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  • 7/24/2019 Unit2-Level 1 - Unit2

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    1 Teaching Notes Unit 2 p1

    Optional lesson starters

    a. Invite pupils to look (point to your

    eye and then move your nger out) at

    Cathy and Trip at the top of the page.

    b. Remember to use L1 to make sure

    pupils understand what is going on.

    c. Focus on what Cathy and Trip are

    doing and make pupils guess what the

    girl is saying.

    Learning strategy

    Becoming morphologically aware

    Make pupils realize the morphological

    similarity between the word family

    and its equivalent in L1: family/familia.

    ` Discuss the dierent pictures in L1.

    If children have had English before,

    they may identify the family roles

    in English. Discuss the concept of

    family. Listen to their ideas. Make

    sure you make room for dierence

    and promote noticing that not all

    the families are made up of the same

    members or the same number of

    people but they all look happy.

    These are some links to guideyour discussion or to have

    access to support in case you confront

    dicult issues or attempts at bullying that

    may come up:

    For Roman Catholic schools

    http://www.marriageuniqueforareason.

    org/tag/pope-francis/(retrieved in August

    2014)

    http://ncronline.org/blogs/francis-

    chronicles/popes-quotes-family-journey

    (retrieved in August 2014)

    A quote from Pope Francis: In your journey

    as a family, you share so many beautiful

    moments: meals, rest, housework, leisure,

    prayer, trips and pilgrimages, and times of

    mutual support Nevertheless, if there is

    no love then there is no joy, and authentic

    love comes to us from Jesus. He oers us

    His word, which illuminates our path; He

    gives us the Bread of life which sustains us

    on our journey.

    For every school

    http://www.stonewall.org.uk/at_school/

    education_for_all/primary_schools/

    dierent_families(retrieved in August

    2014)

    Families come in all shapes and sizes.

    Some children have a mum and a dad,

    others live with their grandparents

    and some children have two mums or

    two dads. There are now almost 19,000

    children in the UK growing up in same-

    sex parent families. Children will learn

    better and will be more engaged if they

    nd their families reected in class and

    they will grow up to be more successful

    learners, condent individuals and

    responsible citizens. In order to prepare

    children for the diverse society they live

    in and to prevent poor behaviour and

    bullying, it is important to talk about

    dierence in general and dierent

    families in particular.

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    1 Teaching Notes Unit 2 p2

    LESSON1

    Optional lesson starter

    If this lesson is taught on a dierent day from the Unit

    opener, make sureyou go back to the idea of family.

    You can write on the board the word F_M_L_and askpupils if they remember. They can answer, family/familiaand you will happily answer Yes. Then tell them to opentheir books and move on to Lesson 1, Activity 1.

    1

    11

    ` Ask about what Eddie is doing/talking about, who he

    is probably talking to. Make sureyou get the idea of

    Eddie introducing his family.

    ` Tell pupils to close their books (make gesture) and listen

    (point to your ear). Play track 11 once. Ask pupils how

    many voices they can hear and whether they belong to

    men, women or children.

    ` Play the track again and ask what words they recognize

    probably Hi or Hello.

    Learning strategy

    This attention to the known elements and the

    identication of features of the context trains their ear

    to search for known information. If pupils know some

    of the vocabulary from previous years, they shouldidentify a couple more words.

    ` Have pupils open their books again and invite them to

    listen and read.

    2

    ` Ask pupils (in L1) why the girl is angry. Accept several

    possible answers that will reect their own experiences

    at home, thus allowing for reection on emotions. After

    ticking the right word, pupils repeat the words aloud.

    Ask them to exaggerate the a in angry as if they were

    a lion. Also, tell them to produce the smiling\\for

    happy.

    ` Make them realize it is the same sound. The emphasis is

    on the emotion. Then you can ask them,Areyouhappy?Areyouangry?Accept Yes/Nofor an answer.

    Answers:1 angry; 2 happy

    3

    ` Ask pupils to look at the rubric.

    Learning strategies

    a. Becoming morphologically aware

    Write the word Circle on the board and

    underneath write CRC_L_. Then ask what wordin our language is similar to this one. Make them

    look and compare. Then ask them what they think

    they have to do when they see circle. Accept

    answers in L1.

    b. Building semantic relationships

    When they read the rubric do not focus on s.Justfocus on Eddie and family. Use L1 to ask who

    they have to circle. This activity is just to recognize

    family relationships.

    ` Check the activity with the whole class.

    Answers:1; 4; 6

    Optional activity

    Click herefor photocopiable material (p11).

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    1 Teaching Notes Unit 2 p3

    LESSON2

    Optional lesson starter

    Ask pupils to go back to Eddies family and ask, Is thisEddiesfamily?Remember that children do not knowthis pattern but if you stress Eddie and family, they

    will realize and answer, Yes.

    1

    12

    ` Tell pupils to open their books at page 21. Ask, Is thisEddies family?Pupils will say, No.

    ` Play track 12 and point to the dierent members of the

    family as they listen. Have them pay attention to the

    pronunciation of some of the new words. Highlight

    the pronunciation of th in brother. Tell pupils to bite

    their tongue when they produce it. Then focus their

    attention on the sound \\in mum and brother .

    ` Encourage chorus repetition after each word is said.

    Then volunteers can do it individually.

    ! TIPFor new tasks, ask for volunteers rst; those who are shymay feel intimidated if you insist and might shut o just

    out of fear. After one or two volunteers, call on others. Walk

    near them and let them talk into your ear if they do not

    want to speak publicly yet.

    Time for a game

    Say a number and pupils say the name of the family

    member. Then you can reverse the order. You can decide on

    having chorus, pair or individual answers.

    ! TIPIt is dicult to detect who has answered and who has notwith chorus answers. Use this technique rst and then go

    back to pair or individual answers.

    2

    13

    ` Say, Remember(touch you temple and look up) circle?Ask a pupil to make a circle with his/her hand. Give him/

    her an option with gestures.

    ` Before they listen, make them read the words aloud and

    check they remember their meaning. You can do it as a

    pointing or touching game with the words/pictures in

    the book. You can hold it up and point. Then play track

    13 for pupils to do the activity.

    Audioscript/Answers:brother, mum, grandpa, sister

    3

    ` Make pupils tell you what they think they have to do.

    Ask another pupil to repeat.

    ` Read out the names. Ask pupils to read out the names,

    one by one in order. Help them remember. Point out

    similarities, for example the th sound in this and brother,the vowel sound in brother and mum, etc. Make it

    playful.Pupils write the names on the correct line. Check.

    Answers:1 grandpa; 2 grandma; 3 grandpa: 4 grandma; 5 dad;

    6 mum; 7 brother; 8 sister

    4

    ` Go round the classroom listening to pupils exchanges

    and helping out when necessary. Try to intrude as little

    as possible unless you see a child is paralyzed. Some

    pupils feel more condent if an adult is not listening.

    ` Alternatively, work with the whole class. You point, they

    say, or they point, you say. In this case you can make

    some mistakes on purpose to see if they correct them.

    Optional activity

    Click herefor photocopiable material (p12).

    1 1 grandma c; 2 sister f; 3 mum a; 4 brother e; 5 dad d; 6 grandpa b

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    1 Teaching Notes Unit 2 p4

    LESSON3

    Optional lesson starter

    Ask them to go back to Eddies family in Lesson 1 and

    ask, Is this Eddies mum?Remember that pupils do notknow this pattern but if you stress Eddie and mum,

    they will realize and answer, Yes. Move on to Activity 1.

    1

    ` Elicit in L1 what pupils think Eddie is doing. Then invite

    them to go back to page 20 and see if he uses the same

    words when he introduces his father.

    ` Have pupils look at the Grammar Trip section. Ask if the

    order of the words is correct. Make them compare with

    Eddies sentence and put the words in the correct order.

    Answer:This is my sister.

    ! TIPRemember to use L1 if necessary. You need to guaranteeunderstanding.

    ` Walk around as pupils are working. Help by making

    them look at the correct order if you notice some

    diculty. If you check answers on the board, make sure

    to invite alternatives. If they are incorrect, just make

    them go back to the example.

    2

    ` Invite pupils to look at the pictures and sentences. Askthem what the family relationship is in their opinion.

    Ask for the English words. If they do not remember,

    make them go back to look for them. Have them

    complete the sentences. Check.

    Answers:1 is / sister; 2 is my brother

    3

    ! TIPDecide whether you will complete the activity in class or athome depending on the number of periods available.

    ` Pupils can draw at least one member of their family or

    bring a picture for description. After they nish, or the

    following class, they can read what they have written

    and show it to the group.

    Optional activity

    Click herefor photocopiable material (p13).

    2 1 a; 2 b; 3 b

    3 1 is; 2 my; 3 This; 4 This is my grandpa. 5 This is my sister. 6 This is my

    brother.

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    1 Teaching Notes Unit 2 p5

    LESSON4

    Optional lesson starters

    a. Write on the board: m_m, d_d, gr_ndm_, gr_ndp_, s_st_r,br_th_rand ask pupils to guess the word.

    b. Ask two or three pupils to come to the front and share

    their productions for Activity 3 on page 22 with the

    class.

    1

    14

    Before listening

    ` Have pupils look at the pictures and ask them to

    describe them in L1. Play track 14 once and have pupils

    point. Play the track a second time. Pupils listen and

    repeat. Make surethey pronounce the words correctly.

    After listening

    ` Check comprehension. Ask pupils to show you

    something old, big, etc. Draw the same object in

    dierent sizes. Then draw their attention to the people

    in the activity. Ask, Is number 1 young?Is number 4 old?The required answer would be just Yes/Noat this stage.

    ` A facilitating alternative is to provide options, eg:Big orsmall?with the right option as the second element toremind them of the word at this stage.

    ` Watch the pronunciation of\sm\as it is usually dicult

    for Spanish speakers.

    ! TIPRemember that big/small are always relative so usecomparative sizes as dierent as possible. Accept the

    pupils views although they may be dierent from the

    expected answer.

    2

    ` Invite pupils to look and choose. Say, Look(gesture) andchoose(move your nger from one option to the other asif you were choosing the correct word).

    ` Make pupils read the sentences they have framed.

    Answers: 1 big; 2 small; 3 young; 4 old

    Learning strategy

    Getting rhythm in English

    Ask pupils to say what the important words are. They

    will probably say Maggie andtall. They should read withonly two stresses Maggie andtall the second stress isstronger andis will not be stressed at all. You can modelone for them. Try to avoid their struggling to read word

    by word. Tell them that in English we stress only the

    important words.

    You can:

    a. Write out the sentences on the board and underline

    the stressed word.

    b. Clap or click your ngers on the stressed words.

    3

    15

    ` Read the sentences and try to get pupils to guess the

    correct word for each sentence.

    ` Play track 15 once or twice and have pupils check and

    correct the wrong guesses.

    Answers:old, big, young, small

    ! TIPRemember you are practising understanding, not testing.Make pupils realize they will never hear the exact same

    sounds they can produce. Ask them to look for/anticipate

    the dierentiating factors.

    4

    ` After writing about their families, pupils share with the

    class what they have written.

    4 1 big; 2 small; 3 young; 4 old; 5 sad; 6 happy

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    1 Teaching Notes Unit 2 p6

    LESSON5

    Optional lesson starters

    a. Play the Emotions guessing game. See Unit 1, Activity 2.

    b. Call out the names of the members of the family and point

    to one child. He/She should produce an adjective that

    describes that member of his/her family, eg: big/small.

    1

    ` Ask pupils who they think George is introducing. Ask

    them to describe them by providing alternatives: Youngor old? Big or small?and pointing to the people in thepictures.

    ` Write the following on the board:

    George Lucy_________ __________________ _________

    ` Invite pupils to look at the pictures and read the text.

    Have them complete about George and Lucy. Allow

    whatever information they gather from the text and/or

    the pictures. Check.

    N A P EJE DE LA LECTURALa comprensin y

    construccin de sentidos del texto escrito

    apelando a diferentes estrategias. Esto supone: la

    identicacin del gnero; el recurso a pistas que

    brindan los textos y su paratexto;T: Se repiten las pal abras George y Lucy? P:No.T: Qu te ayud a darte cuenta que se trataba de

    George y Lucy para completar el cuadro? P: Que enuno deca brothery el otro sister.

    T: Qu palabra se repite en el lugar donde deberaestar el nombre? P: Hecuando es George y Shecuando es Lucy.

    ! TIPDo not expect the correct pronunciation of he and she.Pupils have not heard them yet. You can pronounce the

    words correctly immediately after they have answered. You

    can make them play with a mirror or a window pane in front

    of their mouths to make them see the quality of the sound

    \h\versus the Spanish sound i. Make them notice how the

    mirror gets blurry when you pronounce\h\well. Also, you

    can use the gesture for silence in sh\S\. This is not usually a

    problem sound in Argentina but is a problem in Chile.

    ` Have students read and complete the Grammar Trip

    section.

    Answers:She / He

    ` Note:You might wonder why we have not introduced

    the pronoun it together with he/she. In our teaching

    experience, we have observed the diculty that the

    learning of a gender-neutral pronoun represents for

    young Spanish-speaking pupils. Since the thematic

    content of this unit the family and the following unit

    pets supported the use of he/she (usual way to refer

    to pets), the decision was made to include it in some

    chunks or expressions not formally taught or focused on.

    2` Ask about the meaning of the rubric.

    ` Ask pupils what words they have to complete with

    and where they can get that information. Focus pupils

    attention on the Grammar Trip section. Check.

    Answers:1 She; 2 He

    3

    ` Ask pupils what they have to do. Make them recall what

    word/pattern they use to introduce someone. Some

    pupils will probably forget to write the word is in the

    sentence. Ask them to go back to the reading text and

    compare the sentences. You can even ask them to count

    the words in each.

    Answers:This is, She is, She is / This is, He is, He is

    ` Do class correction on the board. Pupils may use He/

    She isin all the sentences and it would not be wrongin this context. In that case, insist on the use of This is

    make them go back to the presentation in Lessons 1 or

    3 and ask them what Eddie uses to introduce his family.

    ` Alternatively, tell them to look at the rubric of the

    activity and point out that there is one possibility they

    have not used and where they would use it.

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    1 Teaching Notes Unit 2 p7

    LESSON6

    Optional lesson starter

    Do a short review of numbers using ashcards. Elicit

    chorus answers rst and then elicit individual answers.

    1

    ` Invite pupils to look at the pictures for a minute and

    have them tell you what they are about.

    ` Make them read (gesture) the story. Ask general

    comprehension questions about the story: whose

    birthday it is, how old she is, the cats name, who Pepperis, etc. They can use English to say the age. See if they tell

    you why Emma says Thank you to the cat.

    ` Focus pupils attention on the question in the rubrics.

    Invite them to answer it.

    ! TIPIf by any chance, pupils ask about the form isnt they mayhave learned previously, make surethey understand isnt

    is the same as is not. Even if we do not use abbreviation of

    is not in this book, it is good to show them how, when a

    letter disappears in a word, a sign of some kind appears in

    its place. As is the case in mhijofor mi hijoorpamiforparam. Also, in the case of de acuerdo/daccord/daccordo, wecan appreciate this across languages.

    2

    ` Write on the board is/am. Ask pupils to nd where thesewords appear in Activity 1. Make them notice the words

    that precede is/am and who each refers to. Make surepupils understand the meaning of the sentences. Make

    them notice the previous words (I/Pepper).

    Answers:1 am, is; 2 am, is

    ! TIPWhenever possible, ask pupils to tell you what they have todo. In this case, they should have no problem in doing it or

    completing the activity on their own. You could use peer

    plus group correction.

    3

    ` Get pupils to say what they have to do and where they

    have the necessary information. Give them 5 minutes

    to read the text and 2 more to match. If this is too much

    time or too little, correct timing on the go.

    ` Write the numbers on the board for pupils to come and

    write the corresponding letter alongside.

    ` Ask pupils to read the resulting sentence aloud.

    Answers:1 b; 2 c; 3 a

    ! TIPTry to time their activities as much as possible. It helpsthem concentrate.

    After reading

    ` Read the sentences aloud. Alternatively, you can

    write the numbers on the board for them to write the

    corresponding letter next to it.

    ` When dealing with the question How old are you?, you

    may have two options:

    Option 1:Ask, How old are you?The pupil who answerscan lie about his/her age and a third pupil can say, No,she/he is and give the correct answer.Option 2: Ask, How old is Mary/Juan, etc?Pupil 1 maysay, Mary is10. and Pupil 2 may reply, No. Mary is 9.

    ! TIP

    We do not think it is a good idea to elicit the question from

    pupils at this stage because of its phonological similarity

    with How are you? (taught in Unit 1).

    5 2 She is nine. 3 He is six. 4 He is seven.

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    1 Teaching Notes Unit 2 p8

    LESSON7

    Optional lesson starter

    Guessing game: Slowly write the rst letter of a word

    (family member) until a pupil calls it out, or turn and

    nominate individual pupils to guess the word.

    1

    ` Have pupils look at the text and the picture on the right

    (gesture). Give them 2 minutes to read the text and

    invite them to complete the sentences.

    Answers: 1 mum; 2 dad; 3 sister

    ! TIPIf you notice pupils are not that sure about the words theyhave to use to ll in the blanks, they can write them on the

    board but make sureyou clean them out before they start

    writing. Love is a new word. Pupils will see it again in the

    song. Make pupils think of the meaning of new words in

    the context in which they appear.

    2

    ` After talking about the pictures with the pupils read the

    rubric. If they do not realise which word is missing in

    each case, take sentence 1 and read out the options, I isSallyor I am Sally? I am Sally. Then have them completethe rest. Make them look at previous reading texts in

    the book to check.

    Answers:1 am, am, is, is; 2 am, is, am, is, is

    3

    ` Read the rubric and make surethey understand what

    they have to do.

    ` When dealing with this writing task, pupils may choose

    to omit some information or add something. Also, they

    may write the information in a dierent order. Allow it.

    ` Remember this activity can be done as homework.

    Optional activity

    Click herefor photocopiable material (p14). ForActivity 1, tell pupils to draw members of their

    family in the frames. Tell them they can choose

    and complete only 1 or 2 or change the frames if

    they wish.

    6 1 Hello, I am Clara. 2 This is Zoe. She is small. 3 I Zoe!

    7 1 young; 2 old; 3 young; 4 young8 1 This is Tom. He is my grandpa. 2 This is Alice. She is my grandma.

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    1 Teaching Notes Unit 2 p9

    LESSON8

    Optional lesson starter

    Ask pupils to name the members of the family they can

    see in the comic strip. Ask, Is Grandma young or old? etc.

    1

    ` Have pupils look at the two robots. Ask them why they

    think they are shaking hands. You may get various

    answers. Accept them even if they are not what you

    expected. Go back to this icon after having dealt

    with the comic strip to corroborate or discard their

    hypotheses.

    ` Tell pupils to look at the words near the robots. Ask

    them what the meaning of help could be.Make themanalyze the situation.

    ` Look for the word help in the story. Ask what the other

    person does.

    ` Invite pupils to read (hands in front of face, eyes on

    them as if reading) the text (point) together (gesture

    including all). Each pupil impersonates a character.

    ` Deal with the question Is Tom good? Help pupils infer

    the right answer.

    ` After reading or during the class you can ask about

    the value of helping others or receiving help. Listen to

    pupils comments on their experience.

    2

    ` Invite pupils to identify the characters in the picture.

    Ask them about what may be going on in the picture.

    ` Allow them 2 minutes (gesture for two minutes) to

    complete both exchanges. Have volunteers read their

    sentence.

    Answers:help, me, please; Yes

    3

    ` They act out the story including the picture in Activity

    2 several times. Then they can create their own story

    based on helping people, eg: someone falls down,

    another one cant close the window because it is too

    high, etc. Pupils can also draw any situation chosen a

    sketch will do and record the new dialogue in writing.

    ! TIPMake surethe new language is later used in class. You canmake a kind of glossary with the expressions and words

    like: Help me, please; Be careful! Pick up, etc and add

    them to your daily class vocabulary.

    Optional activities

    1. Invite pupils to look for things that can be

    improved at school, make signs that say Helpme, please!with a drawing. They may stickthem around the school. It could be a sign and

    a drawing to stick on the dustbin so people

    throw papers in there.

    2. Click herefor photocopiable material (p15).Page 27

    Help your family.

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    1 Teaching Notes Unit 2 p10

    LESSON9

    Optional lesson starters

    Ask pupils to describe the children in the pictures.

    Ask, Is he happy or sad? Is she happy or sad?

    1

    ` Have pupils look at the rubric. Ask them what they have to

    do. If they dont understand the idea of a tick, draw it on

    the board. Give pupils 10 minutes to go about this task.

    ` While they are working, go around the classroom

    checking answers and helping with mistakes and

    doubts about what to tick.

    Answers: Paul: mum, sisters; Sarah: mum, dad, sisters

    p19

    ` Tell pupils to read the instruction which appears under

    the table next to the robot. Focus on the wordsimilar,the phrase Pauls familyand p19. Try to get pupils torealize what they have to do.

    Answer:Family in the middle bottom photo.

    2

    16

    ` Focus pupils attention on the icons. Ask them to

    anticipate what they are supposed to do. They will

    probably get to the idea of sing.

    ` Read the rubric. They may infer sing because it is the

    remaining word.

    ` Ask them what the song is about. Love and the names

    of the family members should be recognized.

    ` Ask them what the word boy means. Help them bypointing if they dont know.

    ` Ask, How many times(showing you are counting withyour ngers) I love youis repeated?And also the wordhello.

    ` Play track 16 once. Ask about the words they have to

    circle (gesture). Tell pupils to pay attention (point to

    your eye) so as to anticipate dierence for each pa/ma

    or m/d.

    Answers:Grandma; Mum; Grandpa; Dad

    ` Before playing the track a second time, have pupils

    open their books (gesture) and sing along (gesture).

    Make surethey get the idea oftoo.

    Optional activities

    1. Tell pupils to go home and tell their familymembers I love you Grandpa/Mum, etc. Askthem the following class how it went.

    2. Divide the class into groups. Some pupils will

    be Jim; others will be the members of the

    family that appear in the song. Each group will

    sing its part in turn.

    3. Pupils say who they love only, eg: I love mygrandma.

    My Project

    ` Discuss possibilities and ask pupils to bring the

    necessary materials to work in class.

    ` Alternatively, you may have pupils work on the projectat home and the following class they share the result

    in small groups or pair work. They present their family

    picture. You may invite them to say, This is my mum.I love my mum.But they need not say this if they donot feel like it. They can add information about their

    relatives, eg: young, old, for brothers and sisters.

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    1 Teaching Notes Activate Units 12

    ACTIVATEUNITS12

    ACTIVATE1

    ` Focus pupils attention on the picture of the family onpage 33. You may ask them questions about it.

    ` Give them 1015 minutes to read the text and circle the

    correct option looking at the picture.

    ` Read the results and write the chosen words on the

    board.

    Answers: mum, young, big, big, small, old, brother, small, happy

    ` Walk around to nd pupils who have a dierent answer

    and ask them to write their answer on the board, too.

    If this answer is possible, make the class realize that

    there is sometimes more than one correct answer.

    If it is not, help the pupil notice why it is not correct.

    Never make a pupil feel exposed.

    Optional activities

    1. Pupils look at the text and the picture and try

    to remember information about one member

    of the family. Then ask them to cover the text

    and point to the person they have chosen.

    The pupil needs to give information aboutthat person, eg: This is Kevin(pointing to thepicture in his/her book). He is 4. He is small.

    2. Pupils look at the text and the picture and try

    to remember as much information about the

    family as possible. Then ask them to cover

    the text and point to a member of the family.

    A volunteer can talk about that person. The

    same can be done for all the members of the

    family.

    3. Pupils look at the text and the picture and try

    to remember as much information about the

    family as possible. Then ask them to cover

    the text and point to a member of the family.

    The teacher will nominate who talks about

    that person. The same can be done for all the

    members of the family.4. Pupils can write the information they have

    been providing and draw (sketch) the

    members of that family. Invite them to share

    their work.

    2

    ` Analyze the comic with pupils. Ask what the detective is

    doing, what value is focused on (helping people), why

    he is helping the boy, etc.

    ` Tell them to compare the pictures and the words they

    have to use to complete the blanks and ask them to do

    the activity. Check.

    Answers:2 purple, yellow, green; 3 pens; 4 eraser; 5 book, pens,

    eraser, pencils

    3

    ` Invite pupils to role-play the story as it is.

    Optional activities

    1. Tell pupils to change the colours of the

    objects or to change the objects lost. They can

    act out the new story.

    2. Pupils can write down their new stories. Invite

    them to share them with the class.

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    1 Teaching Notes Explore Units 12

    EXPLOREUNITS12 EXPLORE1

    ` Write on the board the words wheel = circleandemotions / emo_ion_s. Make pupils realize that the wordemotions is similar to the word in Spanish.

    ` Make pupils scan the text for the words they know

    such as sad, happy, bored, angry .

    ` Make them reect on the relationship between

    colours and emotions. Ask them to see what colour

    the emotions they know are, eg:

    T: What colour are the emotions?P: Blue, red, purple, yellow.

    T: So Sad is blue. Happy is` Pupils write the emotions below Trips faces and then

    they colour the faces according to the colours in the

    wheel.

    Answers: 1 happy (green); 2 sad (blue); 3 bored (pink); 4 angry (red)

    2

    ` Ask pupils what they have to do here.

    ` Relate them to the word emotions you worked on

    previously and tell them to look at the wheel.

    ` Make them look at the example. Ask them what they

    have to do with the other words. Check.

    Answers: 2 nervous; 3 interested; 4 distracted

    Learning strategy

    Once pupils have found the words in the wheel, reect

    on the similarities and dierences between English and

    Spanish. Throughout the course, the idea is to highlight

    similarities to make learning friendlier.

    Optional activities

    1. Memory game: Pupils try to remember the

    colour of the emotions they know and play

    a game without looking. One says the colour

    and the other one calls out the name of an

    emotion they know with that colour and

    vice versa.

    2. The Fortune-teller game: A pupil chooses a

    colour, says the colour chosen and another

    pupil replies using the emotion connected

    to it, eg:

    P1: Favourite colour?

    P2: Green.P1: You are happy!

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    1 PHOTOCOPIABLE Macmillan Publishers S.A. 2015 Unit 2 p11

    Look and match.

    Unit 2 Lesson 1

    My

    Yourname is Beakie.

    3

    My name isEddie.

    Hannah.

    My name is Eddie.Hannah.

    2

    1

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    1 PHOTOCOPIABLE Macmillan Publishers S.A. 2015 Unit 2 p12

    Look at the pictures and tick ().

    Unit 2 Lesson 2

    1 2

    a brother

    b sister

    c grandma

    d grandpa

    1 2

    e mum

    f dad

    g Hello!

    h Goodbye!

    1 2

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    1 PHOTOCOPIABLE Macmillan Publishers S.A. 2015 Unit 2 p13

    Unit 2 Lesson 3

    Whatisyourname?

    IamBen.

    MynameisAnna.

    Thisismy

    brother.

    sister.

    1 My

    2 This

    3 What is

    a your name?

    bname is Rob.

    c is my sister.

    1 Read and tick ().

    2 Match.

    1

    2

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    1 PHOTOCOPIABLE Macmillan Publishers S.A. 2015 Unit 2 p14

    Unit 2 Lesson 7

    1 Draw your family.

    2 Write about your family. Use:

    This is my He is She is

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    Unit 2 Lesson 8

    1 Read. Then underline i, e, pand b.

    2 Complete with e, i, porb.

    This is my brother. He is six.

    This is my grandpa.

    1 2

    1 Th s s my roth r.

    2 Th s s my grand a.