paul seligson - sdfab594926e91009.jimcontent.com · augmented reality kidswebgang.com.ar paul...

AUGMENTED REALITYk i d s w e b g a n g . c o m . a r

www.kidswebgang.com.ar

PAUL SELIGSON SERIES CONSULTANT

Very well-known and highly respected worldwide for his work in teacher training, research and ELT materials development for children, teenagers and adults, Paul Seligson has visited Argentinian classrooms and is highly appreciated by English Language teachers for his dynamic and practical presentations and suggestions.

ComponentsFor the child:

Course Book with a built-in Activity Book

CD-ROM with songs, karaoke version of songs and games

For the teacher:

Teacher’s Book with notes, suggestions for extra and alternative activities and annual lesson planning

Audio CD with listening activities, songs and karaoke version of songs

CD-ROM with photocopiable material, tests and diploma

The series for beginners which connects children to the

English-speaking world

Teacher’s Book

58 St Aldates

Oxford OX1 1ST

United Kingdom

© 2012 Ediciones Santillana, S. A.

Leandro N. Alem 720

C1001AAP Buenos Aires, Argentina

First published by

© Richmond Publishing, Editora Moderna, 2010

ISBN: 978-950-46-2989-4

Publisher: Mabel Manzano

Project Coordination and Edition: Cintia Zaitune

Assistant Editor: Hilani Mercadante

Contents: Maria Estela de Alcântara, Tatiana Martin

Series Consultant: Paul Seligson

Copy Editors: Débora Marie Tamayose, Maria Estela de Alcântara, Camila

Carmo da Silva, Katia Gouveia Vitale, Mariana Mininel de Almeida, Rafael

Gustavo Spigel, Ray Shoulder, Sheila Winckler Simões da Silva, Vivian

Viccino

Proofreader: Adriana Méndez

Art and Design: Andreza Moreira

Art and Design Assistant: Gláucia Koller

Cover Design and Layout: Andreza Moreira, Artefato23, Beat64 – visual

concept_design

Special Design: Andreza Moreira, Gláucia Koller

Layout: Gláucia Koller, Pedro Gentile, Beat64 – visual concept_design

3D Character Illustration: Artefato23

Illustrations: Alessandra Cavalcanti, Alexander Santos, Alexandre Matos,

Andrea Horn, Artefato23, Diego Munhoz, Douglas Galindo, Leonardo

Teixeira, Ricardo Girotto, Rogério Coelho, Zuba

Photo Research: Fernanda Siwiec, Mariana Lima, Priscila Garofalo

Photo Editing: Bureau São Paulo, Pix Art, Rubens M. Rodrigues

Photographs: p. 11 © Fernando Favoretto / CID, p. 16 © Jupiter

Unlimited / Imageplus, © Simon Krzic / Shutterstock, © Eskay /

Shutterstock, © Divulgação, © Jupiter Unlimited / Imageplus, © Dan70 /

Shutterstock, © Matthew Mawson / Alamy / Other Images, p. 19 © Fernando

Favoretto / CID, p. 28 © Fernando Favoretto / CID, p. 36 © Christian Musat /

Shutterstock, © Eric Isselée / Shutterstock, © Eric Isselée / Shutterstock

© Richard Peterson / Shutterstock, p. 37 © Fernando Favoretto / CID, p. 46

© Fernando Favoretto / CID, p. 54 © Fernando Favoretto / CID, © Fernando

Favoretto / CID, p. 61 © David Madison / Corbis / Latinstock, © Ryan

McVay / Photodisc / Getty Images, © Leah-Anne Thompson / Shutterstock,

© Jupiter Unlimited / Imageplus, p. 62 © Fernando Favoretto / CID, p. 64 ©

Fernando Favoretto / CID, p. 66 © Motoring Picture Library / Alamy / Other

Images, © Cristophe Testi / Shutterstock, © Paul Drabot / Shutterstock,

© Aleksi Markku / Shutterstock, © Eray Haciosmanoglu / Shutterstock, ©

Vagabond / Shutterstock, © Maksim Toome / Shutterstock, © Rob Wilson /

Shutterstock, © Shi Yali / Shutterstock, © Image Source / Folhapress, p. 68

© Jupiter Unlimited / Imageplus, p. 69 © Blaze986 / Shutterstock, © Mikael

Damkier / Shutterstock, © Vibrant Image Studio / Shutterstock, © Dave

and Sigrun Tollerton / Alamy / Other Images, © Taratorkin / Shutterstock,

© Stockbyte / Getty Images, © Fernando Favoretto / CID, p. 72 © Fernando

Favoretto / CID, p. 73 © Fernando Favoretto / Criar Imagem, © Holger

Metter / Shutterstock, © Supertrooper / Shutterstock, © Eric Van Den

Brulle / Getty Images, © Maksim Toome / Shutterstock, © Rob Wilson /

Shutterstock, © Charlie Hutton / Shutterstock, p. 75 © Franck Boston /

Shutterstock, © Alan C. Heison / Shutterstock, © Kzenon / Shutterstock,

© Lisa F. Young / Shutterstock, p. 83 © Yampi / Shutterstock, © Cora Reed /

Shutterstock, © Chris Rodenberg / Shutterstock, © Mates / Shutterstock,

© Susan Jones / Keystone, p. 89 © Don Mason / Brand X Pictures / Getty

Images, © Rowena / Shutterstock, © Tony Evans / Timelapse Library / Getty

Images, © Melinda Fawver / Shutterstock, © Anatoli / Shutterstock,

© Eric Isselée / Shutterstock, p. 91 © Luiz Rocha / Shutterstock,

© 1000words / Shutterstock, © Jupiter Unlimited / Imageplus, © Denise

Kappa / Shutterstock, © Stanislav Sokolov / Shutterstock

This Teacher’s Book includes an Audio CD.

Queda hecho el depósito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.

First Edition Published 2012

All rights reserved. No part of this book may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise, without prior permission

in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material;

however, the Publisher will correct any involuntary omission at the earliest

opportunity.

Este libro se terminó de imprimir en Octubre de 2012, en Grafisur S.A.,

Cortejarena 2943, Ciudad Autónoma de Buenos Aires, República Argentina.

de Alcântara, Maria Estela

Kids’ Web 3 Teacher’s Book / Maria Estela de Alcântara y Tatiana Martin. - 1a ed. - Buenos Aires : Santillana, 2012.

72 p. + CD-ROM : il. ; 28x22 cm.

ISBN 978-950-46-2989-4

1. Enseñanza de Inglés. 2. Guía Docente. I. Martin, Tatiana II. Título

CDD 420.7

3

Main Features of the Series 4

Contents Map of the Series 5

Kids’ Web Components 10

Working with Kids’ Web 11Opening Pages 11Practice Activities 12Songs 12Production Activities 13Kids’ Web Gang in... 13Glossary 14Language Summary 14Rubrics 14Classroom Language 15Extra Fun 15Webby, the Kids’ Web Character 15Kids’ Web in the Classroom 16Kids’ Web and Working with Values 18Kids’ Web Games Bank 18

Kids’ Web 3 Lesson Plan 19Two-month Plan 19Three-month Plan 19Annual Plan 20

Unit Notes 24

Course Book 24

Extra Fun 67

Contents

4

Main Features of the Series

The five levels of the Kids’ Web series have been developed for learners of English in Primary Schools, especially those who have had little or no contact with the English language before.

Kids’ Web accompanies children in all phases of their intellectual development, attending to their individual characteristics and offering them the possibility of learning a foreign language in a significant, fun and entertaining way.

A meaningful use of the language is one of the main features of the series, which relates the activities proposed in the classroom to the daily life of children in their social context and the real possibilities of application of the knowledge and skills acquired.

According to the psychologist Lev Vygotsky (Wertsch, J.V.; Vygostsky and The social Formation of Mind; Harvard Unversity Press, Cambridge, Massachusetts, 1985), the teacher plays an important role in the psychological development of children. It is with this philosophy in mind that the Kids’ Web series was conceived: the teacher guides children in the learning process by asking them questions, providing information and suggestions when they need and assisting them in the development of their potentials.

The Kids’ Web series aims to help children:w evolve in a stimulating atmosphere all the time;w become capable of interpreting the overall meaning of a text without necessarily

having understood the meaning of each and every single word;w become creative in the use of language;w develop an excellent imagination;w be exposed to a vast repertoire of information through varied sources;w learn in different ways;w crave dynamism in the classroom.

With the aim of seeking methodological excellence, the activities in the Course Book and the Workbook are clearly organised and carefully graded. Each level of the series is clearly differentiated from the rest, attending to the varied characteristics and interests of the age group. The activities in each level are also appropriately challenging for the age group, never underestimating children’s cognitive and intellectual capacity or forcing them to carry out activities which are beyond their capabilities.

All in all, the series evolves according to the chart on pages 5 through 9.

5

Kids’ Web 1

Unit Topic Language Focus Vocabulary

1 Hi! GreetingsHi! Hello! I’m…What’s your name?

Hi, Hello, Byeboy, girl

2 Colours Colours I love… red, blue, yellow, green, purple, orange

Kids’Web Gang in… Wow! A rainbow!

3 Shapes ShapesIs it a…?Yes, it is. / No, it isn’t.

rectangle, triangle, circle, star, square

4 Pets PetsThe… is cute!The… is cute too!

dog, cat, bird, fish, hamster, turtle

Kids’Web Gang in… Pets are cute!

5 Numbers NumbersLook, seven birds!How many?

numbers 1 to 10

6 My family Family This is my… mum, dad, brother, sister

Kids’Web Gang in… Bird watching

7 Let’s play! ToysLook at my new…Let’s play!

computer game, car, ball, puzzle, doll, robot, teddy bear, kite, train

8 My schoolbag School objectsI need an eraser.Here you are.Thank you!

eraser, pencil, crayons, notebook, book, pen

Kids’Web Gang in… It’s time to play ball!

9 Cyber, the robot Parts of the bodyTwo hands, one nose, five arms…This is Cyber, the robot.

mouth, nose, ears, eyes, legs, arms, head

10 Breakfast time FoodI love…And you?

bananas, orange juice, cake, cookies, apples, milk

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Kids’ Web 2


1 Good morning!GreetingsFamily

This is my…How are you?I’m fine, thanks. And you?What’s your name?My name is…

Good morning, Good afternoon, Good evening, Good night, Bye byeclassmate, friendgrandma, grandpa, mum, dad, brother, sister

2 The weather WeatherWhat’s the weather like?It’s…I like…

sunny, cloudy, windy, raining, hot, coldsummer, autumn, winter, spring

Kids’Web Gang in… The bike race

3 Where’s the ruler?

School objectsWhere’s the…?It’s on / in / under…It’s a red pencil case.

sharpener, pen, pencil case, schoolbag, ruler, glueon, under, incounter

4 How many? Numbers 1 to 10 How many…?one, two, three, four, five, six, seven, eight, nine, ten odd, even

Kids’Web Gang in… My new pet

5 At the zoo Animals It / They can fly / run / swim / jump.

run, swim, fly, jump wild animals, lion, elephant, hippo, alligator, giraffe, kangaroo, bat

6 Fun time Games and toysLook, my new…What’s your favourite toy?

board game, jump rope, scooter, bike, skateboard, seesaw, slide, swing, monkey barscool

Kids’Web Gang in… Pyjama party

7 Different looks Parts of the bodyI’ve got...short hair, long hair, big eyes, small eyes.

red / blonde / brown / black hair eyes, ears, nose, mouth, head, arms, feet, legs, handsnew, long, big, small

8 Lunch time Food

Chicken? Yes, please. / No, thanks. Here you are.I love chicken!I like / I don’t like…What about you?

pudding, fries, pasta, fish, chicken, salad, fruit salad

Kids’Web Gang in… Family lunch

7

Kids’ Web 3


1 How are you? FeelingsHow are you today?I’m…

happy, sad, tired, hungry, scared, sick

2 My houseParts of the houseFurniture

There’s a… in the…There are… in the…

living room, kitchen, bedroom, bathroom, yard chair, table, couch, bed, refrigerator, stove, shower

Kids’Web Gang in… Are you ok?

3 My townPlaces around town

Where’s the…?It’s opposite / next to / between…

park, bank, shopping mall, bakery, cinema, supermarket

4 How many? Numbers 11 to 20How many…?Twelve plus seven is nineteen.Fourteen minus two is twelve.

numbers 11 to 20plus, minus

Kids’Web Gang in… A fun afternoon

5 On the farmFarm animalsAdjectives

What a thin lamb!The… is…

cow, chicken, duck, horse, pig, lamb thin, fat, big, small, beautiful, ugly

6 The alphabet Alphabet Could you spell…, please? alphabet letters

Kids’Web Gang in… A day in the country

7 Occupations OccupationsWhat do you want to be?I want to be a…

football player, ballerina, firefighter, astronaut, doctor, teacher, vet, cashier, singer, racing driver

8 TransportMeans of transportation

How do you go / come to school?By…

bus, car, plane, boat, taxi, train, bike, on foot

Kids’Web Gang in… A difficult decision

8

Kids’ Web 4


1 CommunicationMeans of communication

Where’s / are the…, please?It’s / They’re on / in / under / next to / between…

cell phone, magazine, DVD player, newspaper, computer, letter, comic book on, in, under, next to, between

2 Months and seasons

MonthsSeasons

How old are you? I’m…When’s your birthday? It’s in…Are there… in…? Yes, there are. / No, there aren’t.

January, February, March, April, May, June, July, August, September, October, November, December numbers 21 to 31 winter, spring, summer, autumn

Reading Time… Abbreviations

3 Sports and activities

SportsHe can / can’t…Can you…? Yes, I can. / No, I can’t.

swim, play football, play basketball, ride a bike, play baseball, ride a horse, play the guitar, roller skate, speak French, sing, dance

4 Nice clothes! ClothesI’m / She’s / He’s wearing…Is she wearing…?Yes, she is. / No, she isn’t.

jeans, shorts, sneakers, T-shirt, dress, shoes, skirt, hat, flip-flops, cap, socks, sweater, jacket

Reading Time… Popular sports

5 What are they doing?

Everyday activities

What are you / they doing? I’m / They’re…What’s he / she doing? He’s / She’s…Are you…? Yes, I am. / No, I’m not.

watch TV, read, sleep, cook, take a shower, play, study, dance, climb a tree, swing, skate

6 What time is it? TimeWhat time is it? It’s… a.m. / p.m.It’s… o’clock.

numbers, midday, midnight, earlier, later

Reading Time… Greetings from Australia

7 Mealtime FoodWhat do you have for…?I have…

cheese, cereal, eggs, jam, pancakes, toast, salad, soda, beans, juice, cupcake, bread, rice, chicken, butter, pasta, milk, coffee, sandwich, steak, breakfast, lunch, dinner

8 Yippee! Vacation! Vacation spots I / We always / usually… the beach, the farm, the shopping mall, the mountains, the park, the lake

Reading Time… Blog messages

9

Kids’ Web 5


1 Countries and nationalities

Countries and nationalities

Where are you from?I’m from…I’m…

Australia, Brazil, China, England, France, Japan, Mexico, Peru, South Africa, the USA, Argentina Australian, Brazilian, Chinese, English, French, Japanese, Mexican, Peruvian, South African, American, Argentinian

2 I love Maths School subjects

Which subject do you have today?Which subject do you have on… at…? I have…When do you have…? On… at…

Maths, English, Geography, History, Science, Arton, at

Reading Time… Animals of the world

3 Going green Green activitiesDon’t waste water!Take a quick shower!

pick up the garbage, take a quick shower, recycle, turn off the lights / TV / computer, reuse, don’t waste water / electricity, don’t litter

4 Every day RoutineDo you…? Yes, I do. / No, I don’t.When do you…? On / In…What time do you…? I… at…

get up, take a shower, have breakfast, go to school, do homework, play with friends, watch TV, go to bed

Reading Time… For a green planet

5 I’m hungry Meals and foodHow can I help you?I’d like a / an…

a hamburger, a hot dog, an ice cream, nuggets, a smoothie, a soda numbers 10 to 100

6 Always or never TimeWhat do you do on weekends?I always / usually / sometimes / never…

make the bed, set the table, walk the dog, wash the car, wash the dishes, take out the garbage, tidy the room

Reading Time… Ricardo’s diet

7 Too smallClothesAdjectives

This / That… is too…!These / Those… are too…!

new, old, big, small, short, long

8 Who I amPersonal information General review General review

Reading Time… My favourite clothes

10

Kids’ Web Components

For the student

Course Book: Ten units in the first level of the series and eight units in levels 2 through 5. Workbook (Extra Fun): Fully integrated with the Course Book, it provides extra activities for all the units.

CD-ROM: Songs and multimedia activities for self-learning.

For the teacher

Teacher’s Book: Detailed instructions for the development of all the activities in the units of the Course Book, answers to those activities, audio scripts for all the listening material on the audio CD, extra activities suggested to the teacher to spice up lessons and suggestions for a more efficient use of the material in the annual lesson plan included.

Audio CD and CD-ROM: Audio material for the listening activities on the audio CD and suggestions for the extra activities on the CD-ROM.

11

Working with Kids’ Web

Opening Pages

A two-page illustration provides the connection between the new content and the children’s previous knowledge in a clear, dynamic and contextualised way.You can explore the illustration with the group through questions about the topic, thus helping children interpret the situation presented.Speech bubbles present the structures that you want children to be capable of producing at the end of the unit and their content is recorded on the audio CD which accompanies the Teacher’s Book.The vocabulary to be learned is presented in a chart, together with pronunciation, vocabulary and listening comprehension activities. If you want to carry out some more detailed vocabulary work at this stage, there is an extension vocabulary activity related to the elements shown in the illustration in this Teacher’s Book. This vocabulary activity also helps to anticipate any queries that children could have in the future.

12

Songs

There are songs in all the units in level 3 and they play a very important role in the consolidation of the knowledge acquired. They can be used to spice up lessons or as a surprise element in the class.The rhythm of the songs facilitates the assimilation of the content studied and the lyrics are yet another way of exposing children to complex structures of the language within the thematic framework of the unit. Songs also provide an efficient form of revision of the topics seen in the practice and production activities.Encourage children to listen to the songs on the CD-ROM at home with their parents or tutors.

Practice Activities

On a double spread, varied recognition and comprehension activities favour the practice and production of the topics presented in the opening pages, apart from presenting new ones and reviewing others from previous units.You can carry out some revision before these activities, which could be a bit daunting for children, so that they do not feel overwhelmed and demotivated. Optional and extension activities to be worked on at this stage of the lesson are also suggested.You should always try to respect the time children need to carry out the proposed activities and help them understand the instructions so that they can perform at their best.

Sym

bol for audio tracks

13

Production Activities

The activities in this section encourage children to use the language in a more independent way and stimulate them to spontaneously apply the content studied at the beginning of the unit, expressing themselves orally, through drawings, games, etc.

Kids’ Web Gang in…

With the purpose of stimulating the pleasure of reading before introducing children into proper literacy, level 3 of this series presents the section Kids’ Web Gang in…, which is a series of four stories about the adventures of a group of children in comic format. Their interpretation is done through the observation of pictures or by listening to the audio CD which, apart from a detailed array of natural sounds in the background, contains the dialogue of the characters in a natural and authentic way – that is, adequate to the children’s age.In this section, as in the case of the double spreads in the opening pages, the illustrations can also be widely explored, stimulating the children to put their creativity into practice through the interpretation of the pictures which they can relate to their own life experience. You can also encourage them to produce alternative endings to the story, orally or in the form of a drawing or through role play activities.A section called Work it out! on the following page, presents one or two comprehension activities and integrates the content studied in the two previous units. These activities were planned to carry out reading in a fun and entertaining way. You should always try to keep a very playful atmosphere in the classroom which is essential for learning to take place at this stage.The Kids’ Web Gang is made up of the following characters:

JessShe loves

fashionable clothes and wears stylish

glasses.

MIKeHe cares about nature and the environment.

sueShe is interested in good, healthy

eating habits.

RICKHe loves

technology and computers.

TOMHe practises sports and attends sports events whenever he has the opportunity.

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Glossary

At the end of the Course Book, there is an A-Z Glossary with the core vocabulary of each unit. Foster the use of this glossary from the very beginning of the course and always remind your children that this is a tool they can use for extra help on a permanent basis.

Language Summary

With a unit-by-unit organisation, this summary of the functions and expressions studied along the book can be used both by children as a classroom reference and by parents as a follow-up checklist.

Rubrics

After the Glossary, there is a list of commands that helps children understand activity instructions. This list is particularly useful for children to do their homework, especially those with parents who cannot speak English.

15

Classroom Language

At the end of the Course Book, there is a list of the main commands and phrases used in the classroom. Recorded on the audio CD, this content needs to be used from the beginning of the school year, especially if children are new to English. The aim is that learners can memorise and learn how to pronounce these useful phrases.

Extra Fun

After the Classroom Language section in this level, practice activities of the topics studied are presented on the following pages and can be done as homework. In this case, it is important to check that the children understand what they have to do, by explaining each activity in detail and giving examples. Remember that parents or tutors who help children do their homework do not necessarily speak English.The pages in this section are detachable and there is a blank for the learner’s name; so you can choose to take the detached pages home to correct the activities afterwards or use them for evaluation purposes.

Webby, the Kids’ Web Character

Webby, a fun boy who is interested in new technologies, will accompany the children throughout the five levels of the series. He will also be present on the Kids’ Web website, interacting with the children when using augmented reality.

To learn more about augmented reality, access kidswebgang.com.ar/AR site.

16

Kids’ Web in the Classroom

To help with classroom management and organisation, follow the suggestions below:

Correction and EvaluationWhenever possible, conduct whole-class correction, but try to check the activities in the Course Book to help children with their learning. Correction time is also an excellent opportunity to practise pronunciation. Always praise children’s progress and avoid comparing different children’s performances because every child has his / her own learning style and personal preferences. Observe learners’ progress when you watch them work in the classroom and evaluate their production. Remember that children show what they have learned in different ways. Observe them and take note of their progress. Pay attention to learners who remain silent. It is important that you get to know them and help them when you deem appropriate. Silence may sometimes mean shyness, lack of assimilation of content or lack of comprehension of what has to be done, among other factors.

Classroom Rules PosterMaterials needed:

n Cardboard or cardn Felt tip markers in different coloursAgree with your learners on a number of classroom rules for the English class. It is important to come to an agreement on these rules and not to impose them on the children. Once the rules are agreed upon, they must be written down on the classroom rules poster.

Some suggested classroom rules: n Try to speak English in class most of the time.n Don’t raise your voice unnecessarily.n Raise your hand when you want to say something.n Put your school objects away when the class is

over.n Always bring your books to class as well as other

school material required by your teacher.n Always do your homework on time.

n Don’t speak to your classmates when the teacher is explaining the lesson.

n Ask your teacher to repeat what you cannot understand.

Extra School Supplies BoxIf you work in a room especially devoted to English lessons or have your own shelves in a regular classroom, you can always have the following material available to help you with everyday class work:n A glue stick n Coloured crayonsn A pair of scissorsn A pencil sharpenern Sellotapen Some sheets of blank papern Old magazines (with useful pictures of animals,

clothes, food items, etc.)n Markers and highlighters

The materials listed above can be arranged in a shoe box with a lid for better storage and preservation. When a child forgets to bring some of these school supplies, he / she will be able to make use of the extra ones in the box. This will prevent him / her from remaining idle. Another shoe box can be used for a Lost and Found section in the classroom.

Secretary of the DayYou can ask different children to be the designated Secretary of the Day to stir their attention and foster their commitment in the class. Secretaries will help you in practical tasks such as collecting homework, aiding other children with classwork, helping with classroom organisation, cleaning the board, etc. Fast finishers can be appointed monitors and help their classmates finish their activities.

RoutinesChildren appreciate and need routines to feel guided and safe in the classroom. In third year of Primary School, you can start the class by writing on the board: ‘Today I feel...’ and draw different expressions such as: happy , sad , etc. and circle the one that best represents how most of the children in the class

17

feel that day. Apart from this, you can add weather information on the board and ask different children to help you with this. Using the board judiciously is a must when teaching. Try to determine the areas on the board where you will always write examples, draw pictures, assign homework or collect learners’ examples. A clear, systematic and logical organisation of the board can definitely contribute to successful teaching and consequently to promoting successful learning habits. Remember to use big and clear letters when writing on the board, at least during the initial months.

Word BoxChildren frequently feel curious about how to say certain words in English and even look up their meanings. For better organisation, you can draw a box on the upper right-hand corner of the board and write Word Box at the top. You can use this area of the board to make a list of new words that do not appear in the Course Book. A Word Box can become a picture dictionary (Pictionary), a wall poster with recently learned words or a mini-glossary in the children’s notebooks. The number of lexical items included in this Word Box will depend on the motivation of the children and on the time available for extra work in each class.

Picture DictionaryMaterials needed: n A 50-sheet notebookn A glue stickn Old magazines containing pictures to cut and

pasten Colour felt-tip pensn A black pencil

Procedure:Show a ready-to-use notebook to the class so that they understand the project. The front cover must be labelled with the name of the class (for example, 3rd year A) and have the words Picture Dictionary as a title. Explain that this notebook will be used to create a dictionary with pictures for everybody to share.The Picture Dictionary is a yearly project and the process is more important than the final product. You do not need to follow a strict line of work throughout

the year and you can make as many changes as you need. At the end of the class, you rewrite each new word in the Word Box at the top of a blank page of the notebook. Then you choose one child – or a group of children – to find or make an appropriate illustration related to each new word and glue it on the corresponding page of the Picture Dictionary.Another way of making the Picture Dictionary is to ask the children to bring illustrations of objects, animals, places, etc. whose names they would like to know in English. During the class, both the written form and the pronunciation of these new words are taught and the children add them in the Picture Dictionary next to the pictures they have brought.The latter procedure gains relevance if you ask the children to bring photos or illustrations of words related to the unit topic. For example: ‘For next class bring pictures of wild animals whose names you would like to know in English’. In this way, the Picture Dictionary is more organised and the project more in line with their learning objectives.

Word Board (Classroom Poster)Materials needed: n Light-coloured cardboard or cardn Colour felt-tip pensn Sellotape to fix the Word Board on one of the

classroom walls

Procedure:The words included in the Word Box every class should be included in the Word Board too. You should at least choose the most relevant ones to be added. In some cases, just the word in English is enough as a reminder, whereas in some others the translation or a simple illustration could also be added.

Student’s Mini-DictionaryMaterials needed:A paperback notebook per child or just some pages of the children’s English notebook

Procedure:Ask the children to note down all the words included in the Word Box of the day together with their translation or a picture that represents their meanings.

18

Kids’ Web and Working with Values

The first years in Primary School are essential in the character development of children. The English teacher needs to help with the values acquired at this stage.Each level in the Kids’ Web series includes suggestions for Project Work related to certain units in the Course Book that promote the following values:Honesty: Telling the truth, admitting to one’s own mistakes, acting according to one’s beliefs and keeping promises.Tolerance: Respecting other people’s opinions, beliefs and feelings.Responsibility: Doing one’s homework on time.Kindness: Being interested in other people’s feelings and well-being.Good Manners: Showing respect to others through kindness and good manners.Self-respect: Showing respect to oneself to generate mutual respect.Perseverance: Striving to achieve one’s goals.Respect: Not doing unto others what you would not like others to do unto you.Human Dignity: Caring for other people’s well-being, virtues and values.Gratitude: Being grateful to others for their help.

Kids’ Web Games Bank

Teachers frequently need extra help and creativity in their classes. For example, when there are five minutes left before the end of the class, when many children are absent before a long weekend, when the teacher wants to motivate children and the like.Children not only have fun when playing games in the classroom, but also learn better and relate the foreign language to something fun. That’s why Kids’ Web offers teachers a games bank which does not require the use of sophisticated material or any previous preparation.

Hot PotatoMaterials needed: A soft ball or paper ball

Procedure: Tell the children they are going to play the hot potato game. Play an audio CD or sing a song. In the meantime, the children must pass the ball to one another. Interrupt the song suddenly and the child who holds the ball must do what you ask him / her to do (see suggested tasks below). After this task is done, the game starts over again.

Suggested tasks: n Answering a question n Counting up to a certain numbern Naming five animals (or vocabulary items related

to some other topic)

Tic Tac ToeMaterials needed:Pieces of chalk and a boardProcedure:Divide the class into two groups: one group will have crosses (X) and the other will have naughts (0) to play this traditional game. After this, draw a tic tac toe grid on the board and write the numbers 1 to 9 in this way:

1 2 34 5 67 8 9

In order for one of the members of a group to be able to place an X or a 0 in a box, he must do the task that corresponds to the box number the group has previously selected (see suggested tasks below).

Suggested tasks (number the tasks 1 to 9 for easier reference):1 Naming three colours2 Counting from 1 to...3 Asking a question4 Naming a toy5 Asking the name of one of the members of the

other group6 Singing a song7 Counting the number of pens or pencils in

somebody’s pencil case8 Naming an object in somebody’s backpack9 Naming two food items

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Backpack GameMaterials needed:The children’s backpacks with school items insideProcedure:Ask the children to look for different things in their backpacks and show them to you (for example: a purple pencil, a red pencil case, a pink eraser, a short ruler, a blue marker, etc.). The winner is the child who can show the most items.

Running dictationMaterials needed:Sheets of paper (with the words of the dictation written on them) stuck on a wall far from the children, colour markers and sellotape

Procedure:Divide the class into groups of four or five. Each group must have at least one marker and a sheet of paper. The groups are arranged in queues. When you give the start signal, the first child in each queue must run to the opposite end of the classroom and read the first of a series of words written on the sheets of paper stuck on the wall. He / she must get back to his / her queue as quickly as possible, write that word down on his / her group’s sheet of paper, and then pass the marker on to his / her partner, who will proceed in the same way. The group who finishes first and has the highest number of correctly written words is the winner.

Drawing dictationMaterials needed:Some blank sheets of paper and pencils

Procedure:Conduct a conventional dictation but instead of writing the words for the items, have the children draw them.

Complete the PhraseMaterials needed:A small soft ball or paper ball

Procedure:Name a colour or any other adjective and throw the ball to one of the children. The child who gets it must add a noun to the adjective. For example, the teacher says: ‘red’ and the child who gets the ball says: ‘red apple’.

Clap the Odd Word OutMaterials needed:None or flashcards if the teacher prefers to work with pictures

Procedure:Name items belonging to the same lexical group (for example, colours). Among these words, include one which does not belong to the same category (for example, if you are naming colours, you can include a number). The children must clap their hands when they hear an odd word. For example, if you say: ‘Red, purple, white, nine, green’, the children must clap their hands when the teacher says ‘nine’.You can also show flashcards when you say the words to help the children who need some visual support.

Kids’ Web 3 Lesson Plan

Two-month Lesson Plan (see Map of Contents for more detail)

1st term Units 1 and 2

2nd term Units 3 and 4

3rd term Units 5 and 6

4th term Units 7 and 8

Three-month Lesson Plan (see Map of Contents for more detail)

1st term Units 1, 2 and 3

2nd term Units 4, 5 and 6

3rd term Units 7 and 8

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Kids’ Web Annual Lesson Plan

To help you out throughout the school year, the authors have designed a tailor-made lesson plan for you. You just have to write out the dates on the first column. You can add the dates or weeks that you need according to the teaching periods per week you have at your school.

Date Unit Topic Language Focus Vocabulary Extra Activities Special Dates Notes

1Feelings How are you today?

I’m…happy, sad, tired, hungry, scared, sick

n Suggestions in the Teacher’s Book

n Student’s CD-ROM

n Website

n Teacher’s CD-ROM

2Parts of the house

Furniture





n Website



3Places around town

Where’s the…?It’s opposite / next to / between




n Website


4Numbers 11 to 20

How many…?Twelve plus seven is nineteen.Fourteen minus two is twelve.




n Website



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It is advisable to mark in the lesson plan the activities that you have already done in class or the ones you are planning to use. This will help you get better organised and will also provide you with a clear picture of how your classes have been developing and what to modify in the future. Apart from this, you can also include some special dates in your lesson plan that you can devote to other activities such as revision, remedial work and evaluation.


1Feelings How are you today?

I’m…happy, sad, tired, hungry, scared, sick



n Website


2Parts of the house

Furniture





n Website



3Places around town

Where’s the…?It’s opposite / next to / between




n Website


4Numbers 11 to 20

How many…?Twelve plus seven is nineteen.Fourteen minus two is twelve.




n Website



22


5Farm animals

Adjectives


cow, chicken, duck, horse, pig, lambthin, fat, big, small, beautiful, ugly



n Website


6Alphabet Could you spell…,

please?alphabet letters n Suggestions in the

Teacher’s Book


n Website



7Occupations What do you want

to be?I want to be a…




n Website


8Means of

transportation





n Website



Kids’ Web Annual Lesson Plan

23


5Farm animals

Adjectives


cow, chicken, duck, horse, pig, lambthin, fat, big, small, beautiful, ugly



n Website


6Alphabet Could you spell…,

please?alphabet letters n Suggestions in the

Teacher’s Book


n Website



7Occupations What do you want

to be?I want to be a…




n Website


8Means of

transportation





n Website



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Unit Notes

Suggestions for the First ClassBefore you start working on the first unit in the Course Book, it is advisable to carry out some warm-up activities which contextualise the learning of the language and help teacher and children to come to an agreement on classroom rules. These activities do not involve the use of the Course Book since many times not all the children have it at the very beginning of the school year.For the first class, we suggest a game that works as vocabulary revision of the items studied the previous year and also as a fun way to practise English with the group.

Suggestions for the Second ClassIf the children do not have the Course Book yet, we suggest a game for the children to get to know Kids’ Web and its resources.Take magazine cutouts with pictures of people of different sex, race, age and physical characteristics. Place the cutouts in a box. Hand out blank sheets of paper and ask the children to work with colour pencils.Ask a volunteer to choose a magazine cutout, take a look at it and describe it orally to the rest of the class for them to draw a composite sketch. For example: ‘She is a girl. She has got long, brown hair and green eyes. / He is a man. He has got short, black hair and black eyes.’You can also start the game by reading a description of a person and drawing the sketch on the board at the same time. In the end, exhibit the composite sketches together with the original pictures.

When you want your children to open their books, we suggest you use the command: ‘Open your books on page…’ and write the given page number on the board. Some children might not know or remember the numbers in English.

1 How are you?

Pages 4 and 5Warm up!u Ask your children to open their books on page 80. u Tell them that for classroom communication there

are some useful expressions they will have to use frequently and that they are going to learn these expressions today.

u Go over the different pictures in the Classroom Language section and ask the children what they think the characters are doing in each case.

u Play track 54 on the audio CD twice, making a pause after each situation for the children to repeat.

u Take four extra pictures that represent the situations on this page (for example, a drinking fountain, toilet doors with the ‘boys’ and ‘girls’ signs on them, a mouth saying something and a clock telling the time) and show them to the class.

u Explain to the children that when you show them one of the pictures, they have to use the corresponding phrase. For instance, when you pick the drinking fountain, they have to say: ‘Can I drink some water, please?’; when you show them the mouth speaking, they have to say: ‘Can you repeat that, please?’, and so on and so forth.

Classroom LanguageCan I drink some water, please?Can I go to the bathroom please?Can you repeat that, please?Sorry, I’m late.

Audioscript 54

1 Look and listen. u Explore the picture with the children and

ask them questions such as: ‘Where are the children? What is going on? What are the children watching on TV? How do you think they are feeling? Happy? Scared? Sad? Sick?’ Encourage the children to answer the questions in English. Give them time to reply and do not correct them at this point.

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u Write some of the words the children mentioned on the board.

u Ask the children to cover the speech bubbles and listen to the audio CD to see if some of the words you wrote on the board are mentioned.

u Play track 2 on the audio CD and ask the children if they spotted some of the words on the board.

u Play track 2 again and ask the children to point at each of the children in the picture as they speak.

u Repeat the procedure once again, pausing after each child speaks and ask the class to repeat.

Woman: How are you?

Boy 1: I’m sick.

Girl 1: I’m scared.

Girl 2: I’m hungry.

Audioscript 2

Answer key

The children look at the pictures and listen to the audio CD.

2 Listen and say. u Ask the children to have a look at the pictures

and encourage a few of them to make gestures expressing the different feelings in the pictures.

u Play track 3 on the audio CD, pausing it after each phrase and asking the children to repeat.

u Repeat the procedure until the children pronounce the phrases correctly.

happy, sad, tired, scared, hungry, sick

Audioscript 3

Answer key

The children listen and repeat the words they hear.

3 Find. u Challenge the children to find and point at

items in the pictures whose names in English they already know. Make sure you name items they can mention.

u Say, for example: ‘Find… a dog, a book, three girls, two boys, a doll’. Depending on the level of the class, you can ask more complex questions like: ‘How many girls / boys? What colour is the dog?’

Answer key

The children find items in the pictures whose names in English they already know.

Extension vocabulary

This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future; in this unit mostly words related to pieces of furniture and home accesories: lamp, desk, door, doormat, rug, couch, TV set, vase, window, coffee table, box.

Pages 6 and 74 stick. u Go through the words in this activity with the

children, making gestures to represent each feeling.

u Ask the children to open their books on the Unit 1 Stickers section, page 98 at the end of the Course Book , have a look at the stickers and place them where they belong.

u Check the answers by saying the words out loud and asking the children to mime the corresponding feelings. Also have a look at the children’s books individually.

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Answer key

The children place the stickers where they belong.

5 Tick Yes or NO. u Tell the children to look at the words and the

pictures and see if they match. If they do, they will have to tick YES and if they don´t, they will have to tick NO.

u To check the answers, point to each picture and ask: ‘Is she sad? Is he tired?’ and so on. Lead the children into answering: ‘Yes’ or ‘No’. If the answer is ‘No’, they will have to provide the right answer. For example, when you ask about the second item in this activity: ‘Is he tired?’, they will have to answer: ‘No, he is hungry.’

Answer key

6 Look and complete. u Ask the children to have a look at the pictures

and ask them how the people are feeling in each case.

u Now tell them to complete the words with the missing letters.

Answer key

1. I’m happy!

2. I’m scared!

3. I’m hungry!

4. I’m very tired!

5. I’m sad!

6. I’m sick!

7 Listen and check. u Ask the children to listen to the audio CD and

check if their answers in the previous activity were correct.

u Play track 4 on the audio CD, pausing alter each sentence for the children to check their answers.

u Play track 4 once again, this time pausing for the children to repeat. At the same time, write the correct answers on the board for the children to check spelling.

1. I’m happy!

2. I’m scared!

3. I’m hungry!

4. I’m very tired!

5. I’m sad!

6. I’m sick!

Audioscript 4

27

1. My name is Cindy. I’m sad!

2. I’m Paul. I’m scared!

3. My name is Ray. I’m happy!

4. I’m Lilian. I’m tired.

Audioscript 5

Answer key

The children draw a sad face, a scared face, a happy face and a tired face.

9 Draw. u Write the word happy on the board and ask the

children: ‘What makes you happy?’ u Give them examples of people or things that

make you happy or show them pictures of happy people with things or people that make them happy for the children to understand the meaning of the question. Say: ‘My family makes me happy. Books make me happy. My pet makes me happy.’ etc.

u Allow some time for the children to answer. If they answer in Spanish, provide them for the English equivalents so that they can give complete answers in English.

u Help the children draw a picture of the things and / or people that make them happy.

Answer key

The children draw a picture of the things and / or people that make them happy.

10 Play. u Tell the children they will play a game. Ask them

to get together in pairs and provide a coin for each pair.

u Now tell them to get a blank sheet of paper, divide it into two parts and write one name

Answer key

The children check the answers to the previous activity.

Extension activity

The previous class, tell the children to bring magazines.

After completing activity 7, ask them to get together into groups of five and hand in a piece of white cardboard to each group.

Tell them to cut down pictures which represent the different feelings studied in this unit: tired, sad, sick, hungry, happy, scared, glue them on the piece of cardboard and write down the corresponding adjectives.

If you wish, you can also tell them to draw pictures representing the feelings instead of cutting down and gluing pictures.

When the activity is finished, display the pictures on the classroom walls.

Pages 8 and 98 Listen, circle and draw.u Ask the children to look at the pictures and the

words. For each picture, there are two words. Tell them they will listen to one of these words on the audio CD and will have to circle the one they hear.

u Play track 5 on the audio CD, pausing after each child speaks for the children to circle the corresponding word.

u Play track 5 again for the children to check their answers.

u Now ask them to draw the expression representing the word chosen on the children’s faces.

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in each part. They will use that sheet to write down their scores.

u Instruct them to look at the board game and place an eraser or any other object on the Start square.

u Tell them what ‘heads’ or ‘tails’ mean by showing them the two faces of a coin.

u Explain the game. The first child tosses the coin. If it falls heads up, he / she goes forward two squares; if it falls tails up, he / she goes forward only one square. Once in that square, his / her partner has to ask: ‘How are you?’. If the answer matches the feeling represented in the square, he / she wins a point which must be written down in the score sheet. If the coin falls on the You’re lucky! square, the child who tossed the coin, goes forward 2 squares. If the coin falls on the Sorry! square, he / she goes backward 2 squares. The winner is the child who gets to the The End square first.

Answer key

The children play the game.

Extension activity

Ask one of the children to go to the front of the class and tell you one of the adjectives in activity 4 in your ear. Now ask him / her to mime that adjective for the rest of the class to guess what it is. The child who guesses the adjective, goes to the front of the class to mime another one and so on. Make sure all the adjectives are practised more than once and most of the students have had the opportunity to guess the adjectives.

Pages 10 and 1111 sing. u Play track 6 on the audio CD for the children to

hear the song. u Read the verses of the song slowly or play the

audio CD, pausing after each verse to mime the

movements mentioned: clap your hands, stamp your feet, shout: ‘Hooray’ for the children to understand the meaning of the words. Ask the children to imitate your movements as they hear them.

u Now play the audio CD again, pausing after each verse for the children to repeat.

u Play track 6 once again and ask the children to sing along while making the choreography movements at the same time.

If you’re happy and you know it

If you’re happy and you know it, clap your hands!

If you’re happy and you know it, clap your hands!


and you really want to show it,

if you’re happy and you know it, clap your hands!

If you’re happy and you know it, stamp your feet!

If you’re happy and you know it, stamp your feet!



if you’re happy and you know it, stamp your feet!

If you’re happy and you know it, shout Hooray!

If you’re happy and you know it, shout Hooray!



if you’re happy and you know it, shout Hooray!

If you’re happy and you know it, do all three!

If you’re happy and you know it, do all three!



if you’re happy and you know it, do all three!

Audioscript 6

Answer key

The children sing and follow the choreography.

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Optional activity

Divide the class into three groups so that each group sings one of the stanzas of the song, making the corresponding movements.

12 Find and colour. u Tell the children to look at the picture of the

spiral wordsearch. Also tell them there are many words in that wordsearch but that they will have to colour just the ones in the boxes, which are the adjectives expressing feelings learned in this unit.

u To check the answers, look at the children’s wordsearches in their books individually.

Answer key

Extension activity

Do some revision work with your children by asking them to find all the words they have learned in English.

Write all the words provided on the board and ask different children to draw a picture representing them.

13 Listen. u Ask the children to look at the picture. u Play track 7 on the audio CD. u Now ask the children how the girl is feeling

(happy).

Boy: How are you today?

Girl: I’m happy!

Audioscript 7

Answer key

The children listen to the audio CD.

14 Now, you! u Ask the children to go round the class asking

different classmates how they are feeling and answering them.

Answer key

The children ask different classmates how they are feeling and answer that question.

30

Extension activity

Ask the children to put their desks aside and stand in a circle in the middle of the classroom. Give three pencils to three children: one blue, one red and one yellow.

Play any song you want and ask the children to pass the pencils on to the classmates to their right, in the Hot potato game style. When the music stops, the child who is holding the yellow pencil must mime one of the feelings studied in this unit. The child who is holding the blue pencil must ask the one with the red pencil: ‘How are you today?’ and he, in turn, has to give the right answer.

Play the song again and repeat the procedure several times.

Ask the children with the yellow pencil to mime different feelings so that the class has the opportunity to practise all of them.

Homework

Extra Fun 1, pages 81 and 82.

2 My house

Pages 12 and 13Warm up!u Draw the outline of a house and a block of flats on

the board. u Ask the children: ‘Do you live in a house or in flat?’u Now ask them to go to the front of the class and

write their names in the house outline or the block of flats outline according to the place where they live.

u Count the number of children who live in a house and the number of children who live in a block of flats and write down the number below the outlines on the board.

1 Look and listen. u Explore the illustration with the children and

ask: ‘What can you see in the picture: a house or a block of flats? What is there in the garden? What are the children doing? Which toys can you see? What would you like to do if you lived there? Find… a window, a train, a TV set, a telephone, a dog, a boy, a bike. How many boys / bikes / TV sets are there? What colour is the dog / the telephone?’

u Tell the children to cover the speech bubbles, listen to the audio CD and identify which game the children in the picture are talking about.

u Play track 8 on the audio CD and ask the children if they identified the toy mentioned (the ball).

u Play track 8 again and now ask the children where the ball is (in the bedroom). Finally play the audio CD again and ask the children to repeat.

Boy: There’s a ball in my bedroom. Let’s play!

Audioscript 8

Answer key

The children look at the picture and listen to the audio CD.

2 Listen and say. u Ask the children to look at the pictures in the

vocabulary box. u Play track 9 on the audio CD, pausing after

each part of the house and asking the children to repeat.

u Repeat the procedure until the children pronounce the words correctly.

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living room, bedroom, kitchen, bathroom, yard

Audioscript 9

Answer key

The children listen to the audio CD and repeat the words.

3 Find and point. u Ask the children to find and point at elements

in the pictures whose names in English they already know. Make sure you ask for elements they have already studied.

u Say, for example: ‘Find… a window, a train, a TV set, a telephone, something red, a dog, a boy, a bike.’

u According to the level of the class, you can decide to ask more complex questions like: ‘How many boys / bikes / TV sets are there? What colour is the dog / the telephone?’

Answer key

The children find elements in the picture whose names in English they already know and point at them in the picture.

Extension activity

Tell the class that they have 30 seconds to watch and remember as many details from the picture as possible. When the time is over, ask the children to close their books and ask them these questions:

Where is the dog? (In the yard.)

Is there any fruit in the kitchen? (Yes.)

Is there a girl in the bedroom? (No.)

Is it day or night? (Day.)


This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future like pieces of furniture, home accessories and items of decoration like: armchair, bed, ceiling fan, curtain, fence, kitchen cabinet, mirror, oven, refrigerator, roof, shower, sink, stove, telephone, toilet, TV set, wallpaper.

Pages 14 and 15 Look and listen. u Ask the children to look at the pictures. u Play track 10 on the audio CD, pointing at the

pictures as you listen. u Call the children’s attention to the fact that

there is is used with singular nouns and there are with plural nouns.

u Play track 10 again, pausing after each phrase for the students to repeat. Correct pronunciation when necessary.

u Tell the children that a / an can be used instead of one.

There is a bathroom.

There are two bedrooms.

Audioscript 10

Answer key


32

Answer key

4

5

32

1

5 Listen and circle. u Ask the children to look at the picture and say

the names of the rooms of the house in English. u Now ask them to find the items requested in

each sentence. u Lead them into reading the phrases and circle

the correct option in each case. u Check the answers orally.

Answer key

1. bedroom

2. living room

3. kitchen

4. yard

Extension activity

Draw a dividing line in the middle of the board. On the left-hand side, write: There is… and on the right-hand side, write: There are…

Ask a volunteer to produce a sentence about different objects in the classroom. For example: ‘In my classroom there is a door.’ Write: a door on the left, under the heading: There is…

Ask another child to repeat the phrase created by the first child and add another idea. For example: ‘In my classroom there is a door and there are three windows.’ Write: three windows on the right-hand side, under the heading: There are…

The next child repeats the phrase created by the first two children and adds new information. For example: ‘In my classroom there is a door, there are three windows and two blackboards.’

Carry on with the activity until all the children have had the chance to participate.

4 Look, listen and number. u Ask the children to have a look at the pictures

and identify the different rooms / parts of the house in each of them: kitchen, living room, etc.

u Play track 11 on the audio CD, pausing after each word for the children to number the pictures in the order they hear them.

u To correct this exercise, you can ask: ‘Number one?’ and the children answer the question: ‘There’s a kitchen.’ and so on.

1. There’s a big kitchen.

2. There’s one living room.

3. There are three bedrooms.

4. There’s a yard.

5. There are two bathrooms.

Audioscript 11

33

Pages 16 and 17 6 Listen, point and say. u Ask the children to have a look at the pictures

and say whether they are pieces of furniture, for example, table or appliances, for example, refrigerator.

u Play track 12 on the audio CD, pausing after each word is mentioned for the children to repeat and point at them in the picture. Correct pronunciation when necessary.

chair, table, refrigerator, stove, couch, shower, bed

Audioscript 12

Answer key

The children listen to the audio CD, point at the pictures and repeat.

7 Number. u Tell the children that each appliance is

generally located in a different room in the house.

u Ask: ‘What is there in a bedroom?’ Let the children answer freely: ‘a bed, a bedside table, etc.’

u Now ask them to match the pieces of furniture / appliances listed in exercise 7 to the rooms of the house provided. Remind them that these appliances / pieces of furniture can be found in more than one room in the house.

u To check the answers, write the sentence: There’s a in the . Say: ‘shower’ and lead the children into saying: ‘There’s a shower in the bathroom.’

Answer key

1. kitchen: stove, refrigerator, table, chair

2. bedroom: bed

3. bathroom: shower

4. living room: couch

8 Read, look and stick. u Read the text aloud and ask the children to

follow along in their books. u Ask them to look at the house plan and identify

the rooms in the house and say them aloud in English.

u Now tell them to open their books on the Unit 2 Stickers section, page 98, at the end of the Course Book and look at the pictures there.

u Point at each sticker and ask the children to name the items in English and stick them where they belong in the picture of the house plan.

u To check the answers, say: ‘couch’ and ask the children to answer: ‘There is a couch in the living room.’

Answer key

The children place the refrigerator, stove, table and chairs stickers in the kitchen, the bed sticker in bedroom 2 and the couch sticker in the living room.

Extension activity

Broken phone game

Ask the whole class to stand in one long line to play the broken phone game. Explain that you will whisper a phrase in the ear of the last child in the line. That child will whisper the same phrase in the ear of the child in front of him / her, who, in turn will repeat the phrase in the ear of the child in front of him / her and so on till the phrase reaches the first person in the line. When that happens, the first child in the line must say the phrase he heard to the whole class. Suggested phrases:

‘There’s a dog in the bedroom.’

‘Dad’s in the yard.’

‘There are two cats in the kitchen.’

‘Mum’s in the living room’.

At the end of the game, reveal the phrase you said, which will probably be quite different from the one the first child in the line said.

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Pages 18 and 199 Look and write. u Ask the children to look at the picture and

describe it, using the structure: There is… / There are…

u Explain that the family in the picture is moving and that their belongings are in the yard.

u Tell the children that they have to complete the sentences according to what they see in the picture.

u To check the answers, write them on the board or ask different children to do it.

Answer key

1. There’s one refrigerator.

2. There’s one stove.

3. There are two tables.

4. There are eight chairs.

5. There are three beds.

6. There’s one couch.

10 Game u Read the title: Rooms and objects and make

sure the children understand the meaning. u Read the dialogue aloud and ask the children to

read along in their books. u Ask the children to play this game in pairs:

child A says the name of an object (piece of furniture or appliance) and child B says the room where this object is usually found. Then child B names an object and child A names the room where the object is commonly found.

Answer key

The children practise these dialogues in pairs.

Optional activity

Organise the whole class in a circle. Choose a child to start the game.

Explain that the first child must say the name of a piece of furniture or an appliance. The child to his / her right, must say in which room this object is usually found. If he / she is wrong, he / she must get out of the circle and the child to his / her right, must provide the correct answer.

Explain that the child who provides the name of the room must give an answer in 10 seconds. The game goes on until only one child remains in the circle.

11 sing. u Play track 13 on the audio CD for the children

to get to know the song. Then, ask the children to identify the objects mentioned in each verse.

u Play track 13 again, pausing after: There’s a couch in the…’ and ask the children to complete the verse. Repeat the procedure with the rest of the verses.

u Now play the audio CD once more and ask the children to sing along.

There’s a couch in the living room,

living room, living room.

There’s a bed in the bedroom,

bedroom, bedroom.

There’s a stove in the kitchen,

kitchen, kitchen.

There’s a shower in the bathroom,

bathroom, bathroom.

And my dog is in the yard,

yard, yard.

Audioscript 13

35

Answer key

The children listen to the song and sing along.

Variation

To make activity 11 more interesting, you can divide the class into two groups and act as an orchestra director, pointing at one half of the group or the other to indicate they have to sing or remain quiet: first one group, then the other group, then both of them together.

Homework



Pages 20 and 21Are you ok?u Ask the children to look at the pictures and

remember the names of the Kids’ Web Gang characters. In case the children happen to be working with the Kids’ Web series for the first time, introduce the characters. Refer to page 13 in this Teacher’s Book if necessary.

u Ask the class: ‘In the first picture, what are the children doing? (Skateboarding.) How do you think they are feeling? Happy? Tired? Sick? Who is helping them out? (Rick’s mum.) What happens afterwards? (Rick takes the medicine and feels well again.)

u Play track 14 on the audio CD.u Ask: ‘How is Rick feeling? (Sick.) Are Mike and Tom

worried? (Yes.) What does Rick’s mum do when she realises her son is sick? (She gives him the medicine.) What do the children do after Rick takes the medicine? (They play video games.) How do they seem to feel in the last picture? (Happy.)’

u Play track 14 once again, pausing after the dialogue in each picture and comment on what is happening.

Picture 1

Mike: Hey Rick, are you ok?

Rick: I don’t know. Let’s go inside.

Picture 2

Rick’s mum: Are you ok, honey?

Rick: Oh, Mum… I’m sick.

Picture 3

Rick’s mum: Here you are!

Rick: Thank you, Mum.

Picture 4

(video game noises)

Mike: Watch me… Yeah!

Tom: Great!

Rick: Mum, I’m hungry!

Picture 5

Rick’s mum: Hot dog and juice?

Boys: Yummy!

Audioscript 14

Working with values

Solidarity and cooperation

Ask the children what they think about the way Mike and Tom reacted when they realised Rick wasn’t feeling very well.

Call the children’s attention to the fact that Mike and Tom could have behaved differently when Rick felt sick (they could have left Rick alone at home, for example). Ask why Mike and Tom stopped playing with the skateboard (to keep Rick company).

Explain that this attitude shows solidarity, which must be practised among friends.

Ask the children to give you examples of solidarity and cooperation among friends.

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Extension activity

Dramatisation

Divide the class into groups of four children and ask them to practise the Kids’ Web Gang dialogue for the following class.

Work it out!

1 Write. u Ask the children to look at the pictures and

complete the sentences with the words in the box.

u To check the answers to this exercise, ask: ‘Where are the boys?’ and lead the children into answering: ‘The boys are in the yard.’ Repeat the procedure with the rest of the sentences.

Answer key

The boys are in the yard.

Rick is in the living room.

Mum is in the kitchen.

2 unscramble and match. u Ask the children to look at the pictures and ask

them how the characters are feeling in each of them.

u Now tell them that to discover how the characters are feeling they must unscramble the words in each sentence. Then they have to match the sentences to the pictures.

Answer key

yard

sick

happy

hungry

living room kitchen

3 My town

Pages 22 and 23Warm up!u Write the word: town on the board. Below, write

the names of towns or cities the children in your class probably know about.

u Ask the children in which town or city they were born and if they mention one you haven’t written on the board, write it down.

u Then draw a house and below the picture, write: my house. Next to the house, draw other houses and write: my neighbourhood. Make sure the children understand the three terms: house, neighborhood and town.

Mention, for example, the case of children who miss classes because they are sick and how his / her classmates can help them by paying them a visit and / or giving them the homework assigned or how important it is to explain a classmate an exercise he / she has not understood. Those are good examples of solidarity and cooperation they must try to practise all the time.

37

1 Look and listen. u Ask the children to look at the picture carefully

and ask: ‘Who can you see in the picture? (A man, a boy and a girl.) Which means of transport are they using to travel? (A balloon.) What are they watching? (The town.)

u Tell the children to cover the speech bubbles, listen to track 15 on the audio CD and try to find out what the boy is pointing at.

u Now ask them if they found out what the little boy is pointing at: a shopping mall.

u Play track 15 again, pausing after each person speaks and ask the children to repeat.

u Choose a couple of places in the picture, point at them and ask: ‘What’s that? (A supermarket.) Tell the children they will learn the names of different places in a town in this lesson.

Mr. Crawford: Look, kids! That’s my town!

Girl: Hey, what’s that?

Boy: It’s a shopping mall.

Audioscript 15

Answer key



vocabulary box and see if they guess what they mean: shopping mall, supermarket, cinema, park, bank, bakery. Tell them that most of them are very similar to their Spanish equivalents.

u Play track 16 on the audio CD, pausing after each word for the children to repeat. Correct pronunciation when necessary.

shopping mall, supermarket, cinema, park, bank, bakery

Audioscript 16

Answer key

The children listen to the audio CD and repeat the words they hear.

3 Listen and point. u Ask the children to find and point at the

elements you mention in the picture. u Ask: ‘Where is the shopping mall? Where is the

supermarket? Where is the park?’ u Explain to the children that they will listen to

three dialogues in which other places will be mentioned.

u Play track 17 on the audio CD, pausing after each dialogue and ask the children to find the places mentioned. If necessary, play the CD more than once.

1.

Boy: Look, Mr. Crawford! What’s that?

Mr. Crawford: It’s a bank.

Boy: Cool!

2.

Girl: What’s that?

Mr. Crawford: It’s a cinema.

Girl: Really? I like films.

Boy: Me too!

3.

Boy: And what’s that, Mr. Crawford?

Mr. Crawford: It’s a bakery.

Kids: We love cake!

Audioscript 17

38

Answer key

The children listen and point at the bank, the cinema and the bakery.


This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future like words related to buildings and towns such as: bench, block, bush, chimney, crosswalk / zebra crossing, flower shop.

Pages 24 and 254 Find and colour. u Tell the children that Mr. Crawford and the

children photographed another town during their hot air balloon ride, but this photograph came out in black and white and that they will have to paint it.

u Read the sentences with the children, asking them to repeat.

u Now ask them to paint the different places in the town according to the description above.

u To check the answers, ask the children to swop books with the person sitting next to them and correct them. Also have a look at the books individually.

Answer key

The children colour the bakery orange; the supermarket, red; the park, green; the bank, blue and the cinema, yellow.

Look and listen. u Ask the children to look at the pictures and

identify the places which appear there. u Ask: ‘Where is the cinema?’ and allow the

children for some time to answer. u Read the sentences in the box and ask them to

look at the pictures. u If necessary, use the picture on pages 22 and

23 to explain the prepositions and provide more examples: ‘The shopping mall is opposite the park. The hospital is next to the bank.’

u Play track 18 on the audio CD, pausing after each sentence for the children to have a look at the pictures.

u Make sure the children understand the meaning of the prepositions by asking them to provide examples: ’Juliana is between Marcelo and Pedro.’

u Play track 18 again and ask the children to repeat each phrase. Correct pronunciation when necessary.

Boy: Where’s the cinema?

Man: It’s opposite the shopping mall. / It’s next to the bank. / It’s between the bank and the bakery.

Audioscript 18

Answer key


5 Listen and write. u Ask the children to look at the places in the

picture of the town. u Call the children’s attention to the fact that

some places haven’t been labelled. u Play track 19 on the audio CD. u Ask the children: ‘Where is the bank?’ and

‘Where is the bakery?’ u Play track 19 again, pausing after each

sentence for the children to locate the places in the picture and label them.

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The bank is between the supermarket and the cinema.

The bakery is next to the school.

Audioscript 19

Answer key

BAKERYBANK

Pages 26 and 276 Read and draw. u Ask the children to look at the town map and

identify the places: cinema, bank, supermarket, park.

u Read the text aloud and ask the children to follow along in their books.

u Then ask what the ad is about: a new bakery. u Ask: ‘Where is the bakery?’ and ask the children

that, based on the information provided in the ad, locate the place where the new bakery is going to be and draw it.

u To check the exercise, ask the children to swop books. Have a look at the books individually too.

Answer key

Bakery

7 sing. u Play track 20 on the audio CD once for the

children to get familiar with the song. u Read each verse slowly and ask the children to

repeat and read along in their books. u Divide the class into five groups and tell them

each group will be responsible for a chorus: ‘Money, money, money.’; ‘Bread, bread, bread.’; ‘Food, food, food.’; ‘Trees, trees, trees.’; ‘Popcorn, popcorn.’ The rest of the song will be sung by all of them together.

u Play track 20 again and ask the children to sing the song all together except for the chorus, which will be sung only by the group who is responsible for each.

40

My town

We’re at the bank.

Money, money, money.

We’re in the bakery.

Bread, bread, bread.

We’re in the supermarket.

Food, food, food.

We’re in the park.

Trees, trees, trees.

We’re in the cinema.

Popcorn, popcorn.

We’re in the shopping mall.

The mall has it all!

Audioscript 20

Answer key

The children sing the song.

Extension activity

Ask the children to work in pairs, look at the picture on pages 22 and 23 and make up dialogues, using the prepositions they studied in this unit. For example: ‘Where’s the bakery?’ ‘It’s next to the flower shop.’

Pages 28 and 298 Look and talk. u Ask the children to work in pairs, look at the

picture and read the dialogue. u Point to the You are here sign. u Ask the children to read the dialogue and

explain that, based on the town map, they will have to practise the same dialogue, changing the name of the place each time.

u Practise the dialogue with a child as an example: ‘Excuse me! Where’s the park, please?’ ‘It’s next to the bakery.’

u Allow them some time to practise and then ask

some of the pairs to represent their dialogues for the whole class.

Answer key

The children practise the dialogue in pairs.

9 stick and play. u Ask the children to open their books on the

Unit 3 Stickers section, on page 98, at the end of their Course Books and have a look at the pictures. Ask which place in the town each picture represents.

u Now tell them to place any three stickers, one in each blank space in the Me section.

u Then, in pairs, they must ask their partners the location of the sticker they have not chosen by following the example of the dialogue on page 28.

u After that, they have to place the sticker in the My friend section according to their partner’s answers.

u Walk around the classroom and help the children carry out the activity.

Answer key

The children practise the dialogues and stick the different places in the town as they prefer.

Extension activity

Ask the children to get together into groups of four people and draw the map of the neighbourhood where the school is located.

Help the groups with the drawing of the streets and the places. Make sure they stick to a basic plan. Let them paint the map in different colours and make collages if they want.

Remind them to label the places whose names in English they already know: school, hospital, park, bakery, school, bank, shopping mall, cinema, etc.

Display the children’s works of art on the classroom walls.

41

Homework


4 How many?

Pages 30 and 31Warm up!u Draw ten circles and thirteen triangles on the

board.u Ask the class: ‘How many circles?’ and allow for

some time for the children to count the circles and revise the numbers from one to ten.

u Now ask: ‘How many triangles?’ and allow for some time for them to count the triangles, and thus, review the numbers from one to thirteen.

1 Look and listen. u Tell the children to look at the picture and ask:

‘Where are the children? What are they doing?’ u Explain that they are drawing shapes for a

Maths game. u Tell the class to close their books and listen to

the audio CD. Half the class will have to guess which shapes are mentioned in the dialogue and the other half will have to guess the quantities mentioned.

u Now ask them to open their books again and answer: ‘What is the teacher asking the boy? (The number of circles he drew.) What is the boy with the glasses asking the girl? (The number of stars she drew.)’

u Ask the children to look at the board in the picture and help them understand the mathematical operations written there.

u Play track 21 on the audio CD once again, pausing after each person speaks for the children to repeat.

Teacher: Wow! Nice work! How many circles?

Boy 1: Fifteen.

Boy 2: How many stars?

Girl: Seventeen.

Audioscript 21

Answer key


2 Listen, point and say. u Ask the children to look at the numbers in the

vocabulary box. u Now ask them to listen to track 22 on the audio

CD and pause after each figure for the children to repeat and point at them in their books.

u Repeat the procedure until you make sure everybody pronounces the numbers correctly.

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

Audioscript 22

Answer key

The children listen to the numbers on the audio CD, repeat and point at them.

3 Count. u Ask the children to find the items you mention

in the picture of pages 30 and 31. u Ask: ‘How many apples, triangles, children,

squares, etc.?’

Answer key

The children find the items you mention in the picture and count them.

42

Answer key

The children stick the word twelve on the first row; number 15 on the second; the sharpeners on the third; the word fourteen on the fourth and the books on the last row.

6 Listen and cross out. u Ask the children which numbers they identify in

the picture. u Play track 23 on the audio CD, pause after each

number and allow some time for the children to cross out the number they hear.

u To check this exercise, play the audio CD again, pause after each number and ask a volunteer to write the number on the board.

nineteen, twelve, thirteen, twenty.

Audioscript 23

Answer key


This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future like words related to mathematical operations such as: times tables or physical appearance: glasses, pony tail.

Pages 32 and 334 Colour by code. u Point to the figures in your book and ask the

children to say them aloud in English. u Read the colour code aloud and tell the class

they have to colour each figure according to the colour code in the box.

u To check the answers to the exercise, write the figure on the board and ask: ‘What colour?’

Answer key

The children paint eleven blue; fourteen, yellow; sixteen, purple; seventeen, red and eighteen, orange.

5 stick. u Tell the children to open their books on the Unit

4 Stickers section, page 99, at the end of the Course Book and look at the stickers.

u Ask: ‘How many sharpeners?’ and allow the children some time to come up with the right answer: ‘Eleven.’

u Tell the children to place the stickers where they belong.

u To correct this activity you can draw a chart on the board and ask the children to complete it with the corresponding figure or draw the corresponding item.

43

Extension activity

Tell the children you will write some figures on the board and that they will have to provide the corresponding words.

As an example, draw number 14 on the board and ask: ‘Which number is this?’ When the children say: ‘Fourteen.’, write the word fourteen on the board.

Now tell them that as from now, they will have to remain in silence. Write other numbers on the board and allow some time for the children to write the corresponding words in their notebooks.

In the end, ask some children to write the words for the numbers on the board.


to get familiar with the song. u Read the verses of the song aloud and ask the

children to read along in their books. u Agree with the children on the way you will

sing the song: whispering, shouting, dancing, jumping, etc.

u Play track 24 again and ask the class to sing and dance according to the agreement reached in the previous step.

Audioscript 24

Answer key

The children sing the song and dance.

Pages 34 and 358 Write. u Revise the odd and even numbers concept with

the children. u Ask them to look at each sequence and

complete it with the following number, in words.

u To check the exercise, ask the children to say all the numbers in each sequence aloud.

u Write the answers on the board too for the children to check spelling.

Answer key

eighteen, fifteen, twenty, eleven

9 Circle. u Ask the children to have a look at the

sequences and lead them into realising there is a number in each sequence which is different from the others.

u Go through the first sequence with the whole class and explain that each number is the sum of the previous two plus four, except for the last one.

u To correct the exercise, ask the children to say which number is different in each sequence and why. In A, each number is the sum of the previous two plus four, except for the last one. In B, all the numbers are odd numbers, except for the last one. In C, all the numbers contain number

Count and sing

I can count and I can sing.

Can you do the same thing?

Eleven, twelve,

thirteen, fourteen.



Fifteen, sixteen,

Seventeen, eighteen.



Nineteen, twenty.

Tell me, how many?

44

2, except for number 9. In D, all the numbers contain two figures, except of number 5.

Answer key

eighteen

fifteen

twenty

eleven

Look and listen. u Ask the class to look at the mathematical

operations in the book. u Play track 25 on the audio CD once. u Do the maths aloud and write the operations on

the board. Call the children’s attention to the words minus and plus.

u Write down other mathematical operations on the board and ask the children to read them aloud.

Twelve plus three is fifteen.

Fourteen minus two is twelve.

Audioscript 25

Answer key

The children look at the mathematical operations and listen to the audio CD.

10 Write. u Tell the children that the results for the

mathematical operations in this exercise are in the box above. To solve the exercise, they must do the maths and decide which number in the box is the correct answer in each case.

u To correct the exercise, ask the children to read the operations and results aloud, using the words minus and plus.

Answer key

1. eighteen

2. twelve

3. eleven

4. twenty

5. nineteen

6. sixteen

7. thirteen

Extension activity

Bingo!

Hand out bingo cards with nine squares (3 x 3).

Ask the children to write any number from 1 to 20 in each square, without repeating any of them.

Beforehand, prepare number cards and put them in a bag.

Explain that you will call out a number and they will have to cross that number if they happen to have it in their bingo card. The child who crosses out all the numbers first, shouts: ‘Bingo!’ and becomes the winner.

Pages 36 and 3711 Listen and follow. u Ask the children to say the numbers in the

exercise aloud.

45

u Play track 26 and ask them to circle the numbers they hear and follow the way to the animals.

u Play the audio CD again, more than once, if necessary.

u To correct the exercise, say the numbers and animals at the end of each sequence aloud.

Nineteen, fourteen, fifteen, eighteen: elephant.

Five, nine, sixteen, ten: lion.

Thirteen, fourteen, twenty, six: giraffe.

Seventeen, nine, fifteen, eleven: alligator.

Audioscript 26

Answer key

The children circle: numbers nineteen, fourteen, eighteen and the picture of the elephant; numbers five, nine, sixteen, ten and the picture of the lion; numbers thirteen, fourteen, twenty, six and the picture of the giraffe and numbers seventeen, nine, fifteen, eleven and the picture of the alligator.

12 Listen and say. u Ask the children to cover the speech bubbles. u Play track 27 and ask the class which

mathematical operation the children are doing. u Play the audio CD again to help the children

guess the result. u Write the operation on the board and explain

that the children are playing a game in which one says a mathematical operation out loud and the other guesses the result without writing it down.

u Play track 27 once again for the children to repeat, imitating the pronunciation and intonation.

Girl: Ten plus six is…

Boy: Hmm… sixteen!

Audioscript 27

Answer key

The children practise mathematical operations in pairs.

13 Now, you! u Ask the children to work in pairs and challenge

their classmates with operations similar to the ones in exercise 12.

u Tell them to write down the operations they create on their books without letting their classmates see them.

u Let them practise for some time and ask some pairs to say their dialogues aloud for the whole class to listen.

Optional activity

Divide the class into groups of five people and assign a name to each of them.

Tell them they will do a Maths contest.

Explain that you will dictate five mathematical operations and the groups will have to solve them and write down the answers in English.

The group that finishes first must shout: ‘Stop!’, the group that finishes second, also shouts: ‘Stop!’ and so on. On the board, write the names of the groups in the order they finish.

If the results of the first group are correct, that group will be the winner. If not, the winner will be the first group to have the correct answers.

Suggestions for the dictation:

1. Five plus twelve is…2. Nineteen minus eight is…3. Sixteen plus three is…4. Nineteen minus seven is…5. Twelve plus four is…

Answers:

1. Seventeen.2. Eleven.3. Nineteen.4. Twelve.5. Sixteen.

46

Homework



Pages 38 and 39A fun afternoonu Ask the children to have a look at the pictures

and remind the children of the Kids’ Web Gang members’ names.

u Ask: ‘Where are the members of the gang? (At the cinema.) How many tickets have they got? (Six.) What are they eating? (Popcorn.)’

u Now ask the children to have a look at the speech bubbles and guess who the main characters in the films are (Superboy and Superbaby).

u Now tell them to read the story and find out how much the tickets to the cinema are and how much change Sue got back when she paid for the popcorn.

u Play track 28 and ask the children to read along.

Picture 1

Mum: Six tickets, please.

Cinema Cashier: It’s twenty dollars.

Mum: Here you are.

Picture 2Cafeteria cashier: Your change, two dollars.

Sue: Thank you!

Mum: Let’s go, kids!

Picture 3Sue: Hmm… Delicious!

Tom: Yeah!

Picture 4Rick: Superboy is great!

Jessy: And Superbaby is cute!

Audioscript 28

Work it out!1 unscramble and complete. u Ask the children to unscramble the words for

different places in town. u If necessary, tell them to review the vocabulary

for places in towns in Unit 3. u To help them out with the answer to the

question, ask: ‘Where are the Kids’ Web Gang children? (They are at the cinema.)’

Answer key

shopping mall; bakery; cinema; school

2 Match. u Ask the children to look at the pictures. u Point to each picture and say: ‘hot dog,

popcorn, a bar of chocolate, ice cream, soda, juice.’ The children may not know all these words so make sure they understand their meaning.

u Explain that next to each item in the picture, there appears the amount of money each item costs.

u Ask: ‘How much is a hot dog?’ and help the children sum up the different bills next to the hot dog to come up with the price: ‘Eight dollars.’

u Read the speech bubbles and ask the children to read along in their books. Also read the prices on the right.

u Call the children’s attention to the expression: ‘I’d like…’ used by the children. Tell them it is an expression used to ask for something in a polite way.

u The children must look at the speech bubbles and sum up the amount each child will spend on the items he / she wants to buy. Then they must match the speech bubbles to the prices.

u To correct the exercise, read the speech bubbles and tell the children to say the prices aloud.

47

Answer key

Mike: I’d like juice, popcorn and ice cream.

Cashier: Twelve dollars.

Jess: I’d like soda and a hot dog.

Cashier: Thirteen dollars.

Sue: I’d like soda, ice cream and chocolate.

Cashier: Sixteen dollars.

5 On the farm

Pages 40 and 41Warm up!u Bring magazine cutouts of farms and animals. u Write the word farm on the board. u Ask the children to have a look at the picture on

pages 40 and 41 and ask them what they think a farm is.

u Now ask them if they have ever been to a farm and if they haven´t, if they would like to visit one.

u Ask the ones who have been to a farm, what they did and ate there and which animals they saw.

1 Look and listen. u Ask the children to look at the picture more

carefully now and ask: ‘What and who can you see at the farm? (Two boys and some animals).’

u Say: ‘Two boys are watching the animals. Let’s look at them too!’

u Ask: ‘Which animals are big?’ miming a big animal at the same time. Allow some time for the children to answer in English or in Spanish at this point.

u Now ask them: ‘Which animals are small?’ u Play track 29 and ask the children to read along

in their books. u Explain the meaning of the word lovely. u Play track 29 again, pausing after each person

speaks for the children to repeat.

Boy 1: Look! What a big horse!

Boy 2: And what lovely ducks!

Audioscript 29

Answer key

The children look at the picture and listen to the dialogue.


vocabulary box. u Play track 30 on the audio CD, pausing after

each word and ask the children to repeat. u Follow this procedure until you make sure all

the children can pronounce the names of the animals correctly.

cow, horse, pig, duck, lamb, chicken

Audioscript 30

Answer key

The children listen to the audio CD and repeat.

3 Find and point. u Tell the children that you will say the names of

the animals in the vocabulary box and that they will have to point at them in their books.

u Also ask them questions to review numbers and other topics. Suggestions for questions: How many ducks are there? (Six.) Which animal is big? (The horse.) Are there cats on the farm? (No, there aren´t.) Is there a girl? (No, there isn´t.) How many horses are there? (Three.) What colour are the lambs? (They’re white.) How many pigs can you see? (Two.)

48

Answer key

The children find and point at the items requested.

Optional activity

Ask the children to look at all the details in the picture very carefully for about twenty seconds and try to memorise them. Then ask them to close their books.

Now ask them the questions suggested above again, which the children are supposed to answer from memory.


This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate words that will appear in the future like words related to farms and farm houses: chick, fence, pond, rocking chair, rooster.

Pages 42 and 434 Colour and count. u Ask the children to look at the picture and tell

you which animals they can see. u Tell them to colour the animals, count how

many of each kind they can see and write down the number in the corresponding square.

u To correct the exercise, ask: ‘How many horses?’ The children must answer: ‘There are two horses.’ Ask the same questions for all the animals.

Answer key

2 horses; 2 chickens; 4 ducks; 1 cow; 3 lambs; 2 pigs

How many animals? 14 animals

5 Listen and number. u Read the names of the animals aloud and ask

the children to read along in their books. u Play track 31 on the audio CD and number them

in the order they hear them. u To correct the exercise, say: ‘Number one.’ and

the children say the name of the animal and so on.

1. (a duck quacking)

2. (a horse neighing)

3. (a cow mooing)

4. (a chicken cackling)

5. (a lamb bleating)

Audioscript 31

Answer key

1. duck

2. horse

3. cow

4. chicken

5. lamb

6 Write. u Tell the children to look at the pictures and

explain these are the places where farm animals live.

u Ask them to write the names of the animals under those pictures.

u If the children show interest, tell them the names of the places in English:

49

pig barn stable pond meadow chicken barn

u To correct the exercise, ask the children to swap books with a classmate and check their partner’s answers. Also have a look at the books individually.

Answer key

12

horses

ducks

cows chickens

3 45

Pages 44 and 45 Look and listen. u Ask the children to look at the four pictures and

notice the differences between the animals of the same species.

u Play track 32 on the audio CD, miming the adjectives: big, small, fat, thin, beautiful, ugly.

u Play track 32 once again, pausing after each word for the children to repeat them.

a big horse, a small horse, a fat pig, a thin pig, a

beautiful chicken, an ugly chicken

Audioscript 32

Answer key


7 Read and stick. u Ask the children to open their books on the Unit

5 Stickers section, page 99 at the end of their Course Books, look at the pictures and identify the animals.

u Read the phrases in exercise 7 and ask the children to place the stickers in the corresponding box.

u To correct, point at the stickers on your book and ask the children to read the corresponding descriptions aloud. Correct pronunciation if necessary.

Answer key

The children place the stickers on the corresponding boxes.

8 Circle 5 mistakes. u Ask the children to look at the picture. u Tell them that there are some differences

between the text and the picture. They must find the differences in the text and circle them.

u Read the text aloud while the children read along in their books and allow some time for them to compare the information in the text with the picture.

50

u Encourage them to circle the differences. u To correct the exercise, ask different children

to read a sentence aloud and say what the difference is. For example: ‘The cow is not black and white. It is brown.’

Answer key

Extension activity

Ask the children to work in pairs and write the correct text in exercise 8 in their notebooks.

To check this activity, write the text on the board, leaving blanks where the information is wrong and ask volunteers to come to the board and write the correct information.

Pages 46 and 479 Draw. u Ask the class to choose a farm animal to draw. u Encourage them to include one of the

characteristics they learnt in this unit in their picture: fat or thin, beautiful or ugly, big or small.

Answer key

The children draw a farm animal.

10 Listen. u Ask the children to look at the picture. u Play track 33 on the audio CD and ask them to

read along in their books. u Explain that the children in the picture are

showing drawings of animals they have made and making comments about their physical characteristics.

u Play track 33 again, pausing after each child speaks for the children to repeat.

Boy1: What a thin lamb!

Boy2: What a big cow!

Audioscript 33

11 Now, you! u Ask the children to walk around the classroom,

show the pictures they drew in exercise 9 and practise dialogues similar to the one in exercise 10.

Answer key

The children practise the dialogues about the animals and their characteristics.


to get to know the song. u Call the children’s attention to the animals

mentioned in the song and the sounds they make.

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Optional activity

While the children are singing, you can stop the music and ask them to go on singing a cappella.

Extension activity

Tell the children you will play a game. Ask a volunteer to come to the front of the class, tell him / her the name of an animal and ask him / her to imitate the sound that animal makes for the rest of the class to guess which animal it is. The first child to guess is the winner and he comes to the front of the class to imitate the sound of another animal and so on.

Homework


6 The alphabet

Pages 48 and 49Warm up!u Write all the letters of the alphabet on the board in

groups according to their pronunciation, like this:

A B F I Q O R

H C L Y U

J D M W

K E N

G S

P X

T Z

V

u Explain that the sounds that animals make are different in different languages.

u Agree with the children on the choreography you will use to represent the animals in each stanza.

u Play track 33 again and ask the children to sing, mimic the sounds that animals make and dance at the same time.

Old MacDonald

Old MacDonald had a farm,

ee-eye, ee-eye oh.

And on that farm he had a

duck, ee-eye, ee-eye oh.

With a quack, quack

here and a quack,

quack there.

Here a quack, there a quack,

everywhere a quack, quack.


ee-eye, ee-eye oh.


ee-eye, ee-eye oh.

And on that farm he had a

cow, ee-eye, ee-eye oh.

With a moo, moo here and

a moo, moo there.

Here a moo, there a moo,

everywhere a moo, moo.

A quack, quack here and a quack,

quack there.

Here a quack, there a quack,

everywhere a quack, quack.

dog - woof

pig - oink

Audioscript 34

Answer key


52

u Ask the children to write some words in English in their notebooks.

u Now ask for some of those words and write them down on the board and spell them so that the children start getting familiar with the way the letters of the alphabet are pronounced.

1 Look and listen. u Tell the children to look at the picture and ask:

‘Where are the children? (In the library).’ Most probably, they will not know the word library. Take the chance to teach it and ask the children if they ever go to the school library, if they like to read, if they have ever read any books in English, etc.

u Ask: ‘What can you see in the library?’ and call the children’s attention to the alphabet poster on the wall.

u Explain the meaning of the word spell and ask the children to listen to track 35 on the audio CD and guess which word the girl is spelling without looking at the speech bubbles. (‘The girl is spelling the word…’)

u Play track 35 again so that the children can answer the question (giraffe). Play the audio CD once again and ask them to read along in their books.

Boy: Could you spell ‘giraffe’, please?

Girl: G-I-R-A-F-F-E.

Audioscript 35

Answer key


2 Listen and say. u Play track 36 and ask the children to follow the

letters in the vocabulary box. u Play the audio CD again and ask the children to

read the letters along.

a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z

Audioscript 36

Answer key

The children listen to the audio CD and read along.

3 Listen and point. u The children will now listen to the letters of the

alphabet in groups according to the way they are pronounced except that one letter has been misplaced. Tell them they have to discover that letter (z).

u Ask them to listen to track 37 and point to the letters in the vocabulary box as they hear them.

a, h, j, k

b, c ,d ,e ,g ,p ,t, v, z

f, l, m, n, s, x

I, y

o

q, u, w

r

Audioscript 37

Answer key

The children listen to the letters and repeat them.

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This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future like words related to classrooms and schools: bookshelves, desk, flipchart, library.

Culture for kids

Tell the children that spelling contests are called spelling bees. They are very popular in the United States. For more information, visit this website:

http://www.spellingbee.com

Pages 50 and 514 Listen and circle. u Ask the children to say the sequence of letters

in each item aloud. u Play track 38 on the audio CD and tell them to

circle only the letters they hear on the audio CD.

u To correct the exercise, ask the children to say the letters they circled in each sequence aloud.

1. f, l, s, x

2. b, c, d, e

3. a, j, k, h

4. I, y, w, o

5. a, i, o, u

Audioscript 38

Answer key

1. f, l, s, x

2. b, c, d, e

3. a, j, k, h

4. i, y, w, o

5. a, i, o, u

5 Talk and write. u Ask the children to look at the pictures and

identify the items in them: a cake, a school, bikes, a cinema.

u Now tell them to read each speech bubble saying the name of the item in each case. For example: ‘Could you spell ‘cake’, please?’

u Ask the class to work in pairs, complete the blank spaces in the boxes and practise the dialogues.

u Advise the children to spell all the words in the exercise.

u To check the exercise, ask some volunteers to practise the dialogues aloud in front of the class.

Answer key

Could you spell ‘cake’, please?

C- A- K- E.

Could you spell ‘school’, please?

S- C- H- O- O- L.

Could you spell ‘bikes’, please?

B- I- K- E- S.

Could you spell ‘cinema’, please?

C- I- N- E- M- A.


to get to know the song. u Play the audio CD again, pausing after each

verse for the children to repeat them. u Explain that the letter z is pronounced in two

different ways: /zed/ (in British English)

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and /zi:/ (in American English). Also tell the children that it is pronounced /zi:/ in this song for the sake of rhyme.

u Make sure all the children understand the last two verses.

u Play track 39 once again and ask the children to sing along.

u You can play this song again in the future so that the children constantly remember how to pronounce the letters.

My alphabet song

ABCDEFG

HIJK

LMNOP

QRS

TUV

WX

Y and Z

It starts with A and ends in Z.

That’s the alphabet for me!

Audioscript 39

Answer key

The children sing the song.

Extension activity

Pages 52 and 537 Listen and play. u Ask the children to sit in a circle and give them

a ball. u Play track 40 for the children to listen to the

pronunciation of the letters once again. u Tell them that while the listening activity is on,

they must pass on the ball and when it stops, the child who is holding the ball must say a word starting with the last letter heard.

u If the child holding the ball cannot come up with any word, his / her classmates can help him / her out.

u Play for some time so that as many students as possible can participate.

a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z

Audioscript 40

Answer key

The children listen to the audio CD and play.

8 Look and write. u Ask the children to look at the pictures and

read the words in the box. u Tell them to write the words for the pictures in

the blank spaces. All the words they need are in the box above. They also have to draw the pictures for the words where they are missing.

The thief

Think of any word you want but don’t tell the children which word it is and don’t write it on the board. Instead, draw a dash for each letter of that word. For example, if you think of bike, you have to write: .

Tell the children to call out letters to try to find out the word you thought of. Every time the children guess a letter which forms part of the word, you write it down but if they don’t guess, tell them that the word thief will take it with him and draw one of the six parts of the body for the word thief: head, body, two legs, two arms.

When the word thief is complete, the children lose the game.

Words suggested: giraffe, skateboard, orange.

55

Girl 1: Could you spell Anna, please?

Girl 2: A-N-N-A. And my phone number is

1102-0355.

Audioscript 41

Answer key

The children practise the dialogue in pairs.

10 Write and talk. u Ask the children to look at the pictures and ask

them if they can figure out what the numbers mean. Explain that the picture to the left shows the secret code to a lock, made up by numbers and letters. The picture to the right shows a car’s license plate, also made up by numbers and letters.

u Now tell the children to read the codes for the lock and the license plate all together.

u The children must now create a new code for each item in pairs. Each child has to spell a code for his / her classmate to write down.

u To check this exercise the children must compare the codes created by them to the ones written down by their classmates.

Answer key

The children write down codes and dictate them to their classmates.

11 Play. u Invite the children to play Stop. u You dictate some letters and the children have

to write words starting with those letters until you say: ‘Stop.’ When that happens, they must stop writing and count the number of words they wrote.

u The child who wrote the most words wins the game. Suggested letters: B, C, S, P

The children draw a picture of a cow, a duck, an egg, a girl, some icecream, some juice, a lamb, stars representing night time, a question mark, a rainbow and an ugly animal.

Answer key

zebra

apple bee

farm hospital

kitchen

mum orange pig

school toys

vet white X-ray

yellow

Pages 54 and 559 Listen and talk. u Ask the children to look at the picture. u Play track 41 on the audio CD. u Write the names and phone numbers on the

board and read the dialogue aloud so as to review the numbers form one to nine and the letters of the alphabet. Tell the children that when a number or letter is repeated, as in ll, they must say: ‘double l’, instead of just ‘l, l’.

u Now tell the class to get together in pairs and practise the dialogue, doing both roles and using their personal information.

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Answer key


Extension activity

If you have one at school, take the class to the computer room to play Hangman online.

http://www.hangman.learningtogether.net/animals/index.htm

Homework



Pages 56 and 57A day in the countryu Ask the children to look at the pictures. u Explain the meaning of the word country in the

context of the story. u Play track 42 on the audio CD. u Ask: ‘Where are the children?’ (On the farm or in

the country.) What do they find there? (Oranges, a cow, a calf)’.

u Explain the meaning of: go for a ride, calf, beware of.u Play track 42 again, pausing after each character

speaks for the children to repeat. u Ask the children to get together in groups to

rehearse the dialogue for the following class.

Audioscript 42

Work it out!

1 Paint the opposites in the same colour. u Read the words and review their meaning with

the children. u Explain the meaning of opposites and tell the

children that they have to paint the opposites in the same colour.

Answer key

C O W B O YPicture 1(Noises of farm animals and a tractor)

Farmer: Let’s go for a ride around the farm.

Mike: Let’s see the cows!

Picture 2(Noises of farm animals, wind blowing and a tractor)

Jess: Wow… Lots of arranges!

Sue: I like oranges.

Picture 3(Noises of a tractor and cows mooing)

Man: Be careful, kids!

Mike: Mummy cow is big and fat!

Jess: And the calf is small… Look!

Picture 4(Noises of farm animals in the distance)

Rick: I’m Rick, the cowboy!

Farmer: Beware of the cow!

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2 Break the code. u Read the letters and numbers with the

children. u Explain that each number represents a letter

and that in order to work out the hidden word, they will have to use the code provided.

u Conduct oral whole class correction.

Answer key

See the answer key to exercise 1 above.

Extension activity

Ask the children to come up with new codes using the code in exercise 2. Tell them to work in pairs to create and work out the codes.

Examples:

11 - 18 - 16 = CAT

14 - 12- 18 - 16 = BOAT

14 - 18 - 16 = BAT

10 - 18 - 16 = FAT

7 Occupations

Pages 58 and 59Warm up!u Ask the children which games they like to play.

Listen to their answers and introduce them into the topic of occupations. For example, if the children like to play football or if they like to pretend they are teachers, they most probably would like to be footballers or teachers.

u So in case a child likes to play football, ask him: ‘Like a football player?’ or if a child likes to play school, ask: ‘Do you want to be a teacher?’.

u Now ask the children: ‘What do you want to be?’ and tell them you are going to study the topic of occupations in this unit.

1 Look and listen. u Ask the children to look at the picture and

ask: ‘What are the children playing? (The girl is pretending to be a ballerina and the boys are pretending to be astronauts.) What are the boys holding? (Rockets.)’

u Now tell them to cover the speech bubbles and listen to track 43 on the audio CD to discover what the children want to be.

u Play track 43. u Now ask: ‘What does the girl want to be? (A

ballerina.) What does the boy want to be? (An astronaut.)’

u Play track 43 once again and ask the children to read along in their books.

Boy: I want to be an astronaut.

Girl: I want to be a ballerina.

Audioscript 43

Answer key


2 Listen and say. u Ask the children to look at the pictures and

discover which occupations the pictures represent.

u Tell them not to translate the words but just interpret the pictures and see which professions are depicted.

u Play track 44, pausing after each word for the children to repeat.

u Repeat the procedure until you make sure everybody pronounces the words correctly.

u To make sure the children understand the meaning of the words for occupations, tell them: ‘Give me the name of a famous football player.’ ‘Who works in a hospital?In a school?In films?’ ‘Who flies on a rocket?’ ‘Who wears a uniform?’

58

doctor, astronaut, firefighter, ballerina, teacher, football player

Audioscript 44

Answer key

The children listen to the audio CD and repeat the words they hear.

3 Listen and point. u Tell the children they will listen to a dialogue

about occupations. They will have to point at the pictures of the professions mentioned.

u Play track 45 on the audio CD, more than once if necessary.

Girl: My mum is a doctor. I want to be a doctor too.

Boy 1: Well, I want to be a football player.

Boy 2: And I want to be a firefighter.

Audioscript 45

Answer key

The children listen to the audio CD and point at the pictures of the doctor, the football player and the firefighter.

Extension activity

This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future like clothes related to the different occupations, such as: astronaut helmet, ballet outfit, ballet shoes, stockings.

Pages 60 and 614 Find and count. u Ask the children to look at the picture and

identify people who have the occupations studied in the unit.

u Read the professions that appear below the picture and tell them to count how many people representing each occupation they can see.

u To check the exercise, ask: ‘How many doctors / firefighters / football players / ballerinas are there?’ leading them into answering: ‘There are four doctors.’ and so on.

Answer key

134

5

I W A N T T O B E A

F I R E F I G H T E R

Extension activity

If possible, take the children to the IT lab or the computer room and access this website: http://www.findwaldo.com to carry on more activities like the one in exercise 4.

59

5 Break the code. u Ask the children to work out a code by

substituting the symbols by letters. u To correct, ask one of the children to read the

complete sentence. Also write it down on the board for the children to check spelling.

Answer key

See the answer key to exercise 4 above.

Extension activity

Write words such as teacher or singer on pieces of paper, but written in the code form used in exercise 5.

Fold the pieces of paper and put them in a bag. Organise the class into two groups and give each group one of the pieces of paper. Both groups must unfold the papers at the same time.

When you say: ‘Now!’, the groups must unfold the pieces of paper to decipher the code and write the words on the board.

The group that writes the word first is the winner.

Look and listen. u Ask the children to look at the photos and tell

you which occupations are depicted. u Play track 46, pausing after each phrase for the

children to repeat. u Make sure that the children understand the

meaning of all the words for the occupations. u Play track 46 and ask the children to repeat the

words.

She’s a racing driver.

She’s a cashier.

He’s a vet.

She’s a singer.

Audioscript 46

Answer key


6 stick. u Ask the children to look at the pictures and say

the occupations represented by them. u Tell them to open their books on the Unit 7

stickers section, page 99 at the end of the Course Book. Introduce the words: money, helmet and microphone.

u Now ask the class to tell you which professions they relate to and tell them to place the stickers under each picture.

u To check the exercise, say: ‘microphone’ and the children answer: ‘singer’ and so on.

Answer key

The children place the sticker of the microphone below the singer; the money below the cashier; the helmet below the racing driver and the dog below the vet.

Pages 62 and 637 Categorise. u Explain the meaning of: wear a uniform and help

people to the class. u Ask the children to read aloud the words for

occupations which appear in the box. Correct pronunciation if necessary.

u Highlight the use of the plural form and explain you will use the plural form because you will be talking about the profession in general, not individual people.

u Tell them to write the occupations in the corresponding box.

u To check the exercise, ask: ‘Who wears a uniform?’ and let the children say the words for occupations in which a uniform or special clothes are required. Then ask: ‘Who helps people / animals?’ and the children mention in which professions people provide some kind of help to human beings or animals.

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Answer key

Wear a uniform: astronauts, firefighters,

racing drivers, football players, ballerinas,

teachers (sometimes)

Help people or animals: vets, teachers,

firefighters, doctors

8 Mime. u Tell the children to look at the picture and read

the speech bubble aloud. u Ask: ‘What are the children playing? (A child is

miming a profession and the others are trying to guess which profession it is.)

u Now ask a child to come to the front of the class and whisper an occupation in his / her ear. If necessary, give him / her ideas on how he / she can mime that job.

u The child starts miming the professions and the others ask yes / no questions to try to guess. For example: ‘Are you a racing driver / an astronaut…?

u Explain that a is used when the following word starts with a consonant and an when the following word starts with a vowel.

Answer key

The children mime and guess different professions.

Variation

Divide the class into two groups and ask them to carry out the activity at the same time so that more children can participate.


to get familiar with the song. u Call the children’s attention to the

Wh-questions: What? Who? Remind them of the meaning of these words.

u Write on the board: ‘What do you want to be?’ Ask the children this question and remind them of it at the beginning of the unit.

u If there is an occupation they do not yet know how to say in English, teach it to the class.

u Play track 47 again, pausing after each verse for the children to repeat.

u Decide on a choreography with the class so as to dance while you all sing the song.

u Play track 47 once again. Now the whole class dances and sings along. If you want, ask different children to say what they want to be, taking the place of the girl in the song.

When I grow up

One day when I grow up, up, up,

I sure want to be, be, be...

What?

Who? Me?

Yes, you!

A ballerina.

One day when I grow up, up, up,

I sure want to be, be, be...

What?

Who? Me?

Yes, you!

An astronaut.

Audioscript 47

Answer key


Variation

Tell the children that when in the song it says: ‘What?’ you will point at one of them and he / she will say: ‘Who? Me?’. The group will then say: ‘Yes, you!’ and then, he / she will say what he / she wants to be.

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10 Draw and complete. u Read the question: ‘What do you want to be?’ u Ask the children to draw a picture representing

what they want to be. Also ask them to complete the speech bubble with that profession.

Answer key

The children draw a picture of their future jobs and complete the sentence.

Working with values

Responsibility

Explain to the children that, no matter what the occupation one chooses in life, it is very important to be responsible. Tell them that responsibility means doing what one is told to do with integrity and reliability.

Ask the children to draw a picture which represents the responsibilities they have at home and at school. Display the children’s works of art on the classroom walls.

Pages 64 and 6511 Interview. u Ask the children to look at the picture and read

the dialogue aloud. u Ask: ‘What does the boy want to be? (A singer.)’ u Read the dialogue again and ask the children to

repeat. Then ask them to roleplay the dialogue and say what they really want to be in the future. Correct pronunciation if necessary.

Answer key

The children read the dialogue in pairs and interview each other about their future occupations.

12 survey. u Read the list of occupations in the table.

Correct pronunciation if necessary.

u Tell the children to follow the example in the dialogue in exercise 11 and walk around the classroom asking the question: ‘What do you want to be?’ to their classmates and complete the table.

u Then they have to count the number of children who want to pursue the same profession and write it down in the table.

u Draw part of the table on the board to exemplify how the children are supposed to register the results of the survey.

u To correct the exercise, ask the children to say the results out loud for the whole class to check.

Answer key

The children conduct the survey about professions.

13 Play. u Ask the children to look at the pictures in the

board game and say which professions they represent.

u Organise the class in pairs and provide a coin for each.

u Remind the children of the meaning of heads and tails.

u Explain that they have to take two erasers or any other two objects to act as counters.

u Review the alphabet and explain the meaning of the expressions: You’re lucky! and Sorry!

u Explain the dynamics of the game: a player tosses a coin. If it comes up heads, he / she must go forward two squares. If it comes up tails, he / she must go forward one square. If one of the players reaches the You’re lucky! square he / she must go forward two squares. If it reaches the Sorry! square, he / she goes backward two squares. When one of the players reaches a profession square, the other player must ask: ‘How do you spell (the name of the occupation)?’ His / her adversary must spell the corresponding profession. If the spelling is not correct, he / she must go backward one square. The winner is the player who reaches the Finish square first.

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u Before the class ends, tell the children to bring means of transport toys next class.

Answer key


Homework


8 Transport

Pages 66 and 67 Warm up!u Ask the children to show and introduce the toys

you told them to bring last class. Invite them to say: ‘This is my .’ If they do not know how to say the names of the toys, tell them they will learn them in this unit.

u Now ask them to put the toys away until you ask them to show them again later.

1 Look and listen. u Ask the children to look at the picture and ask:

‘What can you see in the pictures on the wall? (Different means of transport.) Where are the children? (In a transport museum or exhibition.) What means of transport can you say in English?’

u Point to the old means of transport and say: ‘old’. Point to the new means of transport and say: ‘new’.

u Now ask them to cover the speech bubbles and listen to the audio CD to find out which means of transport he takes to go to school.

u Play track 48 on the audio CD and ask the children to check their answers.

u Play track 48 again, pausing after each exchange and ask the children to repeat.

u Now ask: ‘How does Bob go to school?’ so that they answer: ‘By bus.’

Girl: How do you go to school, Bob?

Boy 1: By bus.

Audioscript 48

Answer key


2 Listen and say. u Ask the class to look at the pictures in the

vocabulary box. u Play track 49 on the audio CD, pausing after each

word for the children to repeat and point at the corresponding picture when they hear the words.

u Repeat this procedure until the children pronounce the words correctly.

u Ask some children: ‘How do you go to school?’ and help them answer the question.

boat, bus, car, plane, taxi, train

Audioscript 49

Answer key

The children listen to the audio CD and repeat.

3 Remember? u Ask the children to look at the picture carefully

for 30 seconds, trying to memorise as many details as possible. Then ask them to close their books.

u Review the numbers and ask: ‘How many boys / girls / men are there?’

u Also review the colours and ask: ‘What colour is the man’s shirt / the boat?’

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Extension activity

Tell the children you will spell the names of some means of transport and that they will have to write them down in their notebooks.

Suggestions: plane, car, train, boat.

To correct, check the words the children wrote individually in their notebooks.


This section can be used for recycling previously presented vocabulary or for relating it to the children’s personal experience or background knowledge. For example, you may ask questions related to the topic or give words as prompts for oral or written production. You may also want to use the illustration and take the opportunity to anticipate vocabulary that will appear in the future, like words related to exhibitions: exhibition, frame, lamp, light bulb.

u Allow the children for some time to play with the toys they brought at the end of the class.

u Ask them to get into groups of five and sit down on the floor in a circle. Also tell them to put the toys they brought in the middle of the circle. One of the children takes a toy and another, with eyes closed, tries to guess which toy was taken. For example: a blue car, a yellow plane, etc. If he / she guesses, he / she wins a point. The toy taken, goes back to the centre of the circle and another one is taken. The second player repeats the procedure and so on.

Answer key

The children look at the picture and memorise as many details as possible.

Pages 68 and 694 stick and say. u Invite the children to open their books on the

Unit 8 Stickers section, page 99 at the end

of the Course Book and have a look at the pictures. Also ask them to say the names of the means of transport aloud.

u Ask them to place the stickers in the speech bubbles.

u To correct the exercise, point to each picture and ask: ‘How do you go to school?’ and they give you the right answer, for example: ‘By bus.’

Answer key

1. By train.

2. By bike.

3. By bus.

4. By car.

Look and listen. u Ask the children to look at the picture. u Play track 50 on the audio CD and mime the

phrase: walk / on foot at the same time. u Play track 50 again, pausing after each phrase

and ask the children to repeat. u Make sure the children understand that the

expressions: walk and on foot have the same meaning.

I go to school on foot.

I walk to school.

Audioscript 50

Answer key

The children look at the picture and listen to the sentences.

5 Listen and number. u Ask the children to look at the pictures. u Tell them they will hear the sound of the means

of transport in the pictures and number them. u Play track 51 on the audio CD, pausing after

each sound for the children to number the pictures.

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u To correct the exercise, say: ‘What’s number one?’ and lead the children into answering: ‘Walk.; Number two? (A car.) etc.’

1. sound of someone walking

2. sound of a car

3. sound of a plane

4. sound of the horn of a bicycle

5. sound of a boat

6. sound of a bus

Audioscript 51

Answer key

1

23

45

6

Extension activity

Say the name of a means of transport and ask the children to repeat its sound, as in the previous activity.

6 Mime. u Ask the children to look at the picture and

guess what the children are playing (miming). u Now ask them to get into groups of three or

four students and play the same game: a child mimes a means of transport and the others must guess what it is and say it in English.

Answer key

The children mime and guess different means of transport.

Pages 70 and 717 Look and number. u Ask the children to look at the picture and

identify the means of transport. u Read the phrases with the children and make sure

they understand the meaning of all of them. u Call the children’s attention to the difference in

meaning between come and go. Explain that, as the children are already at school, they say: ‘I come to school…’.

u Then ask the children to relate the phrases below the picture to the characters.

u To correct, say: ‘Number ’ and the children read the corresponding phrase.

Answer key

1. I come to school by bus.

2. I come to school by bike.

3. I come to school on foot.

4. I come to school by taxi.

5. I come to school by car.

8 Complete. u Ask the children to take a look at the pictures

and say which means of transport the people are using.

u Read the phrases in the vocabulary box.

65

u Now tell them to use the phrases to complete the sentences.

u To correct the exercise, point to the different pictures and ask the children to read the complete sentences. Write down the answers on the board.

Answer key

1. I go to the supermarket by bike.

2. We go to the cinema on foot.

3. I go to the farm by train.

4. I go to school by bus.

5. We go to the shopping mall by taxi.

Pages 72 and 739 Draw. u Ask the class: ‘How do you come to school?’ u Remind them of the difference between come

and go. u Now ask them to draw a picture that illustrates

the means of transport they use to come to school. Also tell them to complete the speech bubble.

Answer key

The children draw the means of transport they use to come to school.

10 Talk. u Ask the children to look at the picture and read

the speech bubbles. u Ask: ‘How does the blonde girl come to school?’

and encourage the children to answer: ‘She comes to school by bus. / By bus.’

u Read the dialogue between the girls aloud and ask the children to repeat.

u Now ask the children to walk around the classroom and interview their partners by asking the question: ‘How do you come to school?’ Tell them to write down their partners’ answers.

Answer key

The children interview their classmates and write down their answers.

Extension activity

Liar, liar

Ask the children to write two true statements and one false statement in their notebooks. For example: I go to the shopping mall on foot. I don’t go to school by taxi. I don’t go to school on foot.

Then, in pairs, ask them to swop their notebooks and say which statements are true and which ones are false.

The winner is the child with more correct answers.

11 sing. u Play track 52 for the children to get familiar

with the song. u Read the verses of the song aloud and ask them

to repeat them, clearing up any vocabulary question they may have.

u Agree with the children on different gestures to identify the different means of transport to carry out the choreography when they sing the song.

u Play track 52 on the audio CD and encourage the children to sing the song and make the gestures agreed upon at the same time.

Audioscript 52

Visit your friend

Come and see me, my friend

by bus or plane or train.

I want to see you again

by car or boat or plane.

Come and see me,

my friend.

By bus or bike,

66

Answer key

The children sing the song and dance at the same time.

12 Crossword puzzle u Point to each picture and ask the children the

name of the means of transport they represent. u Help them complete the crossword puzzle. u To correct the exercise, you can say a number

aloud and the children say the means of transport. Write the answers on the board.

Answer key

B U S

P L A N E

T A X I

R

R

C

I

K

I

N

B O A T

Extension activity

Ask the children to spell the words for the means of transport.

Homework



Pages 74 and 75A difficult decisionu Ask the children to look at the pictures and tell you

what is happening and who takes part in this story. u Now ask them to read the story silently and

discover what Jess wants to be when she grows up.

u Explain the meaning of flight attendant and fashion designer.

u Make sure the children understand the meaning of the word cupcake.

u Play track 53 on the audio CD, pausing after each scene and ask the children: ‘What does Jess want to be?’ (The answers vary from scene to scene.)

u Ask: ‘Is Jess sure about her future career? (No.) What does Sue want to be? (A chef.) While Jess is thinking, what are Sue and her mother doing? (Cupcakes.) What happens at the end of the story? (Jess smells the cupcakes and says she’s hungry and wants to eat a cupcake.)’

u Invite some of the children to read the dialogue.

Audioscript 53

it’s you I like.

On foot or by car,

come and see me,

my friend!

Picture 1Jess: I want to be a top model!

Picture 2Jess: No… I want to be a flight attendant!

Picture 3Jess: No… I want to be a fashion designer!

67

Extension activity

Ask the children to work in pairs and act out the dialogue. They can change the professions for the ones they want to pursue in real life.

Work it out!1 Match and complete. u Ask the children to look at the picture of Mike

and Tom and identify the objects they are holding (a car and a ball).

u Ask the children to look at the pictures and read the words below. Make sure they all understand which occupations are represented by them.

u Read the dialogue between Mike and Tom and ask the children to complete the professions according to what the characters are holding.

u To correct, say: ‘Mike’ and encourage the children to say: ‘I want to be a photographer.’ Carry out the same procedure with Tom.

Answer key

Mike: I want to be a photographer.

Tom: I want to be a basketball player.

2 Break the code. u Ask the children to break the code

by substituting the symbols with the corresponding letter.

u To correct the exercise, ask them to spell the word so as to review the alphabet.

Answer key

pilot

Extension activity

Write words on the board using the symbols in exercise 2 for the children to break the codes.

Suggested words: sun, tall, you, plus.

Extra Fun

Pages 81 through 96Practice activities of the topics studied can be done as homework. It is important to verify that the children understand what they have to do, explaining each activity in detail and giving examples. Remember that parents or tutors who help children do their homework do not necessarily speak English. The pages in this section are detachable and there is a blank for the student’s name; so you can choose to have the pages detached to correct the activities afterwards or use them for evaluation purposes.

Extra Fun 1

Pages 81 and 82 1 Colour. u Ask the children to colour the picture that best

represents how they are feeling and complete the phrase.

Answer key

The children colour the picture that best represents their feelings and complete the phrase.

2 Write. u Ask the children to write the feelings which

correspond to each picture in the boxes.

Picture 4Sue: I want to be a chef!Jess: Hmm… and I’m hungry. I want a cupcake.

68

Answer key

happy

sick

tired

hungry

sad

Extra Fun 2

Pages 83 and 84 1 unscramble. u Ask the children to unscramble the words for

rooms in the house.

Answer key

1. bathroom; 2. kitchen; 3. yard; 4. bedroom;

5. living room

2 Circle 4 mistakes. u Ask the children to read the text and circle the

differences in the picture.

Answer key

Extra Fun 3

Pages 85 and 86 1 Break the code and answer. u Ask the children to decipher the code and

discover a place in town.

Answer key

It’s a park.

2 Draw. u Ask the children to draw a picture representing

the place in the previous exercise.

69

Answer key

The children draw a park.

3 Match. u Ask the children to match the pictures to the

sentences.

Answer key

1. The shopping mall is opposite the bakery.

2. The bank is between the bakery and the cinema.

3. The supermarket is between the bank and the

cinema.

4. The shopping mall is next to the park.

5. The park is next to the school.

6. The supermarket is opposite the park.

Extra Fun 4

Pages 87 and 88 1 Match. u Ask the children to match the mathematical

operations to their results.

Answer key

20 – 5 = fifteen

16 – 4 = twelve

12 + 6 = eighteen

13 + 4 = seventeen

18 – 5 = thirteen

11 + 8 = nineteen

2 Join the dots. u Ask the children to join the dots to discover the

pictures.

Answer key

It’s a skateboard.

It’s a cake. It’s a cat.

Extra Fun 5

Pages 89 and 90 1 Find and write. u Ask the children to find the names of the

animals in the wordsearch and write them down in the boxes.

70

Answer key

duck pig chicken

horse lambcow

2 Look and complete. u Ask the children to complete the descriptions

of the animals with an adjective.

Answer key

1. The chicken is fat.

2. The horse is thin.

3. The cow is beautiful.

4. The duck is small.

5. The pig is ugly.

6. The lamb is big.

Extra Fun 6

Pages 91 and 92 1 Complete and match. u Ask the children to complete the questions and

match them to the pictures.

Answer key

h

c

c ch

k

ka

a

r

r

r m

n

y

e

e

e

2 Find and complete. u Ask the children to find the words missing from

the dialogue in the wordsearch.

71

Answer key

Could What´s

telephonespell

please

Extra Fun 7

Pages 93 and 94 1 Find the way. u Ask the children to match the occupations to

the item which represents them.

Answer key

2 unscramble and match. u Ask the children to match the pictures to the

words.

Answer key

1. vet; 2. racing driver; 3. astronaut; 4. football

player; 5. singer; 6. cashier

Extra Fun 8

Pages 95 and 96 1 Maze u Ask the class to trace the way to the children’s

schools.

72

Answer key

2 Wordsearch u Ask the children to find names for means of

transport in the wordsearch.

Answer key

0

L

R

U

T

N

A

S

3 Match and complete. u Ask the children to complete the words and

match them to the pictures.

Answer key

1. boat; 2. bus; 3. plane; 4. train

Track List - Audio CDTrack Listening Activity

02 Unit 1. How are you? Page 4. Exercise 1: Look and listen.

03 Unit 1. Page 5. Exercise 2: Listen and say.

04 Unit 1. Page 7. Exercise 7: Listen and check.

05 Unit 1. Page 8. Exercise 8: Listen, circle and draw.

06 Unit 1. Page 10. Exercise 11: Sing: If you’re happy and you know it

07 Unit 1. Page 11. Exercise 13: Listen.

08 Unit 2: My house. Page 12. Exercise 1: Look and listen.


10 Unit 2. Page 14. Look and listen.

11 Unit 2. Page 14. Exercise 4: Look, listen and number.

12 Unit 2. Page 16. Exercise 6: Listen, point and say.

13 Unit 2. Page 19. Exercise 11: Sing: My home

14 Page 20. Kids’Web Gang in… Are you ok?

15 Unit 3: My town. Page 22. Exercise 1: Look and listen.


17 Unit 3. Page 23. Exercise 3: Listen and point.


19 Unit 3. Page 25. Exercise 5: Listen and write.

20 Unit 3. Page 27. Exercise 7: Sing: My town

21 Unit 4: How many? Page 30. Exercise 1: Look and listen.

22 Unit 4. Page 31. Exercise 2: Listen, point and say.

23 Unit 4. Page 33. Exercise 6: Listen and cross out.

24 Unit 4. Page 33. Exercise 7: Sing: Count and sing


26 Unit 4. Page 36. Exercise 11: Listen and follow.


Track List - Audio CDTrack Listening Activity

28 Page 38. Kids’ Web Gang in… A fun afternoon

29 Unit 5: On the farm. Page 40. Exercise 1: Look and listen.


31 Unit 5. Page 43. Exercise 5: Listen and number.


33 Unit 5. Page 46. Exercise 10: Listen.

34 Unit 5. Page 47. Exercise 12: Sing: Old MacDonald

35 Unit 6: The alphabet. Page 48. Exercise 1: Look and listen.



38 Unit 6. Page 50. Exercise 4: Listen and circle.

39 Unit 6. Page 51. Exercise 6: Sing: My alphabet song

40 Unit 6. Page 52. Exercise 7: Listen and play.

41 Unit 6. Page 54. Exercise 9: Listen and talk.

42 Page 56. Kids’ Web Gang in… A day in the country

43 Unit 7: Occupations. Page 58. Exercise 1: Look and listen.




47 Unit 7. Page 63. Exercise 9: Sing: When I grow up

48 Unit 8: Transport. Page 66. Exercise 1: Look and listen.



51 Unit 8. Page 69. Exercise 5: Listen and number.

52 Unit 8. Page 73. Exercise 11: Sing: Visit your friend!

53 . Kids’ Web Gang in… A difficult decision

54 Page 80. Classroom Language

AUGME NT E D R EA LITYk i d s w e b g a n g . c o m . a r

www.kidswebgang.com.ar

PAUL SELIGSON SERIES CONSULTANT

Very well-known and highly respected worldwide for his work in teacher training, research and ELT materials development for children, teenagers and adults, Paul Seligson has visited Argentinian classrooms and is highly appreciated by English Language teachers for his dynamic and practical presentations and suggestions.

ComponentsFor the child:

Course Book with a built-in Activity Book

CD-ROM with songs, karaoke version of songs and games

For the teacher:

Teacher’s Book with notes, suggestions for extra and alternative activities and annual lesson planning

Audio CD with listening activities, songs and karaoke version of songs

CD-ROM with photocopiable material, tests and diploma

The series for beginners which connects children to the

English-speaking world

Teacher’s Book

paul seligson - sdfab594926e91009.jimcontent.com · augmented reality kidswebgang.com.ar paul...

Documents