daniel and Susan and the words they use when they introduce their pets. Try to elicit why Daniel says her name and Susan his name. Focus on the name of the dog – the name of the rabbit is not transparent so it will not be of help. Make them notice ‘he/she’, which they studied in Unit 2, Lesson 5.

` At this point, if pupils ask, you could compare these two words with what we say in Spanish. It may be a source of confusion because we say su for both masculine and feminine. You could even say El nombre de él/ella to clarify.

` Once the ‘Grammar Trip’ section has been done, invite pupils to answer the question in the rubric in Activity 1.

Answers: Her / His

2

` Say, Read the instruction. You have to complete with... Get pupils to answer. Then ask how they decide if it is a ‘he’ or a ‘she’ pet. Yes, the name helps you.

` Ask, Is Fiona the girl or the horse? Make pupils notice the words ‘he’ and ‘she’ and who they refer to. And Elvis?

` Pupils take turns to read the texts once they have completed the sentences. Go back to the tips related to the teaching of the sound \h\ in Unit 2.

Answers: 1 his; 2 her

3

` Elicit what pupils have to do. Ask, What is the difference between sentences a and b? Help pupils focus on the difference between ‘my’ and ‘his’. Check orally.

Answers: 1 c; 2 b; 3 a

Optional activities

1. To be done oraly or in writing or both, depending on the time you have. You can leave it as a lesson starter for the next class. Divide the class in groups. Write on the board: Pet: fish, dog, bird. Add more if you like. Bed: draw a nest, a dog’s bed and a fish bowl. Name: Chippy, Titan, Pippa or any pet name you like. If you wish, allow pupils to choose the name of the pet. Have each group introduce a pet and where he/she sleeps (This is Chippy. He is a fish. This is his bed.) One sentence each at the beginning. Then see if they can say, not read, all three sentences. When mentioning the bed, pupils point at the drawing on the board.

2. Click here for photocopiable material.

5 1 His; 2 His; 3 Her

Page 39


Lesson 5


a. Play the ‘Pet Game’ included in the ‘Optional activity’ section in Lesson 4.

b. Play ‘Coincidences’ to revise colour and size. A pupil says a sentence, eg: I have a dog. All the pupils that have a dog stand up and say, I have a dog. Another pupil says, My dog is brown. Those who have a brown dog echo the sentence, My dog is big, etc. Those who do not have a brown dog or a big dog sit down. Then start with another pet.

1

` This would be the first extended reading activity they can do entirely on their own.

` To guide pupils on this first experience, lead the reading of the first text all together. Ask them to focus on how the text starts, what Vicky says (greets, says her age), etc. Ask them to count the number of sentences in each text, and how they begin. Point out the use of ‘he/his’, ‘she/her’ in particular.

` Give them 15 minutes to read the rest and match. Once they finish, check answers. Make sure pupils account for their answers; ask them where the information is, why they chose a given picture, etc. This prevents pupils from providing answers because they heard them.

` Once you have finished, they can read the description of the pets aloud for pronunciation practice.

Answers: 1 b; 2 d; 3 a; 4 c

2

` Check pupils understand each of the items they are supposed to complete: What name, the children’s or the pets’? What is the difference between ‘pet’ and ‘pet’s name’? Also see that they know where to get the information from. Give them 10 minutes to do it.

Answers: Natalia, cat, Oscar, black and white / Leo, cat, Molly, brown / Vicky, dog, Cindy, brown / Luke, dog, Rocky, black and white

Optional activity

Write the following information on the board to revise comprehension and numbers. Pupils can then make sentences. Once they have finished, invite them to write some of their exponents on the board.

Match.

Vicky two RockyNatalia four MollyLeo seven OscarLuke eight Cindy nine

3

` Make sure pupils know what they have to match. Then ask them what the lines are for and what they have to do in the square.

` Invite them to do the first matching together and complete the task. Invite pupils to socialize what they have drawn.

Answers: 1 b; 2 c; 3 a

Learning strategy

Whenever there are pronouns, make sure pupils know who is talking in each case or who the pronoun refers to in each case. Pronouns are an abstraction and so are difficult to process.

6 Pupils’ own answers7 have a black dog and two small rabbits.

Page 40


Lesson 6


a. Ask, Open your books at page 35. Are all the animals pets? Let’s name the pets only.

b. You may do the same Optional activities as in Lesson 2.

1 20

` Make pupils focus on the differences between the speech bubbles –there are ‘yes’ and ‘no’ questions but do not focus on the words yet. This time have them listen to the audio while reading.

` Play track 20 once and ask them who asks the questions and if the other answers always the same. They should notice that some sentences are not heard. Then play the track again and have pupils mark in the comic strip the sentences that do not appear in the audio (thoughts).

` Ask, Is the frog Eddie’s pet? What is his pet? Pupils may say araña, but someone may remember Spider-Man and say spider. Remind them of the pets on page 35 and ask, Is the spider a pet?

•! TIP If pupils have trouble with the pronunciation of the word ‘spider’, write another word for the same sound, eg: five, my, Sprite and have them compare.

` Play the track again and have pupils listen once more, focusing on Eddie’s answers and then role play the scene.

Optional activity

Pet Game: Divide the class into three groups. Group 1 asks the question. Group 2 answers. Group 3 says if it is a pet or not, eg:

G1: Do you have a cat?G2: Yes, I do./No, I don’t.G3: A cat is a pet.

G1: Do you have a frog?G2: Yes/No.G3: A frog is not a pet.

` Have pupils look at the ‘Grammar Trip’ section. Then say, Read the question, Laura. Answer it, Ben. Repeat, Leila.

` To make clear what they have to do, write the options on the board and say, The answer is… Write it.

Answers: Yes, I do.

2

` Say, What number is this lesson? Point to the lesson number on the top right-hand side of the page. Elicit why pupils have to look at Lesson 3 and give them 3 minutes to answer.

` Check orally.

Answers: 1 Yes, I do. 2 No, I don’t.

3

` Get pupils to tell you what they have to do. Focus on the words ‘answer about you’. Make sure they understand they have to answer the truth about their pets. You can add a question: Do you have a pet? Perhaps they have a pet other than those mentioned.

` When producing the written form try to obtain the whole sentence but accept either the abbreviated form Yes, I do. or just Yes.

8 1 Yes, I do. 2 No, I don’t. 3 Yes, I do. 4 No, I don’t.

Page 41


Lesson 7

Optional lesson starter

Divide the class into groups. Each group stands for a colour. Ask pupils to put their school objects on the table/desk. Say, Show me five blue pencils. They pick up the objects mentioned and show them to the class. If the number they show is incorrect or the colour is wrong, someone from another group has to stand up and help.

1

` Have pupils open their books on page 42 and say, Look at the picture. Are the children in class? Read their names. Read the rubric. Tell them there is a mistake in the rubric. One name is not the one they should write. Which? Challenge them to discover it. Ask them where they will write the names. Make sure they understand they have to find the answer through reading. Say, Fine, 10 minutes.

` After they finish, check. One pupil reads and another one gives the name of the owner of the school things.

Answers: 1 Rob; 2 Paula; 3 Tom

•! TIP Do not forget to include the whole group by asking around who agrees, who would like to read the same sentence again, who has a different answer, etc. As you walk around the class while they are working, make sure you notice wrong answers. Make them realize what the mistake is and/or where it is.

2

` Say, Look at the note. Read the instruction. You have five minutes. Get pupils to discuss if they agree with this affirmation.

` Ask, Who wrote (gesture of writing, the verb is in the past) the note? She wrote (gesture) about...? Her pets... Yes. And... Her sister. Good! Then say, Read the names, please. Who (gesture) are Brownie and Kuna? OK, the cats. What is her sister’s name? They may say in L1 that it is not in the note. Good! She does not say.

` Elicit what information is missing. Give pupils 3 minutes to complete it and write the name of the cats in the picture. Then read the result in turns.

` If necessary, in order to simplify the activity, provide the missing words on the board but not in the right order.

Answers: 1 brown; 2 black; 3 white

3

` Tell pupils to read and underline the information Henry gives. Then draw a chart for them to complete with the relevant information.

Name Age Pet Pet’s name

Age Size

` Invite pupils to write about their pet. If someone does not have a pet, ask him/her to write information about a relative’s or a friend’s pet and say he/she does not have a pet.

•! TIP It is important for pupils to follow a certain order but it is not advisable to let them copy the exact structure of the piece in the book.

Page 42


Lesson 8


a. Make small talk with the class for a short time to show you are genuinely interested in each of them. Make each exchange really personal. Say, Hi, children. How are you today? Andrea, it is your birthday today. Happy Birthday! Let’s sing! Pablo, is your dog OK? And so on.

b. Socialize what they have written about their pets in the previous lesson.

1 21

` Invite pupils to close their eyes and listen carefully to words and noises. Play track 21. Once they have heard it, wait for their comments: a cat, ‘Bye’, a car (horn).

` Play the track again and tell pupils they have to imagine what is going on. They give their ideas and you write them on the board, in L1. You may choose to write two columns in case some pupils give an answer in English.

•! TIP There are no wrong guesses, only guesses that may not appear in the text.

` Tell pupils to open their books at page 43 and look at the pictures now. Call volunteers or individuals to tick the matching guesses and cross out or erase the others.

` Say, Let’s listen again and read. Open your books. Play the track again. Say, Mum says,... Yes, and the man says,... Stop! Yes, Camila.

` Talk about what pupils say when they make a mistake or when they push someone inadvertently. Ask them what they think the English for that is and make them look up the word in the story. Make them act it out when they get it.

` Keep on talking about carelessness and what people normally say when, for example, you are about to step on someone’s foot or cross the street without looking. You will probably get Cuidado./Tené cuidado. or more colloquial Ojo!/Guarda! Elicit if anybody says this to the girl in the story. They may not know how to pronounce these words, so model out the phrase and have them repeat it.

` Call their attention to the section with the two robots, where this expression appears.

` Play the track again and have pupils pay attention to pronunciation.

` Go back to the rubric and ask pupils to answer the question too.

•! TIP Every time expressions like ‘Sorry’, ‘Be careful’, etc come up, incorporate them to everyday classroom speech and make pupils use them as well. Make them reflect on the importance of being careful in our everyday lives. Ask them to reflect on what they do and to consider whether there are things they could change for the better.

2

` Read the rubric. Ask pupils what they have to do.

` Say, Problems? Are the pictures OK? Three minutes, start. Make sure they understand the different situations.

Answers: 1 Sorry! 2 Stop! 3 Be careful!

3

` Say, Do you have to read? Write? Look at the drawing next to number 3. What are they? Pupils explain, if they know, in L1. If not, you tell them what the masks represent.

` Say, So now you are actors. Distribute roles and role play the story.

Optional activity

Click here for photocopiable material.

Page 43

Be careful.


Lesson 9


a. Make eye contact. Spot changes like new hairdo/haircut (tell the pupils that he/she looks good); sleepy faces; and exchange a few words with each pupil.

b. Recreate the story on page 42, Activity 2 changing the hazard (child about to trip on a backpack, child looking backwards going straight into a closed door, etc). One pupil acts out the hazards you whisper into her/his ear and the class shouts out the warning.

p35

` Tell pupils to read the instruction which appears next to the robot at the top of the page. Focus on the words ‘big’ and ‘small’. Try to get pupils to realize what they have to do. Accept variety of answers as sizes are relative.

Answers: Big: cat, rabbit, toucan / Small: dog, goat, spider, monkey, tortoise, iguana

1

` Say, Open your books at page 44. Have pupils look at the billboard and ask them to tell you what they see. Make sure they understand what the pictures depict. As regards the notes, the words they don’t know are transparent and easily understood. In case of trouble, use the comparison technique: adopt/adopt_ _, abandoned/abandon_d_.

` Say, What is the girl’s pet? Ask if what she is doing is acceptable. It is important to consider respect again. Ask, Is the dog in number 3 happy?

` Go back to the rubric and elicit what they have to do and where the numbers are. Give them 5 minutes to complete. Check answers.

Answers: 1 c; 2 b; 3 a

2 22

` Say, Look at the song. Is it complete?

` See if pupils can tell you what the missing words are (names of animals). To achieve it, call their attention to the words that appear in the other questions.

` With books closed, play track 22. Ask pupils to pay attention to the name of the animals they hear. When you finish, they can write on the board, one pupil at a time, the name of the animals they heard or understood.

` Play the track again, but this time with books open. Have one pupil at a time cross out the name of the animals that appear in the song, leaving only those that are missing. They can now complete the song.

` Play the track one more time. Try to sing the song this time. Pronunciation of ‘tiger’ won’t be a problem, point to ‘spider’ to remind them of the pronunciation.

Answers: cat, fish, dog, rabbit

Optional activity

This song can be used as a lesson starter or an end-of-class activity when they are tired. Sing the song and instead of naming the animal, reproduce the sound they make, eg: Do you have a miaow, miaow?

My ProjectIf you have enough periods of English, do this in class. Otherwise, give it as homework. The following class each group shares the poster with the rest. You can even make a competition for the best poster, within the class or among teachers. Hang them round for some time to make pupils feel proud of their production.

9 a 5; b 2; c 3; d 4; e 1 Pets: fish, rabbit / Not pets: frog, spider, tiger

Page 44

1 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p11

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43


Write in order.

Unit 3 • Lesson 4

I have a bird. My name is Samantha. She is 2. Her name is Sisi. I am 8.

I am 10. His name is Sully. My name is Lucas.

He is a dog. I have a pet.

1

2


Look and write.

Unit 3 • Lesson 8

Stop! Oops! Sorry, cat. Please, be careful. Bye, Mum. Bye, Dad. Stop! Sorry.

Hi, David! What’s up?

1 3

2 4

planificación anual - myenglishtrip.com.ar · bananas, please. here you are. thank you. like: ......

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