Introductory comic

`` In this short comic strip, we meet

Cathy and Trip. The comic is very clear
in terms of how Trip came to exist.
`` If pupils do not get the story on their
own, point to the clues or cues in the
pictures:
1. Cathy clearly looks bored! She
is lying on her back, not doing
anything, but the gesture on her
face does not indicate relaxation,
so
2. Then she has an idea (point to
the light bulb). We can see there
is a toolkit and also some used
materials in a box.

N A P

EJE: EN RELACIN CON

LA REFLEXIN SOBRE LA LENGUA
QUE SE APRENDE
La reflexin, con la ayuda del/la
docente, sobre algunos aspectos
fundamentales de funcionamiento
de la lengua extranjera que se
aprende, por ejemplo:
[] la relacin entre ortografa y
pronunciacin;

3. We can see her here using her

tools and some materials to build
something.
4. She has covered something now.
She is probably going to present it
as a surprise to someone. Ask pupils
if they can guess who: Mum? Dad?
A sister? A brother? A friend?
5. She uncovers a robot. Her robot, Trip.
He will be her partner in the different
stories in the book, in her journey.
`` Ask pupils if they can recognize the
word written on Trips tummy. They
have probably been using it but may
never have seen it written down. If any
of them says, Pero dice \elo\, they will
be giving you your first opportunity
to discuss differences between L1
(Spanish) and L2 (English).

Teaching Notes

Note: Use of contractions

In My English Trip, we use full forms for
is and are to avoid confusion with the
genitive which will appear receptively
several times. In the aural texts, the
contracted form can be heard. Make
pupils aware of this so they understand
how English works. Allow them to choose
the form they find easier to say; the
contraction will come naturally later with
improved fluency. Due to a question of
rhythm and stress pattern, the contracted
form has been chosen in the case of dont
and cant.

Page 4
Introductory comic

Optional lesson starters

a. Sing the Hello song (see Introduction).
b. Pupils have already met Cathy and Trip
in the comic strip. Ask in L1, Did Cathy
say anything to him? No. What do they
think she may say to him? What do they
say when they receive someone at home
or a new child joins the group? Have them
scan the text for words they recognize.

N A P

`` Even though at this early stage most

of this class will be carried out in L1,
make sure you use English for the here
and now. Make sure your words are
understood by the group so you do not
scare pupils. Do not mix both languages
yourself although the group may and
will do it and thats perfectly OK!

Page 5

Teaching Notes

Optional activity

TIP

Pupils should be exposed to classroom

talk from the very first day of school.
Use language related to the here and
now, perfectly understandable in context.
Expressions like Good morning! How
are you today? Come. Please, stand up.
etc should come up naturally and it is
advisable to get the class to use them
whenever possible. Make sure the
demand is playful, not punitive!

Durante la Educacin Primaria

y Secundaria, la escuela ofrecer
situaciones de enseanza que
promuevan en las y los estudiantes:
la comprensin, la expresin y
la interaccin contextualizada
y significativa en la(s) lengua(s)
extranjera(s) que aprenden.

EJE: EN RELACIN CON LA

REFLEXIN INTERCULTURAL
La sensibilizacin hacia la presencia
de diversas lenguas y variedades
lingsticas que circulan en la
comunidad.
Make sure pupils see the similarities
and differences between the
languages. Make sure you ask about
and praise any knowledge pupils have
about any other language. Transmit
the idea that any language is perfect
in itself, there are no hierarchies.

N A P

If pupils have access to the

Internet, tell them to look for
the pronunciation of the words
in the Unit Opener to see how
different or similar to what
they imagined they are. Google
translate provides a recorded
pronunciation for words. When
the class is over, tell them to go
home and ask their family and
friends if any of them speaks a
different language, what the
greeting in that language is or if
they know of other welcoming
greetings.

Unit 1 p1

Lesson 1

Learning strategy
Make pupils aware of these peculiarities of the
language as the stress and rhythm systems are very
different from those in their L1. Show them that by
paying attention just to the stressed words they will
understand the message because these are the words
that carry meaning. Let them find out for themselves
how it works, whenever there is a listening activity.

Optional lesson starters

a. Make pupils share with the class what they have found
out at home about greetings.
b. Ask them to imagine what language Trip spoke before
learning English and have them create a greeting in
that imaginary language.

02

`` Ask pupils to tell you what the kids are doing. Have
them read the speech bubbles. Now call their attention
to the rubric. Read it aloud and while you read make
the corresponding gesture for match (put a hand up
and move the other towards it until two fingers touch)
and say (index finger moving in circles away from your
mouth and moving your lips as if talking).

`` Analyze the pictures. Make sure pupils notice the boy

is coming and the girl is going away.
`` Tell them to look for names. The clue for pupils to
discover the answer is that all of them start in capital
letters and they are not at the beginning of the sentence.
`` Focus on the question mark. Ask, What can Hannah be
asking the bird about? The answer includes a capital letter.

`` Once you make sure they know what to do, give them
2 minutes to match. After that they can say it.

`` Make them notice the word that is repeated both in the

question and the answer (name).
`` Play track 02 and have pupils follow in their books.

N A P

El inicio en la reflexin, con la ayuda del/la docente,

sobre algunos aspectos fundamentales del
funcionamiento de la lengua extranjera que se aprende,
por ejemplo: [] El uso de signos de puntuacin en la
lectura y escritura de los textos trabajados;

TIP

It is important to ask pupils how they came to realize and

to make the rest aware of the different ways in which they
can gather information or learn new facts even if they

Answers: 1 b; 2 a

3
`` Invite pupils to read the rubric and tell you what they
have to do while you do the gesture: Match! (pupils saw
the word in the previous activity).

Page 6
do not know the language. Encourage them to use cues
at every level of analysis; visual or sound cues that help
create the situation, words that are morphologically or
phonologically similar to Spanish. Ask pupils what the
important words are in My namess Beakie. (If they have
been able to spot that name is repeated they will realize
what it means.) They will say that name and Beakie are the
important ones. Have them clap their hands at the words
that sound stronger. Then ask them to underline those
words in the book when they hear them.

`` Pupils can match both ways of saying each greeting

or the formal greetings on one side and the informal
on the other, eg: Hello/Hi Hi/Bye. Allow them two
minutes to do it.
Answers: 1 b; 2 a

Optional activity

Teaching Notes

Click here for photocopiable material (p11).

Unit 1 p2

Lesson 2

`` Remind pupils of what you said when you listened

to the audio in Lesson 1 about paying attention to
important words. Add that these words have a certain
order as well and make them compare the sentences in
the pictures and the words in the Grammar Trip section.
Then ask them what they think they have to do on the
lines on the sign.

Optional lesson starters

a. Go back to Lesson 1, Activity 1 and have pupils read the
speech bubbles. Then they can act them out.
b. Divide the class into five groups. One will represent
each character they have seen up to now: Trip, Cathy,
Beakie, Eddie and Hannah. Trip and Cathy will greet the
others and welcome them. The others will answer either
Hi or Hello.

Answers: I am Mara./ My name is Kevin.

`` Try to elicit what is going on among the three children.

`` Elicit what the characters are doing first. Then ask

pupils to underline the greeting words. Once done, call
individuals to read aloud those words.

Always ask pupils to account for their answers. In many

cases they will join in with what the others say without
really understanding what is right or why something is
right. In this case they can say: They are shaking hands, they
are all saying their names, etc.

Answers: 1 Beakie; 2 Eddie; 3 Niki; 4 Bubba

TIP

Have volunteers read aloud first because this is a challenge

at this stage. Have pupils write the name of the characters
on the board. Divide the board into Picture 1/Picture 2 or
Animals/Children for comprehension check. Have them
say the names after you; first chorally, then individually.
Remind them of Eddie and Beakie from Lesson 1 and insist
on the quality of the \i\ sound in Beakie. Show them the
difference between \i\ and \I\ in Niki. The \\ in Bubba
should also be practised in relation to \\ in Hannah, which
they also saw in Lesson 1.
`` Say, Look at the instruction: Read (gesture similar to
Look). I am Niki. Ask who wants to be Bubba, Beakie,
etc. Do this several times. Focus on pronunciation.

Teaching Notes

TIP

Page 7

TIP

If pupils have covered Tiny and you 1, they will be familiar

with I am. If they have covered Tiny and you 2 as well, they
will have been exposed to My name is, so the class can
be encouraged to use any form for an expansion of their
communicative ability. This is not recommended if both
forms are new to them. One can be for recognition and the
other one for production. Let them decide for the one they
find easier to say.

`` Insist on their reading the rubrics. You have already

worked on this so they can tell you what they have to
do. Allow a few minutes for silent reading and then call
on volunteers to read aloud.
`` Invite pupils to role play the scene. They can substitute
their own names.

1 Hello! My name is Eddie. 2 Hi! I am Martin. 3 What is your name?

4 I am Sally. 5 Goodbye!

Unit 1 p3

Lesson 3

`` Make sure pupils understand how Trip is feeling in

each drawing first. Say, Lets read (both hands in front
of your eyes as if you were reading) the instruction now.
Listen (hand on ear), point (gesture) and say.

Optional lesson starters

a. Greet one another; include yourself in the greeting.
You can include Good morning! or Good afternoon! if
you have been habitually using them in class.

`` Play track 03 and have them point at the faces first.

Then include the repetition of the words. Finally, have
them reproduce the faces/feelings as they hear.

b. Make small talk in L1 about current events: a rainy day,

a birthday in which case the starter could be the
Happy Birthday song, etc.

Optional activities

`` Enquire about the meaning of OK and tell them fine is

another word for OK.

`` Team work: In groups of five have pupils practise the

exchanges. Take turns to role play the teacher. Socialize
results.

TIP

Remember to allow the class to use one form for

production at the beginning if they have had no English
before.

Page 8

2
`` Make pupils look at Cathys face and have them
compare it with the face of the other children. Ask, Is
she fine? Is she OK? Allow different answers. They may
not interpret the facial expression. When someone says
triste in L1, repeat it after them in English. Make sure
you produce the smiling \\ clearly and elicit it from the
class.

Teaching Notes

1. Click here for photocopiable material (pp12 &

13). In the first activity, pupils can complete the
speech bubbles with their name or with their
emotional state or condition.
2. Guessing game: A pupil/you will act out a
feeling/condition and the rest can guess
what it is. See the Introduction for tips on
how to alternate work with volunteers and
non-volunteers. This game can serve as
an activator when pupils are a bit down,
because it involves feelings and acting.
3. Have pupils say a word and you pull the face.
Have them draw masks with the expressions
and work in groups. One group puts up the
picture, the other says the word.

`` Tell them to say it with a sad intonation.

`` Move quickly on to Activity 3.

TIP

Group the words into smaller groups and have pupils work
with only those. Happy and sad will be internalized fast.
For bored, make them go back to page 4 and look at Cathy
before creating Trip. For tired, you can pant and drag your
feet. These two will take more time. Work on those later.
Angry will be easily internalized.

`` Have pupils look at the pictures and tell you what the
teacher is doing. Narrow the scope by asking if she is
saying Hello. Call their attention to the fact that you
also ask something to them after you say Hello (if you
have been doing it). Focus on the children in the picture
now and make them notice that their answers are all
similar. Tell them there is a word they might know (OK)
and another word they do not know that is repeated all
along (fine).

`` If you presented the exchange to the class in previous

classes as a part of the classroom interaction, they will have
no problem with the pronunciation of fine. Read each
exchange to the class and have them repeat after you.

03

Pupils own answers

Unit 1 p4

Lesson 4

When practising pronunciation, see that pupils pronounce

as close to the target language as they can. Remember that
\b\ is a plosive sound in English. Use the paper trick. Put a
piece of paper in front of their mouths and if it does not
move when they are saying the sound it means they are
not saying it right. Do not worry for now if it sounds close
to a \p\.

Optional lesson starters

a. Divide the class into groups. A pupil in one group calls
out a feeling and the rest of the group makes the face.
The second group watches out to see if their classmates
make a mistake.
b. Use masks (it can be Trips faces or emoticons) depicting
the desired feeling to revise the vocabulary.
c. Ask pupils one by one, How are you today? Tell them
they can lie and act out a different feeling.

TIP

2
`` Go about the routine of miming what pupils have to do
and then ask them what they have to do. Make sure they
know they have to circle the words and not the drawings.
Give them a few minutes to complete the task. Then
check.

04

`` With books closed, play track 04 and invite pupils to

listen to the words. They should recognize those which
have probably been mentioned in class. Ask them to
put their hands up whenever they hear a word they
know. Stop the track and have a pupil draw the object
on the board. Invite another pupil to say it, eg: pencil.
Draw, please, Tammy; Please say it, Facu. Repeat.

Answers: 1 ruler; 2 pencil; 3 backpack; 4 eraser

`` With books open, play the track once more. Invite

pupils to listen, point to the objects and repeat chorally.
Try to get them to say \pensl\ and not \pensil\. Walk
around detecting mispronunciation or error in pointing.
Then nominate some pupils to repeat individually.

Page 9

Optional activities
1. Game: Say the words but in a different order.
Pupils only point to the objects mentioned.

`` Elicit that the children are playing and what the game
consists in. Invite pairs to play. Walk around and check.
`` After that, play the I hide, you guess game first as a
class, then in groups. Put an object behind your back
for them not to see it. Or show a tip of the object, or the
object wrapped up, or in such a way that it is not clear
what it is. Finally, they practise in pairs.

2. Pair work version: A pupil says the word, the

others point to it and vice versa.

Teaching Notes

3. Touching/pointing/picking up game of two

items at a time: Pupils can perform the game
at their seats as you call out the items.

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

Unit 1 p5

Lesson 5

Optional lesson starters

`` Say, Calculate is similar to the Spanish so ? (move

fingers as if counting) and Write (gesture of pen in
the air). If you wish, tell pupils to write the numbers in
words, too. In this case, let them use the words at the
top to copy the spelling. You can use the ideas to go
about writing in the Introduction. In this case, they will
need more time.

a. Talk about how pupils are feeling this day. Make it real,
look at them, detect special faces.
b. One pupil calls out a school object and the rest picks it
up and show it. A variation is to write the name of the
object on the board.

`` Although the usual phrase for pupils is take away for

subtractions, you could very well use minus if you feel
they can describe the operation.

05

`` Numbers in English are not easy to learn. The spelling is

particularly confusing for Spanish speakers. Make pupils
pronounce as close to the target language as possible.
It is better for them to say \faIf\ than to say \faI\; \eitS\
to \ei\. It is easier to improve an exaggerated sound
than to correct incorrectly learnt sounds. The sound \v\
appears here. It is a sound we do not distinguish from
the bilabial sound \b\. You can have pupils place their
teeth against their lower lip and say the sound. Make
them see that if the sound is correct, the lower lip will
tickle and then they can say the word \"sevn\.

Answers: 1 3; 2 9; 3 5; 4 8

3
`` Team work: Pupils can do this game as shown in the
book or two pupils show the fingers, a third says, eg:
four and six, and a fourth says the result, ten.
Optional activity

`` With books closed, play track 05 once. Tell pupils they

may know some of the words (they may have covered
the Tiny and you series or their parents, siblings may
have taught them the numbers). Ask them to put their
hand up when they hear a word they know. Stop the
track and invite some pupils to write the numbers on
the board. Have somebody else say it.
`` If by any chance you have told pupils to open their
books for this activity, they may find it easy as they
may remember some of the numbers and their
pronunciation.

Teaching Notes

Page 10

Click here for photocopiable material (p14).

Optional activity

Play a Touching/pointing/showing game with

flashcards, as suggested in the Vocabulary
section in the Introduction. Always remember to
do so in groups before you mix all of them up.

b eight; c seven; d six; e five

Unit 1 p6

Lesson 6

2
`` See if any volunteer can mimic the rubric. This shows
that he/she has understood and the others show
understanding by saying what they have to do in L1
or in English.

Optional lesson starters

a. Stay in the playground after the break and make pupils
stand in three or four rows. Each line should have
no more than ten pupils. Stand in front of one of the
lines and have pupils number themselves from one
to ten. If a pupil makes a mistake, nominate someone
from the next line to help out. Then the numbering
starts again. The other lines check. Competition is not
recommended, just a clap for the ones who get it right
or help.

`` Make sure pupils notice the objects they have to check

are in the drawing above. Give them 5 minutes.
`` Correct the No answers. They can do this orally or as
homework in their notebooks/folders.
Answers: 1 No; 2 Yes; 3 Yes

b. Make pupils form a circle and number themselves

from one to ten. Appoint a leader. When he/she calls
a number, eg: seven, those who have the number run
round the circle once.

`` Have pupils look at the Grammar Trip section. Focus

on the number of objects on the board and make them
notice if there is any difference between the word for
one object and the word for more than one object. Also
tell them to see how Trip has highlighted the difference
and why they think he has done this.

06

`` Have them complete the missing words.

`` With books closed, tell pupils they are going to listen

to Beakie and Eddie counting. Have them tell you what
each is counting afterwards. Play track 06 once.

Answers: pen; pens

`` Play the track again. This time pupils say how many of
each they counted.

Learning strategy
It is not advisable to give pupils a listening activity
without telling them anything about what they are
going to listen to. Either tell them what it is going to be
about or give them definite information to listen for.
It is ideal to anticipate the options that seem possible,
review the vocabulary involved, think of the particular
difficulties that may arise.

Optional activities

Page 11

1. Pick up small groups of objects and nominate

pupils to describe them. This can be done as
pair work as you walk around, depending on
the group.

`` After listening, pupils come to the front and write on

the board what Beakie and Eddie have counted.
`` Say, Books open. Luca is Eddie, Tim is Beakie and Lola
points to the picture. Read, please.
`` Role play the situation.

Teaching Notes

2. Draw on the board a few school objects, some

alone and some repeated. Have pupils copy them
into their notebooks/folders and classify them.
Ask them to write the s in a different colour.

1 No; 2 Yes; 3 No one backpack; three erasers

Unit 1 p7

Lesson 7

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

to underline the words that precede the objects in the
song and tell you if they notice any difference. Then
have them tell you why they think there is a difference.
When you are sure there are no doubts, have them
complete the missing words.

Optional lesson starters

a. Whole class version: Pick up small groups of objects
and nominate pupils to describe them. Give a clap for
all who get it right.

Answers: a pen / an eraser / a backpack / a book

b. Pair work version: Ask one pupil to put groups of

objects together and the other one to call out the
description, eg: four erasers. Walk around to see how
they are doing.

EJE: EN RELACIN CON LA REFLEXIN SOBRE LA

LENGUA QUE SE APRENDE
El reconocimiento de algunas similitudes y diferencias
relevantes en relacin con castellano como, por
ejemplo, en lo alfabtico y en lo ortogrfico.

c. Memory game: Put groups of objects on your desk.

Call three or four pupils. Make them have a good look at
the objects. Send them out and take away a few objects
and call them back in. They tell you what is missing or
how many objects are missing.

N A P

`` If necessary draw a similarity with Spanish with Julio e

Ins; Julio y Luca.

07

`` After pupils explain what they have to do, tell them to

pay attention to the objects they hear on the track.
Play track 07 once. After listening, write on the board
the objects pupils understood in any order.
`` Call six pupils to the front, play the track again and
make each pupil write a number alongside the object
mentioned, in order. After each writes the number,
he/she sits down. The rest of the class checks correct
numbering.
`` Tell pupils to open their books, clean the board and ask
them to complete the activity in 2 minutes. They can
also number the objects in their books.
Answers: pencil, pen, book; backpack, pen, eraser

Page 12

2
`` Sing along, chorally, in teams and/or individually.
For group singing, pupils can take turns one group
sings the first three lines and the other sings the
number lines. For pair work, one pupil sings and the
other acts out the song picking up what the song says.

`` Pair work: One pupil gives the order and the other does
as told. He/She may make a mistake as regards the
number or the object. Walk around to check they are
working and the kind of mistake they may make.

Let pupils say one pencil instead of a pencil if it is easier for

them at his stage.

Teaching Notes

TIP

2 Pick up four pencils. 3 Pick up one backpack. 4 Pick up three rulers.

Unit 1 p8

Lesson 8

Optional lesson starters

`` Have pupils take turns to say both the number and the
colour.

a. Revise the song learnt the previous class.

b. Tell pupils you cant speak (you can make gestures) and
they have to guess. A pupil goes to the front and mimes,
for example, seven backpacks. The class has to guess what
it is. The first to solve it comes to the front. If you wish,
write what you want pupils to mime on slips of paper.

Time for a game

`` Colour Tic-Tac-Toe: Draw a square and divide it into nine
three by three squares. Show them on the board as you
explain.
`` Ask them to use a different colour for each square.
They can choose different combinations of colours.
Let pupils choose the easy ones at the beginning.
Then see that they do not leave out the colours that
are less frequently used. Remember to be careful with
black and white.

08

`` With books closed, rely on pupils previous knowledge

and check how many colours they know or remember.
`` Place cards with different colours on your desk and ask
volunteers to go to the front and pick one they know
how to say the colour in English. Then have others who
know it put up their hands and call them in turn to say
it. Finally, have those who do not know repeat it.
`` Play track 08. Follow the same procedure for listening in
Lesson 5 (numbers). Play the track again and, with books
open, make pupils point to and repeat the colours.

`` Have pupils work in pairs.

Page 13

Learning strategy
Colours are difficult for pupils to say and to remember.
Black, for instance, because of its proximity with the
Spanish word blanco, may be easily confused; so at the
beginning do not use it near white to avoid confusion.
As regards pronunciation, it can help to have a word
you can fall back on when a new word appears, for
example you can use fine or nine to show them the
combination i + consonant + e in white. Next time this
combination appears, just remind them of fine. This
way they begin paying attention to grapho-phonic
regularities.

Teaching Notes

red; yellow; green; blue; pink; orange

09

`` Read the rubric. Once pupils explain what they have to

do, play track 09. Make sure they all have the necessary
colours before they start listening. After completing this
part, say, Count the colours in Activity 1 (11). Now count
the colours in Activity 2 (9). Call their attention to the
lines under the colours and elicit what they have to do.
Check.
Audioscript/Answers: 1 green; 2 red; 3 grey; 4 brown; 5 yellow;
6 pink; 7 orange; 8 black; 9 blue. Missing colours: white and purple

Unit 1 p9

Lesson 9

`` Play track 10 once, with books closed, and then make

pupils open their books and do the activity.
`` They then take turns to read the final version of the
comic strip. As they read, correct possible errors.
`` Invite pupils to act out the story. You can stand on
something (choose a place, perhaps in the playground)
and pupils can jump off it safely in the end.

Be friendly.
Optional lesson starters

`` At the end of the activity, ask about the value of being

friendly. Listen to pupils comments on their experience.

a. Use the Tic-Tac-Toe game from Lesson 8 once more.

b. Pair work: Take the Optional lesson starters from
Lesson 7 and add colours to numbers and objects.

Answers: 1 Hi! / Hi!; 2 I am; 3 I am

My Project

`` Have pupils say what they have to do and how many

sentences they have to write. Make sure they notice that
numbers and colours are for them to pick from.

`` The idea is to draw a big poster where all the pupils

will be included. This can be done as homework. Each
one of them draws him/herself and writes down their
name. The pictures should have similar dimensions to
make room for all the pictures. The next class they can
stick each picture on the big poster that will decorate
the class.

`` Say, Read the numbers. Now read the colours. And now the
objects. Give them ten minutes to finish. They can write the
phrases for homework in their notebooks/folders.
`` Ask them to read aloud the resulting phrases. Then make
them read again and then repeat them without looking.
Answers: four green pens; five red pencils; one pink backpack;
two yellow pencils; three blue erasers

Optional activities
1. Have pupils write four more phrases in their
notebooks/folders. Invite them to take the
information from Activity 1. Tell them not
repeat the phrases and draw the objects.

2. Have pupils pick up a group of the same

objects and tell them to choose who can
describe them.

Teaching Notes

Page 14

10

8
9

Pupils own answers

Pupils own answers

`` Focus on the pictures and speech bubbles and decide

whether the children are friends or not. Pupils should
realize that Oliver says his name and the other one says
Welcome! Have them point out the words that helped.
Then draw their attention to the last exchange. Focus
on the word friends. Tell them what it means if they
cannot get it. Alternatively, they can do it on their own.

Unit 1 p10

Unit 1

Lesson 1

Look and write.

PHOTOCOPIABLE Macmillan Publishers S.A. 2015

Unit 1 p11

Unit 1

Lesson 3

Draw and complete.

I am 

I am 

PHOTOCOPIABLE Macmillan Publishers S.A. 2015

Unit 1 p12

Unit 1

Lesson 3

Look and write.

PHOTOCOPIABLE Macmillan Publishers S.A. 2015

Unit 1 p13

Unit 1

Lesson 5

Look and complete. Then colour.

1 234
56 7
8 9 10
n

tw

thr

f v

ght

s x

n n

PHOTOCOPIABLE Macmillan Publishers S.A. 2015

s v n

t n

Unit 1 p14