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Optional lesson starter

If pupils are restless you can start


singing in a quiet voice the Silence
Song suggested in the Introduction.
`` Start by asking where their parents/
relatives buy the food and if they
go with them. Then ask pupils what
food they would choose and why,
and if their parents/relatives always
buy what they ask for. If they say No,
enquire why. You will get several
answers but one may be because they
say it is not good for them. You could
write on the board: not good.
`` Talk about healthy food. Have pupils
say that some food is good for them
and write the word on the board. You
can write not good on the other side.
Make them relate the word good
to Good morning! or Very good!.
See what they come up with. Keep a
record and show it to the class teacher
for her/him to see if she/he needs to
review some of the concepts.
`` Ask pupils what they have learnt with
their class teachers or their doctor.

Page 49

Teaching Notes

The link below is good for


adults. It can help us deal with
children who are difficult when it comes
to eating:
http://www.healthychildren.org/English/
healthy-living/nutrition/Pages/PickyEaters.aspx (retrieved in October 2014)
The following one includes games for
them to play and calculate the daily
intake of food and their daily exercise.

Some are very easy. The pictures are clear


and there are a lot of transparencies, eg:
broccoli, fruit, pizza:
http://www.choosemyplate.gov/kids/
(retrieved in October 2014)
`` Invite pupils to open their books.
Tell them you will play a game.
`` Name some of the food they can see
in English for them to try to recognize
each as you say them, eg: bananas,
hamburger, tomatoes, pizza. Pupils
may be familiar with cupcakes.

Learning strategy
Becoming analytic
Identify similarities in form between
words in English and in Spanish in
spite of differences.

N A P

Desarrollo de estrategias diversas


para comprender y producir textos
orales y escritos en la(s) lengua(s)
que aprenden.
Call pupils attention to Trip and
Cathy. Ask where they are, where Trip
is, what he is doing, etc. Then focus
on the name of the place and finally
on the food. Draw their attention to
Trips question, go back to good/not
good and ask them whether they
would write the word healthy under
good. You can finally ask them
to write on top of each drawing
healthy or good according to what
you have been talking about.
Unit 4 p1

Lesson 1

2
`` Say, Look at Amy. Is she happy? Ask pupils why they think
this is so and what she says. When the situation is clear,
give them just a few minutes to match.
`` Maybe pupils dont need any introduction and they can
do it on their own. Try this: tell them to read the rubric
on their own and do the activity without any kind of
comment. Walk around to spot difficulties and to help
with doubts. When they finish, ask them to account for
their choice and elicit what helped them in their choice.

Optional lesson starters


a. Write Healthy/Unhealthy on the board and have pupils
pick a flashcard (you can use Unit 4 cut-outs) and
decide whether the food in it is healthy or not, and tag
it under the corresponding word.
b. To review numbers, show pupils a card with a carrot and
they count the carrots in the picture on page 49 and say
the number. Do the same with other vegetables or fruit.

Answer: b

23

`` Start a conversation about the food pupils like and the


food they dont like. They may not like some food if it is
not prepared in a certain way.
`` Play track 23 with books closed. Tell pupils to pay
attention to the situation and to the names they hear.
They might recognize some other word like ice cream
or the sentence No, I dont. or Thank you. Ask them
what they think is going on, where the children are,
who the person who calls them is, what the girls are
doing.
`` Say, Open your books at page 50. Remember they do not
know the number. Write it on the board. Say, five-fifty to
see if they realize that there is a similarity.
`` Focus on the question next to the rubric. Make sure
you go back to Unit 1 and focus on the word friends
in Lesson 9. If pupils cannot answer the question yet,
have them look at the pictures or wait until they have
finished reading.

Teaching Notes

Page 50
`` Ask, Is Mum happy? Are the girls happy? Look at picture 2.
Is Amy happy? Try to elicit why she is not happy. What
is it she does not like? Make them explain how the
situation has changed in the last picture. Have them
say what hints helped them because the girl does not
say Yes. (her face, the word delicious).
`` Play the track a second time. Invite pupils to listen and
read again.

Unit 4 p2

Lesson 2

2
`` As the words that appear on this table are quasi
transparent, see if pupils get the meaning. If they dont,
use the morphology premise and write both English
and Spanish equivalent. Perhaps someone in the group
may volunteer to do it if the pupil has discovered the
words. Allow this. It is also possible that they know what
to do but their knowledge of the topic is not enough.
They can do the ones they know and talk to the
biology/science teacher for help with the rest. The same
applies to the question they have to answer.

Optional lesson starters


a. Write Delicious/Not delicious on the board. Have pupils stick
their food cut-outs under the correct title. Alternatively,
show the cards and they say delicious/not delicious.
b. Pair work: Tell pupils to get their Unit 1 cut-outs. Then
ask them to draw a Tic-Tac-Toe grid. Each square must
have a mark of a different colour: red, blue, grey, yellow,
green, brown, black, purple and pink. A pupil says
red, and places his/her card on the corresponding red
square. Another says brown and does the same. The
winner is the one who gets his/her three cards on a line.

Answers: Fruit: tomatoes, bananas, oranges / Vegetables: peppers,


salad, carrots / Legumes: beans / A tomato is a fruit.

24

`` Play track 24 once and ask pupils to put their hands up


when they hear a word they know. Check answers.

`` This can be played as a Memory game. Make pupils


cover the rest of the page and have them play in pairs.
The pupil who does not remember what the answer is,
misses one turn.

`` Play the track again with books open and pupils point.
`` Ask them to notice any difference between salad,
banana, tomatoes and the equivalent words in Spanish.

N A P

La perspectiva plurilinge e intercultural, antes


de alentar una oferta meramente acumulativa en
trminos de la cantidad de lenguas que se puedan
ofrecer, apunta a tornar visibles las relaciones entre las
lenguas y culturas

Learning strategy
Becoming phonologically aware
Explain that the second \A\ in \b"nAn\ and the \A\ in \
t"mAtuz\ sound as if they were yawning. Then remind
pupils of the happy \\ in \"sld\ and \"krts\. Also
point out the similarity between \bikI\ and \binz\.

Teaching Notes

`` Make it a whole class activity the first time so that


pupils revise vocabulary and understand the game.
Page 51
`` Play the track once more and have pupils repeat
as close to the English pronunciation as possible.
Encourage them to do so. Do not punish faulty
pronunciation. Make it playful!

N A P

Optional activities
1. If there is time you can reverse the game and
say or write down: pepper, carrot, etc. and
pupils say, fruit, vegetables or legumes.

2. Click here for photocopiable material (p11).

"disfrute del proceso de aprendizaje de la(s)


lengua(s) extranjera(s), "
1

1 e; 2 n; 3 o; 4 a; 5 t; 6 l

Unit 4 p3

Lesson 3

Optional lesson starters

`` Once you make sure pupils know what Bubbas faces


mean, ask them to match the faces and the food on
their own in 3 minutes.

a. Try to make conversation with the pupils. They may say


anything they want to share with you and the class and
you make a comment, eg:
P: My dog has a baby. T: Great!
P: I am angry today! T: Wow! Why?

Answers: 1 b; 2 a, c

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


what they are supposed to do. Ask how they guessed
it and where they can find the information. Say, OK.
Complete the sentences.

b. Play the alternative game on page 51, Activity 3.


Divide the class into groups and hold a competition.

`` Check orally.
Answers: I like / I dont like

25

`` Go back to Lesson 1 and ask why Amy is not happy in


picture 2. Focus on Kellys question and go to page 52
and have pupils compare both sentences. Then focus
on Bubbas face and his answers: Yes, I do. and I dont.

`` Once pupils have read the rubric and explained what


they have to do, ask them to take out their notebooks/
folders and write no less than 3 sentences including
what they like and what they do not like.

`` Write on the board: I like


I dont like.
Ask pupils to write which food Bubba likes and which
he doesnt.
`` Play track 25 and follow the listening with books
open. In fact the only new word is sandwiches, which
is transparent from the point of view of spelling,
but be careful with pronunciation. Pupils may even
mispronounce it in Spanish (sanguche). You can play the
correct pronunciation of this word from the Macmillan
Online Dictionary: \"sndwIdZ\.

Page 52

`` Give them 10 minutes and when they are ready they


can socialize their sentences with the rest of the class.
If there is no time, they can use it as a class starter next
class.

Optional activity

Optional activity

`` After listening, pupils can either read in pairs or role


play the scene. Another alternative is to vary the food
mentioned.

Pupils can talk about likes and dislikes about pets,


colours, food, wild animals, etc. Remember that
at this stage pupils cannot produce the question
orally yet.

Teaching Notes

Click here for photocopiable material (p12).

1 dont like; 2 like; 3 dont like; 4 like

Unit 4 p4

Lesson 4

3
`` Say, Look at the drawings on the right (gesture). Name the
groups. Good! Is any food repeated? Now look at the menu.
Is this food on the menu? OK. Tell me what you have to do.

Optional lesson starters


a. Ask pupils to look at the pictures on page 53 and
separate healthy from unhealthy food just pointing at
the drawing and saying Good/Not Good or Healthy/
Not Healthy.

`` Do one together. It is advisable to choose number three


because it is the only one with four elements and it is
easily detectable.

b. Call one pupil to read his/her sentences from the


previous class and, suppose he/she says: I dont like
carrots. All the pupils who like carrots put up their
hands and then say I like carrots.

`` Once you finish, play with the different elements in each


menu by telling pupils to add a fruit to menu A or change
the banana for something more delicious, etc.
`` As homework make them draw and write their favourite
menu.

26

Answers: 1 c; 2 a; 3 b

`` As there are many transparent words here as well,


proceed as you did in Lesson 2. Play track 26 and
make pupils focus on the pronunciation of words like
\"hmbg\ and \"tSklt\. You can tell them it is similar
to choclito in Spanish without the final sound 'o'. For the
pronunciation of the sound \I\ in chips focus on fish
which they already know but point out that \pits\ takes
the sound \i\. Pasta can either get \\ or \A\.

3
4

`` Play the track once more and have pupils repeat as


close to the English pronunciation as possible.
Optional activity

Create a rap in groups combining the different


names. Each group creates its own combination
with their favourite food or the food they dont
like, eg:
Pizza, chips, rice
And chocolate, delicious!
Yeah, yeah, yeah!

Teaching Notes

1 hamburger f; 2 pasta e; 3 soup d; 4 fish a; 5 chips c; 6 cereal b


Audioscript/Answers: 1 I like bananas. 2 I dont like rice. 3 I dont like
salad. 4 I like fish. 5 I like oranges.

Page 53

2
`` Work out the rubric together with pupils and then allot 1
or 2 minutes for them to circle the options.
`` Check answers. After checking, you can team or pair
them up to draw the other items of vocabulary on a
sheet of paper.
Answers: 1 hamburger; 2 rice; 3 chips; 4 chocolate

Unit 4 p5

Lesson 5

Learning strategy
Building the message from clues
a. Say, Underline (gesture) the words in the rubric you
recognize. They may choose: question, two, friends, yes,
no and, probably, write. Now ask what they have to do
on the right based on the words they underlined. Not
all pupils will underline all the words. Write those they
say on the board and frame the idea of what they have
to do. Ask what they have to write on the line under
Friend 1, Friend 2.

Optional lesson starter


Pupils socialize their menus from the previous lesson
and frame sentences like I like, I love, is delicious.
Or I dont like

27

b. Make groups of three. Try to place friends together.


Choose pupils who are sitting together so they do
not move around yet. There is an optional activity for
movement if your class allows.

`` Ask pupils where Niki and Bubba are and what they are
doing. Focus on Bubbas expression in picture 2.
`` Play track 27 with books closed. After listening, ask
what Niki and Bubba are buying and see if pupils
recognize what Bubba likes and what he doesnt like.
Then open the books and check answers.

While pupils are working on the survey, walk around and


see if they are using English or not. Be as little intrusive as
possible.

2
`` Get pupils to explain what they have to do. Ask them
what they have to look at to answer correctly. Then give
them 3 minutes to write the sentences.
Answers: 1 I like; 2 I dont like

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


should be acquainted with the type of work they have
to do in this section by now. Elicit what they have to do
this time. Make sure they notice the question mark at
the end of the line.
Answers: Do you like bananas?

1. Menu in hand, pupils walk around looking for


their soul mate (the pupils who like/dislike
the same food). Dont have more than three
pupils doing this at a time, if not the class
becomes chaotic. The rest listens and checks.

3
`` Ask pupils if they have to write sentences. When you
get the right answer, ask them how they noticed. They
may have recognized the word question or they may
have noticed the question mark beside the drawing.
This type of oral exchange allows other pupils to find
different ways of associating knowledge.
Answers: Do you like carrots? Do you like sandwiches? Do you like beans?

Teaching Notes

Optional activities

Page 54

`` Give them 10 minutes to write the questions.

TIP

5
6

2. Click here for photocopiable material (p13).

Pupils own answers


1 Yes, I do. 2 Do you like tomatoes? No, I dont. 3 Do you like beans?
No, I dont. 4 Do you like apples? Yes, I do.

Unit 4 p6

Lesson 6

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


them to compare the sentences on the sign and the
sentences above. Focus on the childrens faces and
leave them to work out the activity by themselves.

Optional lesson starters

`` Check orally.

a. Say, Hi, children. How are you today? Make some small
talk and then ask pupils what they ate the previous day
and encourage them to say whether they like that food
or not, eg:
P1: Miss, I fish! T: Do you like fish? P1: No, I dont!
T: Tadeo? P2: Pizza. I love pizza. T: Sofa? P2: Ice cream.
Ice cream is delicious.
Some pupils may give some of their answers in L1.
Accept them.

Answers: and / but

2
`` Ask pupils to read the rubric and explain it first. Make
sure they really understand what they have to do.
`` Encourage them to read the sentences separately, the
first part and then the second. Make pupils notice that
there can be a negative sentence on the left as well.

b. To revise food, write different items of food and have


pupils classify them under the correct name.

`` Do one matching together. Call on a volunteer and then


check on other pupils, especially weak or shy ones.

`` Give them 10 minutes to match and write the


sentences.

`` Focus on the rubric and find out whether pupils


understand when they should put a tick and when a
cross. Then discuss the childrens attitudes and ask why
they think the girl is not so happy.

`` Check answers with the group.


Answers: 1 I like dogs and I like cats. 2 I dont like fruit but I like
vegetables. 3 I like cats but I dont like dogs.

`` Give them some minutes to complete the chart and


then check answers on the board.

Page 55

Answers: Boy: bananas, oranges / Girl: bananas

`` Enquire if pupils have noticed anything new in the


sentences and if they havent, ask them to underline
the sentences and tell you how many sentences there
are and if there is a stop between them. Make them
see there is a word joining the two sentences and ask
them to circle those words. Try to elicit the difference
between and and but instead of saying it yourself.

Teaching Notes

N A P

" reflexin sobre los propios procesos de aprendizaje


vinculados con la comprensin, interpretacin y
produccin de textos orales y escritos."

1 I like pizza and I like hamburgers. 2 I have a brother but I dont have
a sister. 3 I dont like peppers but I like tomatoes. 4 I have a dog and
I have a cat.

Unit 4 p7

Lesson 7

2
`` Tell pupils you are going to play the silent game. You
cant talk, so they have to do everything by themselves:
read the rubric and the text but they do not have to
write yet.

Optional lesson starters


a. Give out cards with pets in some and food in others
(you can use the cut-outs at the back of the book).
Pupils take turns to say what they like or dislike
according to their real likes and dislikes, eg: I like cats
but I dont like birds. I dont like chips and I dont like soup.

`` While they are reading write the following chart on


the board. Invite pupils to copy it into their notebooks/
folders later.

b. Draw a ladder on the playground floor. Write the name


of different types of food. Have pupils jump up the
ladder reading the word aloud and saying whether they
like that food or not. You can have two or three teams
with food in different order and see which one finishes
first.

Name
(Jennifer)

(dont like)

love

(green pasta,
green soup hamburgers (vegetables)
and salad)

`` Once they finish, make them complete the chart


(the words provided in brackets) to see if they have
understood what they have read. Check.

1
`` Say, Read the instruction, Paloma. Good! Mime (gesture)
what Paloma says (gesture), Leo. Do the names go in the
pictures, Agos? Make sure pupils realize the names go
in the chart. Also, see that they recognize the food in
the pictures provided.
`` Ask, Where (gesture) is the information? Look at the
drawings on the left (pointing to the smileys). This is
This is . See if they can tell you what word they can
write under the smileys (like/dont like).

like

`` Ask pupils to write about themselves. If there is no time,


leave it for homework.
`` Give them some clues on how to go about the activity.

Optional activity

Page 56

Click here for photocopiable material (p14).

`` Give pupils 20 minutes to complete the activity.


`` This is silent reading, reading for comprehension not
for pronunciation. You can do that later in the class.
Tell pupils they can underline, circle, etc because you
are going to ask them to account for their answers.
Walk around while they are working, pointing out,
helping when necessary, asking, etc.

Pupils own answers

Answers: Mary, Tyson, Emma

Teaching Notes

Unit 4 p8

Lesson 8

`` Play the track again and have pupils answer the


question in the book.
`` Once they have finished, call pairs to read the question
and the answer.

Be polite.

Answers: The food is horrible.

Optional lesson starters

a. Revise expressions connected with emotions and


feelings that have been learnt along the year, eg: Here
you are. Thank you. Chocolate? No, thank you. A ruler,
please. Oops! (doing as if you tripped on a bag). Sorry.
and so on.

`` Invite pupils to read the rubric. Ask, Where are the


ingredients?
`` Pupils can say both in the comic strip or in the picture
next to the incomplete recipe. Make sure all of them
have found the information required before they start
working. Allot a few minutes to do it.

b. Place cards with food or the names of food face down


on a desk. Write the following titles on the board:
Delicious! Good! I dont like it! My favourite!
A pupil picks up a card, reads it, puts it under the right
title and provides a sentence: Salad is my favourite!

Answers: pasta, fish, rice

4
1

`` To make the acting more real pupils can use a box as


a pot and cards as ingredients. Have them read the
scenes first and then call on volunteers to act them out.

28

`` Tell pupils they are going to listen to two boys in the


kitchen. Try to make them tell you what the boys are
doing. Play track 28 with books closed.
`` Ask pupils to pay attention to the ingredients. Write
ingredients on the board and one volunteer at a time
writes them down.
`` Find out whether they would eat that recipe or not,
what they think about the result. If they happen to say
horrible, write the word down as it is transparent and
repeat it yourself in English.
`` Ask them to focus on what the boy says when he tries
the resulting food. Make the necessary comments.
`` Play the track a second time with books open. Call
pupils attention to the last picture and make sure they
notice that the words and the facial expression do not
coincide.

Teaching Notes

Page 57
`` Invite pupils to say why they think the boy says nice
and show the Be polite. notice on the right. Explain if
necessary.
`` Ask them to bring posters saying Be polite., with or
without drawings for next class.

Optional activities
1. Pair or team work: Have pupils prepare their
own recipe. Do it as homework if there is no
time.

2. Click here for photocopiable material (p15).

28

`` Say, In your opinion, is the food delicious or horrible?


`` Have pupils read the Look! section so that they
understand the meaning of delicious.

1 A pencil, please. 2 Here you are. 3 Thank you!

Unit 4 p9

Lesson 9
Optional activities
Optional lesson starters

1. Give the pictures a different order and have


pupils match them with the verbs or vice
versa.

a. Have pupils bring their Be polite. posters, ask for


permission and go round the school hanging them up
on walls, including their classroom and others.
b. Invite pupils to act out the recipe they have prepared
the previous class.

2. Write, eg: Peel the oranges and have pupils


draw that. Alternatively, draw beans under
water and have pupils write Wash the beans.

p49

My Project

`` This activity can also be a lesson starter. Focus on Trip


and the page number he shows. Have pupils find out
or try to remember what there is on that page and ask
them what they have to do. Give them 10 minutes to
do it and then check.

`` This project can be done individually, as group work


or pair work. It can be done at school or at home,
depending on the number of periods you have.
`` Once pupils bring their menus, vote for the healthiest
or the least healthy, the most delicious one, etc and
hang them round the classroom or even somewhere
else for everyone to see.

Answers: Healthy food: bananas, carrots, orange, tomatoes, prunes


(dried fruits), beans
Not healthy food: cake, cupcake, pizza, hamburger, chips

1
`` You can do this activity in two different ways, either
part by part or explaining the whole and then allotting
20 minutes to do it completely.
`` Say, Read sentence 1. Underline the ingredients in the
recipe. Check they underline only the ingredients, not
the modifiers.
`` Ask, Are there numbers near the ingredients? See they
understand what those numbers represent by asking
why they are there.
`` Ask, Do you circle all the ingredients? How many do you circle?

Teaching Notes

Page 58
`` Have pupils read the second sentence and ask them what
they are supposed to number and what you do that for.
Dont insist in a given order. Allow them to choose.
`` Write the options on the board and discuss them. There
is more than one possibility to carry out this recipe
adequately. Pupils might even say that cooking the rice
goes first because it has to be cold when you mix it.
Answers: Pupils should circle the two tomatoes in the middle, the big
carrot, one green pepper and the cup with rice.
1 Wash the tomatoes, carrots and pepper. 2 Peel the carrots. 3 Cut the
tomatoes, carrots and pepper. 4 Cook the rice. 5 Mix the rice, carrots,
tomatoes and pepper.

Unit 4 p10

Activate Units 34

`` Ask pupils to open their books at page 63 and to read


while they listen to you. Read the text one more time.
Ask, Which words rhyme?
`` Focus attention on meaning now. Ask about the
number of pets and what their names are. Get pupils to
realize they will have to infer what animal Bubble is and
so get to the specific type of rhyme: a riddle.
`` Accept several answers (Horse? Bird? Fish?). Give them
the meaning of bubble as a clue so as to round off the
guessing.
Answers: A fish.

`` Ask pupils to read the chart and explain what they have
to do. Make sure they undertand what they have to
write in the last column.
`` Check the activity all together.
Answers: Bubble: red, fish, She / Ned: black, cat, He

Optional activities
1. Divide the group into two teams. Ask team1
to read the rhyme till you say Stop. At that
very moment, team 2 should start reading,
and so on. You can also play individually.

Page 63

`` Tell pupils you will read something to them and they


need to listen carefully to you. Tell them not to worry
about meaning yet.
`` Read the rhyme aloud. Ask pupils what kind of text they
have heard: Is it a story, a rhyme? How do you know?

Teaching Notes

`` Pupils read the title and explain what they have to do.
`` They should anticipate the content of the text from the
picture. Ask about the vocabulary they might find.
`` They then scan the text to find out who the boy is,
what his name is and what he does to confirm their
hypotheses.
`` Tell pupils that he talks about himself as a special chef.
Ask for the reasons. Focus their attention on but.
`` Ask students to check if the sentences are true or false
and correct the false ones.
Answers: 1 Yes. 2 No. His salads are delicious. 3 No. He has a salad.

Activate


Optional activities
1. Ask, Do you like vegetables? Do you like green
soup? What do you think a green soup has?
What does his green, red and white salad
contain?
2. Invite pupils to think of other interesting
salads, even fruit salad. They can write the
recipes and draw them.

2. Pupils can create a rhyme using this one as a


source.

vate

Activate Units 34

Explore Units 34

N A P

Learning strategy
Becoming morphologically aware
Make pupils notice the relationship between food and
feed. Do not tell them; ask them. Make them go back to
the title of Unit 4. Now they can complete the task.

La formulacin de anticipaciones e hiptesis en


relacin con el sentido del texto y el paratexto, antes y
durante el proceso de lectura, a partir de ttulos, grficos
y otras pistas temticas y lingstico-discursivas.
La lectura global o focalizada de textos ficcionales
y no ficcionales de gneros variados, como, por
ejemplo, noticias, artculos breves, relatos, instructivos,
relacionados con temas de inters general, curriculares
y no curriculares, con diferentes propsitos
comunicativos.
La resolucin de dificultades de comprensin durante la
lectura. Esto supone:

Answers: 4 Love your pet! 5 Play with your pet. 6 Clean the poo poo.

2
`` Ask pupils if they understand what they have to do.
Make sure they understand that the sentences in this
activity are very similar to the ones in Activity 1, but
now the function has changed. Pupils have to answer
about themselves, about what they do regularly. Focus
their attention on the pronoun I.

`` la identificacin de pistas temticas, lingsticodiscursivas y paratextuales que ayuden a aclarar los


sentidos;
`` la inferencia de significados a partir del contexto;

`` Pupils can interview a family member or a friend by just


reading the sentences as they are. Do not expect them
to turn them into questions.

`` la identificacin de relaciones con palabras o


expresiones conocidas, de uso internacional y
cognados;

`` Check how many points each one got and who the pet
lovers in the class are.

`` la consulta de diccionarios bilinges o monolinges,


enciclopedias, etc.

Page 64

1
`` Make pupils notice the title and the pictures of the
campaign style poster. Ask them to explain what happens
in each. They should identify the topic and the function of
the language used (advice about taking care of pets) from
the words they know in the title and the pictures.

Optional activity

`` Focus pupils attention on the rubric. Make them notice


four of the items have been solved for them.

Teaching Notes

`` Analyze those items (walk may have been used at


school; poo poo is one of the names given to feces
locally; give may have been used in class; water;
play has not been used as a word with independent
meaning, but the meaning is close to the one in sports).
Be ready to help out.

Pupils put in order the recommendations, writing


the most important one at the top and the less
important at the bottom of the list. There is
no right/wrong order. They should discuss the
reasons for their choices. They should become
aware of their responsibilities towards animals
and towards society.

Explore Units 34

Unit 4
? Lesson
Lesson?2
Colour, count and write

two yellow bananas 




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Unit 4 p11

Unit 4

Lesson 3

Look and write using like or dont like.

I

.
I

I

.
I

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Unit 4 p12

Unit 4
1

Lesson 5

Look and complete. Then answer Yes, I do or No, I dont.


1 Do you like

?

2 Do you like

?

3 Do you like

?

4 Do you like

?

5 Do you like

?

Look and write.


I dont like

I like
Niki

I like tomatoes.

Bubba

I dont like beans.

2
3

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Unit 4 p13

Unit 4

Lesson 7

Write the names of the snacks in order of I like I dont like.


c
a

1 

5 

3 

7 

2 

6 

4 

8 

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Unit 4 p14

Unit 4

Lesson 8

Look, choose and write. Then draw.


Bananas, please.Thank you.Fish, please.
Pasta, please. Rice, please.
1

PHOTOCOPIABLE Macmillan Publishers S.A. 2015

Unit 4 p15