Tools - 1 Teachers Edition

Second
Edition
A new comprehensive, fully illustrated, six-level series for primary

students, aimed at helping learners develop English language and life
competencies.
TOOLS FOR ENGLISH offers work on all four language skills as it provides
students with lots of opportunities to learn and practice English through
lively activities which will engage students to actively interact and
socialize within the language as from the first day at school because
the series is based on the Constructivist Interactive Approach and
integrates Differentiated Learning and CLIL activities which foster critical
thinking skills engaging students to accomplish their learning process
successfully. Teacher’s Edition
Key Features:
• Designed for schools with 2 to 3 hours of English classes per week.
• Lively, enjoyable and achievable student-centered activities:
Tools for English * One Teacher’s Edition

engaging topics, songs, chants, games, tongue twisters, projects and
many others!
• A free-response opening question to encourage students to express
themselves using English at their own age and knowledge level.
• Grammar is embedded as well as presented specifically in “eye-catch”
banners.
• Fosters self-assurance and confidence due to its gradual progressive
syllabus.
• Interesting reading and writing tasks, which allow for spelling
conventions practice and reinforcement.
• Reinforces values, which complement their social development
throughout the school year.
Every level in the series offers:

• Student’s Book: takes students to level A1 in the CEFRL.
• Workbook: grammar-focused.
• Teacher’s Edition: offers a step-by step lesson plan for every class,
the corresponding Student’s book page miniature with over written
answers; teaching and discipline tips are included to enhance
classroom management skills; provides Differentiated Instruction
activities, extra tasks and teacher’s hints that help to set an enjoyable
and realistic learning environment. Unit assessments based on real
use of the language are also included along with their answer key. The
Phonetic Chart helps teachers prepare classwork.
• Audio: includes all listening activities in a clear and understandable
way for students to practice pronunciation, intonation and stress.
N. 9469
9469 Tools one TE.indd 1 20/04/16 12:30 p.m.

Teacher’s Edition
00 9469_02_TOOLS_1 TEACHERS EDITION FM CC.indd 1 20/04/16 12:20 p.m.

EDITORIAL DIRECTOR Rosa María Núñez Ochoa
EDITORIAL COORDINATOR Yuliemy Carmona Rivas
DESIGN Martha Berenice Hinojosa Rodríguez
ART Ivonne Carreón
PRESS Mario Estrada Paniagua
COVER DESIGN Francisco Ibarra Meza
LAYOUT Krystel Galván
SPECIAL COLLABORATION Anita Frances Heald
© 2016 Editorial Esfinge, S. de R.L. de C.V.

Esfuerzo 18-A
Colonia Industrial Atoto
Naucalpan de Juárez Estado de México, C.P. 53519
ISBN: 978-607-10-0976-0 Second Edition

ISBN: 978-607-10-0803-9 First Edition
No part of this publication may be reproduced, stored in a retrieval system,

or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior permission of
the Publisher. Any person who does any unauthorized act in relation to
this publication may be liable to criminal prosecution and civil claims for
damages.
Second edition, 2016

First edition, 2014
Every effort has been made to trace the copyright holders and we apologize
in advance for any unintentional omissions.
Printed in Mexico
00 9469_02_TOOLS_1 TEACHERS EDITION FM CC.indd 2 05/05/16 10:06 a.m.

Dear Teacher,
Welcome to Tools for English a series aimed at providing you and your students with
all the necessary academic support to set an enjoyable learning environment and help you
facilitate class content.
You will find the series to be, enjoyable and easy to follow. Icons and banners make the
activities easy to identify. The approaches on which this series is based are:
- Constructive approach
- CLIL (Content and Language Integrated Learning)
- Differentiated Instruction
The series helps students communicate meaningfully from the first day of class because the
books offer have all subjects contents to be explored in English.
The Student’s Book activities such as songs, chants, hands-on, word games and drills foster
understanding, production and consolidation of English, help students relax and learn more
easily as they practice language. The Projects at the end of every lesson foster teamwork and
cooperative learning.
There is constant reinforcement of syntax and lexis throughout the lessons. Critical thinking,
language and life skills are developed through a free-response opening question in each unit,
designed to encourage students to express their opinions, preferences and experiences at their
own pace and level of proficiency, to improve their learning skills.
The Teacher’s Edition provides you with classroom routines, step-by step lesson plans and
suggestions on differentiated learning activities, discipline and teaching tips to facilitate lesson
content. You will also find a comprehensive bank of games, and a set of photocopiable Unit
Assessments.
We hope you and your students enjoy our series.
Best wishes,
The Kells Education Team
Libro_TOOLS_1 TEACHERS.indb 3 04/04/16 9:23 a.m.

Table of Contents
5 Tools for English Methodology
7 Common European Framework of Reference
9 Game Bank
12 Components in the Series
14 Scope & Sequence 1st Grade
16 Scope & Sequence 2nd Grade
18 Scope & Sequence 3rd Grade
20 Scope & Sequence 4th Grade
26 Unit 1 Greeting People Student book page 4
50 Unit 2 The Body Student book page 28
70 Unit 3 Animals Student book page 48
90 Unit 4 Around Town Student book page 68
118 Unit 5 Homes Student book page 96
142 Assessments
152 Assessments’ Answer Key
153 Audioscripts
157 The Phonetic Chart
158 References

Tools for English Methodology
Tools for English, is based mainly on three approaches: Constructive Interaction (also
known as co-discovery learning), CLIL (Content and Language Integrated Learning) and
Differentiated Instruction.
Children learn in very different ways since they are developing skills, abilities and self-
assurance. Therefore, the teaching methodology must be very specific.
The units are based on the approaches mentioned above and the corresponding
tasks should be carried out in such a way that children are encouraged to engage in
conversation and problem solving. When students verbalize the object of study, they are
more likely to understand, memorize, use and develop competences.
Constructive Interaction
The teacher is a facilitator who provides feedback.Students’ verbalization and
conversation give the teacher a clear view of comprehension and interest. Thus, the
process through which children achieve learning outcomes is as important as the final
product or task. Constructive Interaction promotes the following activities:
1. Personal: promotes introspection and fosters critical thinking skills.

2. Small group work: points of view as students work on achieving learning goals.
3. Whole group work: fosters social practice of the language as students show their
achievements.
4. Transferring: teacher guides students into building a summary of the topic. Students
see their progress within the language and teachers evaluate progress.
Society now expects graduates to collaborate, work in teams, teach others and negotiate
(Rice & Wilson, 1999). Business and society expect graduates to acquire, interpret, and
evaluate data to learn, reason, and solve problems (Rice & Wilson, 1999). As a result, the
development and training of these skills and abilities must start during childhood.
Tools for English provides you with specific activities and tasks that encourage children
to start using English from the very first day of class!
Differentiated Instruction
Differentiation consists of the efforts of teachers to respond to variance among learners
in the classroom (mixed-ability groups). Whenever a teacher reaches out to an individual
or small group to vary his or her teaching in order to create the best learning experience
possible, that teacher is differentiating instruction. Extra activities and ideas for
differentiated instruction are given in each lesson in the Teacher’s Edition.
Some of the ways in which Tools for English promotes this approach is by means of:

Content
1. Using reading materials at varying readability levels.
2. Putting text materials on tape.
3. Using spelling or vocabulary lists at readiness levels of students.
4. Presenting ideas through both auditory and visual means.
5. Using reading buddies.
6. Meeting with small groups to re-teach an idea or skill for struggling learners, or to
extend the thinking or skills of advanced learners.
Process
1. Using tiered activities through which all learners work with the same important
understandings and skills, but proceed with different levels of support, challenge, or
complexity.
2. Providing interest centers that encourage students to explore subsets of the class
topic of particular interest to them.
3. Developing personal agendas (task lists written by the teacher and containing both
in-common work for the whole class and work that addresses individual needs
of learners) to be completed either during specified agenda time or as students
complete other work early.
4. Offering manipulative or other hands-on supports for students who need them.
5. Varying the length of time a student may take to complete a task in order to provide
additional support for a struggling learner or to encourage an advanced learner to
pursue a topic in greater depth.
6. Presenting concrete vocabulary through flashcards and abstract vocabulary through
a concise definition.
Products
1. Giving students options of how to express required learning (e.g., create a puppet
show, write a letter, or develop a mural with labels).
2. Using rubrics that match and extend students’ varied skills levels.
3. Allowing students to work alone or in small groups on their products.
4. Encouraging students to create their own product assignments as long as the
assignments contain required elements.
Learning environment
1. Making sure there are places in the room to work quietly and without distraction, as
well as places that invite student collaboration.
2. Providing materials that reflect a variety of cultures and home settings.
3. Setting out clear guidelines for independent work that matches individual needs.
4. Developing routines that allow students to get help when teachers are busy with
other students and cannot help them immediately.
5. Helping students understand that some learners need to move around to learn, while
others do better sitting quietly.
(Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).

CLIL
Content and Language Integrated Learning, is where a subject is taught in the target
language rather than the first language of the learners. In CLIL classes, tasks are
designed to allow students to focus on and learn to use the new language as they learn
the new subject content. In our series you will find one CLIL activity per lesson usually
for subjects such as; History, Geography, Science or Social Sciences.
Common European Framework of Reference (CEFR)

The Common European Framework of Reference for Languages: Learning,
Teaching, Assessments, is a guideline used to describe achievements of learners of
foreign languages across Europe and in other countries.
The CEFR describes what a learner is supposed to be able to do in reading, listening,
speaking and writing at each level. Our series encourages students to reach Level A1+.
Level group A
Level group name Basic User
Level A1 A2
Level name Breakthrough or beginner Way stage or elementary
Description Can understand and use familiar Can understand sentences and
everyday expressions and very frequently used expressions
basic phrases aimed at the related to areas of most immediate
satisfaction of needs of a concrete relevance (e.g. very basic personal
type. and family information, shopping,
local geography, employment).
Can introduce him/herself and
others and can ask and answer Can communicate in simple and
questions about personal details routine tasks requiring a simple and
such as where he/she lives, people direct exchange of information on
he/she knows and things he/she familiar and routine matters.
has.
Can describe in simple terms
Can interact in a simple way aspects of his/her background,
provided the other person talks immediate environment and
slowly and clearly and is prepared matters in areas of immediate need.
to help.

Listening:
• I can understand phrases and the highest frequency vocabulary related to areas of
most immediate personal relevance (e.g. very basic personal and family information,
shopping, local area, employment).
• I can catch the main point in short, clear, simple messages and announcements.
Reading:
• I can read very short, simple texts.
• I can find specific, predictable information in simple everyday material such as
advertisements, prospectuses, menus and timetables and I can understand short
simple personal letters.
Spoken Interaction:
• I can communicate in simple and routine tasks requiring a simple and direct
exchange of information on familiar topics and activities.
• I can handle very short social exchanges, even though I can’t usually understand
enough to keep the conversation going myself.
Spoken Production:
• I can use a series of phrases and sentences to describe in simple terms my family and
other people, living conditions, my educational background and my present or most
recent job.
Writing:
• I can write short, simple notes and messages relating to matters in areas of
immediate needs.
• I can write a very simple personal letter, for example thanking someone for
something.
• I can write a series of simple phrases and sentences linked with simple connectors
like “and”, “but” and “because”.

Game Bank
Routines
We include some games and routines in the Tools for English series to provide students
with opportunities for meaningful language development as well as for setting a secure
and enjoyable learning environment.
Any starting routine can include a game, a song or a chant. If you decide to include a
song, play it every day throughout the first week for students to listen, repeat, identify
vocabulary, understand the song, and learn it. Present the lyrics using TPR (Total
Physical Response: that is, acting out and modeling words for meaningful purposes).
Keep in mind that songs are aimed to work on pronunciation, and chants are aimed to
work on stress, rhythm and intonation. However, students have fun as they listen and
practice the target language. When you want to play a new song or chant, play it once to
raise awareness of the language. Then, play the CD again inviting students to repeat and
to sing or chant along.
Games
You can play the traditional games like Bingo, Hangman, Tic-tac-toe, Simon Says, etc.
Now, we would like to present some other fun games your students are going to love.
Please feel free to adapt them according to their needs.
Pilots and Planes: Have students make paper airplanes (allow them to test how their
planes fly.) Assign different classroom targets and points (e.g. table 1 point, door 5
points, trash can 10 points). Ask a student a question, and if he/she answers correctly,
then that student can throw and try to hit one of the target objects to win points. This
can be played individually or in teams.
Hot Potato: Have students sit in a circle. Use a potato and toss it to one student. Say
one English word as you pass. The student then throws the potato to another student
and says a different English word (play different categories, such as food, animals,
clothes, etc.). Students can’t keep the potato for more than 5 seconds or drop it. If they
do, they are out. Play until you have a winner.
Art Gallery: This is a great activity for reviewing vocabulary. Draw enough squares on
the board for each student to be able to draw in. Ask students to write their names
above their squares. Call out a word or phrase and have students draw it (pencil,
bookcase, a boy waking up, an angry dog, a long snake, etc.). Say the words as quickly
as possible (no more than 5 at the beginning); students should memorize the words and
draw them. The first to finish a “legible” drawing without missing words is the winner.
Instructions: This is a great pair game. Make an obstacle course in your classroom (use
desks, chairs, books, etc.). Blindfold a student and guide him/her through the course by
giving instructions (e.g. walk forward 2 steps, turn left, take on small step, etc.). This is a
good pair game. Just be careful students don’t hurt themselves.

Buzz: Counting games are a must. Have the students sit in a circle and pass a ball
around while counting (1, 2, 3, etc.). When the number reaches 7, that student must say
“buzz”. Any number with a 7 in it must be buzz (7, 17, 27, 37…) and any multiple of 7
must be buzz (14, 21, 28, 35, etc.). You can change numbers and multiples.
Elephants: Have students sit in a circle with you. Say a word and the student to your right
says a word that starts with the last letter of the word you said (e.g. bus - steak - key -
yellow, etc.). Continue around the circle until someone makes a mistake or repeats a word.
Marching: Play this game in the school playground. Line up students and say, “Go!” As
you all march together, call out the months in order: January, February, etc. Have students
repeat each month. March along at a slow pace but with straight backs, and swinging
arms. Say “Stop!” Everyone must stop and be exactly in line with you. If someone is out of
line, order them back in line, and then continue marching where you left off. Once finished
start again, but this time walk briskly. At the end, you can all be running.
Reading, Reading: This activity is fast-paced and lively, and improves students’ word
recognition, speed, and confidence in reading. Choose a reading passage according
to your students’ level of English. Start a rhythm (clapping or tapping on your desk).
Choose a volunteer to start. Each student must read one sentence on the beat and with
correct pronunciation. When the first student finishes, the next one starts with the next
sentence, and so on. If someone misses a beat or stumbles over words, they are “out.”
But if a student is “out” and spots a mistake and corrects the student who made it, he/
she is “in” again. You would be surprised to see your students focused and waiting to
hear someone’s mistake. Vary the tempo, and make it as easy or hard as you want.
Stop the Train: You need pen and paper for this game. Write a letter on the board, and
say, “Start the train.” Students then write down as many words beginning with that letter
as they can think of. When someone shouts out, “Stop the train!” everyone has to stop
writing. Students get a point for each word. The student who has the most words wins
extra points. This game can be played in teams.
What Are They? Place different objects on your desk. Give students a few moments to
memorize the objects and then cover the objects with a piece of cloth. Take away one of
the objects (without students looking), and then tell them to open their eyes again. The
first student to guess the missing object takes away another object in the next round.
Chinese Whispers: Sit in a circle. Whisper a word or sentence in the next student’s ear.
He / She then whispers what they heard in the next student’s ear and so on. The last
student says out loud what he/she heard to see if it’s the same as the original message.
If it is, then it’s the last student’s turn to whisper a word.
10

Hide and Seek: When possible, take students to the playground and divide them into
two teams. Everyone hides except two students, one from Team A and one from Team
B. These students close their eyes and count from 1 to whatever number you want them
to practice, allowing the others to hide. After the count, student A looks for team B, and
student B looks for Team A. Whoever finds the most students is the winner.
Find Someone Who… Begin by making a request to a student, e.g. “find someone who
has two brothers.” Have the student search the room for someone who fits the request.
When a student says “I have two brothers”, that student then makes his/her request to
another student.
11

Components in the Series
Student’s Book
• It provides with activities, tasks, songs, games, readings and hands-on activities to
surround students with a variety of opportunities to learn, use, apply and transfer
knowledge to their everyday life.
• It is divided into five fully illustrated units where you and your students will find the
following:
» Starting question is an open-answer question regarding the contents of the unit
to engage students and encourage thinking skills development.
» Lessons in which students work on the four language skills while fostering
thinking skills. Tasks and activities are fun, solvable, achievable, easy to follow.
They offer cross-curricular content, phonics and problem solving situations to be
performed individually, in pairs, in small groups and/or as a whole group.
» Language Boxes to raise language awareness of how to build and use English
proficiently.
» Magazine type reading encourages the enjoyment of reading activities.
» Blog Connections are small banners found at the bottom of every third page in
the lesson that guide students to the Blog’s page in the Workbook.
» Project is a hands-on activity that closes the lesson, aimed for students to apply
in an enjoyable way what they’ve learned so far in the unit sharing and working
with others in a collaborative way. There are 30 projects throughout the book that
serve the purpose of portfolio evidence.
» Arts & Crafts is a section at the end of the book that offers different hands-on
activities to learn about special celebrations and values.
Unit 1 Lesson 1
Anita Heald
A new comprehensive, fully illustrated, six-level series for primary Greeting People Lesson 1 Vocabulary
students, aimed at helping learners develop English language and life Unit 1 bow
Greeting People
D Read and complete. hand shake
competencies. Vocabulary
hug
classroom afternoon morning
kiss
TOOLS FOR ENGLISH offers work on all four language skills as it provides friend good evening school Why is it important to say hello and say my name to new Greetings in Other Countries
good good tomorrow Around the World
students with lots of opportunities to learn and practice English through people?
for English * One

lively activities which will engage students to actively interact and A Track 2 Listen and number the pictures.
socialize within the language as from the first day at school because A Moment to Ourselves
1 2 In Japan people bow and
the series is based on the Constructivist Interactive Approach and Why is it important to say hello In England people shake hands
say konnichiwa .
and say, hello
Student’s Book
integrates Differentiated Learning and CLIL activities which foster critical and say my name to new people? .
thinking skills engaging students to accomplish their learning process Ask the question on the first page of the
successfully. lesson and give students a few minutes to
think about the answer before sharing their 3
In Latin America people
4
ideas with others.
In Egypt people say ahla . shake hands and kiss.
Key Features:
They kiss on the cheek. They say hola .
• Designed for schools with 3 to hours of English classes per week.
Getting Started
• Lively, enjoyable and achievable student-centered activities: ahla hola konnichiwa hello
engaging topics, songs, chants, games, tongue twisters, projects and Welcome students to the classroom by greeting
Tools for English * One Student’s Book
them and saying your name: Hello. How are you? E Read and circle the correct words.
many others! B Match the dialogs to the pictures. Listen again and check.
I’m Miss Adriana. Welcome to school. Show them Teacher: Time to go home. Goodbye. Student 1: Hello. How are you?
• A free-response opening question to encourage students to express where to sit. Encourage students to say their Student: See you tomorrow. Student 2: Hi. I’m fine.
themselves using English at their own age and knowledge level. names to the class: I’m Pedro. I’m Juana. Point
Teacher: This is the classroom. Pleased to meet you.
These are your friends.
• Grammar is embedded as well as presented specifically in “eye-catch” to students at random and have the class say Teacher: Good morning! Welcome to school!
hug / kiss hand shake / bow hug / hand shake
banners. their names. Do it several times until students Student: Hello, Miss Tovar.
When we arrive When we leave
• Fosters self-assurance and confidence due to its gradual progressive have learned each other’s names.
Good morning Good-bye F Discuss the question.
syllabus. Good afternoon See you
What do you do to greet your friends and family?
Good evening tomorrow
• Interesting reading and writing tasks, which allow for spelling Hello Hi
C Say the dialogs. Go to page 6 in your Workbook and write an entry in your blog.
• Reinforces values, which complement their social development 4 Unit 1 Greeting People Lesson 1 5
throughout the school year. 2. U1_TOOLS_SB_L1-A.indd 4 11/12/14 10:57 AM 2. U1_TOOLS_SB_L1-A.indd 5 11/12/14 10:57 AM
A Track 2 Listen and number the pictures. B Match the dialogs to the pictures. Listen again and check. F Discuss the question.
Every level in the series offers: CLIL: Social Studies
Teach key vocabulary by pointing to pictures, saying the words Point to the four dialogs in different colors and explain each dialog Divide the class into small groups. Read the question and ask
• Student’s Book: takes students to level A1 in the CEFRL. and asking students to repeat (This is the school.) Explain they goes with one picture in Activity A. Read the dialogs with the class
D Read and complete.
students to share their ideas with the rest of the class.
• Workbook: grammar-focused. will hear a story. Play Track 2. Students listen and follow the story and elicit which pictures they think go with which dialogs. Play Point to the photographs and encourage students to describe
• Teacher’s Edition: offers a step-by step lesson plan for every class, in the pictures. Encourage them to point to the pictures. Play the Track 2 again and check with the class. what they see (greetings in different languages.) Read the texts Go to page 6 in your Workbook and write an
the corresponding Student’s book page miniature with over written track again as students number the pictures from 1 to 4, according aloud and ask students to share ideas on how to complete entry in your blog.
answers; provides differentiated instruction activities, extra tasks to the audio. C Say the dialogs. them. Students complete the sentences individually and then
and teacher’s hints that help set an enjoyable and realistic learning compare their answers with a partner. Check they spell the
Read the dialogs aloud and have students repeat. Then divide the
missing words correctly. Ask students if they know how to greet
environment. Evaluations based on real use of the language are also Tools! class into pairs. Ask them to practice the dialogs from Activity B.
in other languages.
included. Put students into groups of four or five and ask them to Walk around the room and help with pronunciation as necessary.
• Audio CD: includes all listening activities in a clear and read the information in the box and discuss it. After a few Ask some pairs to perform some of the dialogs for the whole class,
minutes call on a volunteer to tell the difference between by heart. E Read and circle the correct words.
understandable way for students to practice pronunciation, intonation
questions and answers.
and stress. Write the words kiss, bow and hand shake on the board. Say
the words while students mime their meaning. Point to the
photographs and read the options aloud. Ask students to circle the
correct options. Point to the pictures again. Students call out the
correct words chorally.
9 786071 008077
N. 9457 4 Unit 1 Greeting People Lesson 1 5
11/6/14 2:16 PM
12

Teacher’s Edition
• Teacher-centered that provides all needed Unit 1 Lesson 1
teaching tools to facilitate your daily practice Greeting People Lesson 1

Unit 1
Vocabulary
bow
Greeting People
D Read and complete. hand shake
Vocabulary
as you guide and encourage students to

hug
kiss
friend good evening school Why is it important to say hello and say my name to new Greetings in Other Countries
good good tomorrow Around the World
people?
A Track 2 Listen and number the pictures.
develop language and thinking skills

A Moment to Ourselves In Japan people bow and
1 2
In England people shake hands
Why is it important to say hello say konnichiwa .
and say my name to new people? and say, hello .
Ask the question on the first page of the

lesson and give students a few minutes to
in English.
think about the answer before sharing their 3
4
ideas with others.
In Egypt people say ahla . shake hands and kiss.
They kiss on the cheek. They say hola .
Getting Started
• Step-by-step lesson plan for each lesson

ahla hola konnichiwa hello
Welcome students to the classroom by greeting
them and saying your name: Hello. How are you? E Read and circle the correct words.
B Match the dialogs to the pictures. Listen again and check.
I’m Miss Adriana. Welcome to school. Show them Teacher: Time to go home. Goodbye. Student 1: Hello. How are you?
where to sit. Encourage students to say their Student: See you tomorrow. Student 2: Hi. I’m fine.
with clearly stated instructions and an extra

names to the class: I’m Pedro. I’m Juana. Point These are your friends.
to students at random and have the class say Teacher: Good morning! Welcome to school!
hug / kiss hand shake / bow hug / hand shake
their names. Do it several times until students Student: Hello, Miss Tovar.
have learned each other’s names. F Discuss the question.
Good morning Good-bye
Good afternoon See you
What do you do to greet your friends and family?
activity for differentiated learning that allow

Good evening tomorrow
Hello Hi
C Say the dialogs. Go to page 6 in your Workbook and write an entry in your blog.
4 Unit 1 Greeting People Lesson 1 5
2. U1_TOOLS_SB_L1-A.indd 4 11/12/14 10:57 AM 2. U1_TOOLS_SB_L1-A.indd 5 11/12/14 10:57 AM
for flexibility in use and adaptability to your A Track 2 Listen and number the pictures.
Teach key vocabulary by pointing to pictures, saying the words

and asking students to repeat (This is the school.) Explain they
will hear a story. Play Track 2. Students listen and follow the story
B Match the dialogs to the pictures. Listen again and check.
Point to the four dialogs in different colors and explain each dialog
goes with one picture in Activity A. Read the dialogs with the class
and elicit which pictures they think go with which dialogs. Play
D
CLIL:
Read and complete.

Social Studies
Point to the photographs and encourage students to describe

F Discuss the question.
Divide the class into small groups. Read the question and ask
students to share their ideas with the rest of the class.
group’s needs.
in the pictures. Encourage them to point to the pictures. Play the Track 2 again and check with the class. what they see (greetings in different languages.) Read the texts Go to page 6 in your Workbook and write an
track again as students number the pictures from 1 to 4, according aloud and ask students to share ideas on how to complete entry in your blog.
to the audio. C Say the dialogs. them. Students complete the sentences individually and then
compare their answers with a partner. Check they spell the
Read the dialogs aloud and have students repeat. Then divide the
missing words correctly. Ask students if they know how to greet
• Teaching and Discipline Tips to give you

Tools! class into pairs. Ask them to practice the dialogs from Activity B.
in other languages.
Put students into groups of four or five and ask them to Walk around the room and help with pronunciation as necessary.
read the information in the box and discuss it. After a few Ask some pairs to perform some of the dialogs for the whole class,
minutes call on a volunteer to tell the difference between by heart. E Read and circle the correct words.
questions and answers.
Write the words kiss, bow and hand shake on the board. Say
practical ideas about the most important

the words while students mime their meaning. Point to the
photographs and read the options aloud. Ask students to circle the
correct options. Point to the pictures again. Students call out the
correct words chorally.
issues on classroom management. 4 Unit 1 Greeting People Lesson 1 5
• A miniature version of the corresponding

Student’s Book page with overwritten answers.
• A Front Matter includes a brief description of the methodology in Tools to create an
enjoyable learning environment, the components that conform the series and the
Scope and Sequence.
• A Back Matter offers ten photocopiable assessments, two per unit each one after four
weeks of work. The answer key for every assessment is found in this section as well.
Workbook
• Grammar based and in direct correlation
with each unit in the Student’s book. Lesson 1
Unit 1
• Two pages of work per lesson offering Greeting People
C Find the following words.
extra practice on the language structure

school friend good morning good-bye good evening hello
A Match and color.
good evening
studied in the corresponding lesson in the Goodbye, puppy good night

Good morning, classroom
Miss Liz. Betty. happy birthday
school
good morning
Student’s book. good-bye

Mike
hello friend
• The third page in every lesson is designed

I’m fine. D Read and write Greeting (G) or Farewell (F).
Goodbye, 1. Hello
Claire. 2. Good-bye
for a writing activity called Blog where 3. Good morning

4. See you tomorrow.
students write a short entry related to the

Good morning, 5. How are you?
How are you? children.
topic they’ve been learning in the unit and

B Complete and color.
aimed to review language and spelling meet how fine
conventions. Mrs. Jones: Good afternoon.

are you?
Mr. Roberts: Good afternoon.
I’m .
Pleased to you.
Audio Recording 4 Unit 1 Greeting People Lesson 1 5
• Audio recording accompanies the

Student’s book including all listening tasks
plus songs and chants to work on developing listening comprehension strategies as
well as on pronunciation and stress of the language.
• All listening activities are student-centered, theme-related and fun!
13

Scope & Sequence 1st Grade
Unit Vocabulary Structures Phonics
1
• Greetings, • Greetings and introductions: • The alphabet and
Introductions Good morning (afternoon/evening/night), beginning sounds
• School places How are you? What’s your name? • /р/
• Numbers 1 to 10 I am… My name’s… • /m/
• School objects Pleased to meet you…
• Verbs: bow, clap, • Present simple tense of to be
close, color, count, • Personal Pronouns
cut, draw, find, glue, • Question words: What,
hop, hug, jump, kiss, How: How old are you? What’s this?
open, paint, say, see, • Possessive adjectives (determiners)
sit, stand, turn, • Definite and indefinite articles
write, etc. • Imperatives: Cut the picture;
• The alphabet Color the card, etc.
• Instructions: Stand up, Sit down,
Open your… Close your…
Clap three times
2
• Parts of the body • Present simple tense of to be • /s/
• Flavors • Present simple tense of to have • /t/
• Feelings • Demonstratives: This / These • (short) /ɑ:/, /e/, /I/,
• Sports • Nouns in singular and plural /ɒ/, /uː /
• Food • Definite and indefinite articles: • /k/
• Verbs: see, touch, a / an / the • /b/
smell, taste, hear, kick, • Quantifiers: some • /f/
play, sit, ride, dance, • Simple present tense: affirmative
throw, swim, walk, etc. sentences
• Numbers 1 to 10
• Cardinal and ordinal
numbers
3
• Animals: mammals, • Present simple verb to be: questions • double consonants
fish, reptiles, insects, Demonstratives: This / That / in a word: tt, pp,
amphibian, birds, These / Those mm, ff, rr
Arctic animals • Wh questions: Where (singular and • /n/
• Adjectives: small, big, plural), What, How • /h/
green, intelligent, etc. • Word order using adjectives: • Difference between
• Colors: red, blue, etc. It’s a long, yellow snake. /o/ and /u/
• Numbers • Use of adjectives in the singular • /g /
• Verbs: climb, bite, and plural forms • final /l/
fly, etc. • Short answers
14

4
• People in the community, • Present simple, First person • initial and final /n/
professions: singular, third person singular • initial and final /d/
policeman, mail carrier • Aff. neg. int. / does / doesn’t • initial and final /l/
• Objects and tools: hose, radio, • Singular and plural • initial /g/
bag, stethoscope, etc. • Existence: There is / There are • middle /k/
• Places in the city: police (aff, neg.)
station, post office, etc.
• Means of transportation:
fire truck, airplane, etc.
• Places in the mall: clothes
store, pet store, etc.
• Pets: dog, cat, parrot, rabbit,
spider, etc.
• Clothes: dress, coat, socks,
pants, shoes, shirt, etc.
• Toys: ball, bat, Teddy bear,
skates, etc.
• Verbs: find, drive, deliver, etc.
5
• Rooms in the house • Demonstratives: this, that, • /v/
• Colors these, those • /w/
• Furniture: lamp, sink, • Present simple: It goes in the • /j/
toy box, etc. living room. • final /ks/
• Family members • Singular and plural • /z/
• Activities at home: brush my • Demonstratives: This goes… / • /s/ as in cereal
teeth, wake up, have dinner, etc. That goes…
• Meals: breakfast, lunch, supper, • Present simple: like / likes
dinner, etc. • doesn’t like / don’t like
• Food and drinks: fried chicken, • Have / Has
French fries, soda, water,
eggs, etc.
• Countries: Japan, Mexico,
United States, France, etc.
• Vegetables: carrots, lettuce,
tomato, etc.
• Fruit: orange, apple, banana, etc.
• Verbs: Review
15

Scope & Sequence 2nd Grade
1
• Food: healthy and • Present simple: Like / Likes • /p/
unhealthy food • Don’t like / Doesn’t like • /s/
• Products from • Questions: Do… / Does…? • /ʧ/
animals / vegetables: • Instructions (following a recipe): • /ð/ vs. /θ/
sugar cane, milk, Wash two potatoes… • /j/
honey, etc. • Prepositions of place: in, on, under, • / ʃ / vs. /s/
• Seafood between, next to • /b/
• Verbs: wash, cut, • Conjunction: but
fry, eat, etc. • Wh questions
• Numbers 20 to 30
2
• Toys • Possessives ‘s • /∂/
• Clothes: Costumes, • Possessive adjectives • Combined words
princess, Spiderman, • Present simple: Have / Has • /kw/
pirate, etc. • Don’t have / Doesn’t have • /f/ vs. /p/
• Furniture in the • Existence: There is / There are • /w/
bedroom • Questions and short answers • /l/
• Pets • Wh question + has • /s/ vs. /z/
• Verbs
3
• Vacation: beach, • Present continuous • /ŋ/
sandcastle, ocean, etc. • Question words: who, what • long e
• Camping equipment • What are you doing? • short i
• Adjectives • Instructions: Don’t leave food • o vs. oo
• Names of sounds: in your tent. • /t/
bang, tap, clang, etc. • Adjectives • sh=/ ʃ /
• Equipment in a fair: • Position of adjectives in sentences
carousel, castle
• Verbs: camp, play,
build, cook, relax, etc.
16

4
• School clothes • Whose…? • /juː/ as in cute
• Musical instruments • Possessive pronouns: mine, yours, • /z/
• Experiments: magnet, his, hers • /ɑ:/
cork, plastic lid • Is this… yours? • /e/
• Nature: seabirds, rock • Instructions and imperatives: • /ʤ/ vs. /g/
pool, sand, crabs, Don’t touch. • /t/
savanna • Countables: How many?
• Adjectives How many… are there?
• Colors • Descriptions: What... like?
• Parts of the animals
• Verbs: Cut, rub, float, etc.
5
• Rooms in the house • There is / There are • th pronunciation
• Members of the family • Quantifiers: Some / Any (aff., neg. patterns
• Food and Int.) • /f/
• Days of the week • Short answers: Yes, I do. No, I don’t. • /p/ vs. /b/
• Picnic • Like / Don’t like • /w/
• Numbers 40 to 50 • Question words: who, when, • /h/
where, what • le as in turtle
• Uncountable nouns
• Dates and prepositions
17

Scope & Sequence 3rd Grade
1
• Chores at home • Rules: imperatives (aff. and neg.) • /^/ as in sun
• Family members • Present continuous and short answers • / ɪ /
• Routines at home • Phrasal verbs (inseparable) • /æ/ as in cat
• Ecology: recycle, verb + one or more prepositions • ɔ/ vs. /o/as in dog
reuse, cans, • Usage of nouns and pronouns • /e/
aluminum, waste, etc. • / iː / vs. / ɪ /
• Phrasal verbs: come
in, hurry up, look for,
turn off, keep on, etc.
2
• Frequency words: • Present simple (aff, neg, int.) • /eɪ/
every day, often, • Third person singular • /uː/ as in rule
always • Short answers • /s/ vs. /ɪz/
• Spelling rule for • Weather • /ʤ/
plurals (+s, +es, +ies) • Adverbs of time: never, sometimes, • /h/
• Everyday activities often, always • le as in kettle
• Leisure: swimming, • Where… from?
playing soccer, playing • Use of like as in
the violin, etc. What’s the weather like?
• Weather: sunny, cold, • Present continuous
rainy, etc.
• Countries
3
• Time • Telling the time and asking • /ks/
• Prepositions of time, what time it is • /m/
movement and place: • Instructions • /ǝ/ as in number
from, to, up, down, • Prepositions of movement, • /aɪ/ vs. /ɪ/
along, across from, in time and place • /ŋ/
front of • Directions • /n/
• Places in a museum • Usage of can / can’t in singular
• Places and animals in and plural
a zoo • Short answers
• Party: cake, candles,
surprise
• Verbs of ability:
dance, do magic tricks,
sing, play sports, etc.
18

4
• School activities • Present simple (aff, neg, int) • /ɑː/
• Extra activities • Question about frequency: • /aʊ / as in cow
• Activities in a schedule: How often…? • /iː/ vs. /e/
time • Adverbial phrases of frequency: • /b/ vs. /v/
• Health: energy, tired, every day, once a week • Stress on syllables
exercise, stethoscope, • Telling the time • /j/
heart, etc. • Have / Has • Endings: -cle,
• Parts of the body • Frequency phrases and order of the /kl/, -ing,/ŋ/
• The dentist: teeth, activity: I play tennis twice a week.
tooth, false tooth, brush
• Healthy activities: run,
eat, exercise, etc.
• Food: meat, eggs, bread,
5
• Math: times tables, • Past tense of verb to be, was, were • /uː/ as in rule
fraction, decimal point • Aff., neg., int. wasn’t / weren’t • Endings: -tion
• Sports • Wh questions in the past • Beginning s +
• Pets • Dates consonant
• Leisure activities • Prepositions for dates • Rhyming sounds:
• The months of the year nice, mice, rice
• The seasons • -nd as in second
• Amphibians: tadpole,
frogspawn
• Ordinals to 31st
(for dates)
19

Scope & Sequence 4th Grade
1
• House: attic, stairs, trunk, • Past tense (regular verbs) • Final ending
frame affirmative, negative, interrogative sounds of regular
• Toys: rag, rag doll, • Question words: who, what, where, verbs:
present, watch, sticks, when, how, why /t/, /d/, /ɪd/
clay, etc. • Time expressions for the past: • Ending: -rk
• Media: TV, Internet, radio, yesterday, last week, the day before • Final plural sounds:
etc. yesterday, two days ago, etc. /s/, /z/, /ɪz/
• Illnesses: disease, fleas, • Prepositions of time: in, on, at
inoculations, kill sickness, • Past tense: irregular verbs: run, see,
spread, vaccinations, take, have, hear, etc.
smallpox, inoculate, etc.
2
• Public buildings: library, • Comparative form of adjectives: • Pronunciation
church, restaurant, school, big/bigger, happy/happier, negative
market, etc. more important than contractions:
• Sports: soccer, dance, • Gerunds: name of activities, after didn’t, wouldn’t,
run, skate, swim, etc. like, start, love, go, enjoy couldn’t, don’t,
• Camping: horseback can’t
riding, sunbathe, rafting, • Pronunciation of
canopy gliding, cliff, etc. contractions with
• School subjects: Maths, will: I’ll, He’ll, We’ll,
P.E., Science, Chorus, etc. They’ll
• House building: laying • Pronunciation:
bricks, putting in doors, /ŋ/
etc.
3
• Art and art supplies: • Simple Present: habits • Combinations: -ft,
sculpture, collage, paint • Infinitives: after want, like, love, -nt, -st
brushes, easel, clay, try, start • /w/ sound
water colors, etc. • Question words: what, why, when, • /ɪə/ sound
• Dances: stomp, ballet, where with simple present tense
beat, garbage lids, etc. • Why and because
• Musical instruments: • Spelling rules of simple past verbs
violin, piano, horn, chello,
clarinet, flute, viola, etc.
• Kinds of music: classical
music, folk music, pop
music, etc.
• Insects: ants, spiders,
Black Widow, caterpillar,
butterfly, snail, stink bug,
grasshoppers, etc.
• Bees: wings, buzz, queen
bee, hive, drones, working
bees, etc.
20

4
• Quantifiers: some, many, • Expressing quantities – countable • /ŋ/ sound
etc. and uncountable nouns, affirmative,
• /θ/ sound
• Countable and negative, interrogative
uncountable nouns • /ʃ/ sound
• Giving directions: walk up, down,
• Food
towards, to, turn, right, left
• Food related words: bowl,
serve, etc. • Imperatives: open, close, stand up,
• Giving directions: sit down, give me
Turn right/left, walk to,
corner, etc.
• Prepositions: up, towards,
to, etc.
• Geography: map,
mountains, rivers, routes,
etc.
5
• Geography: mountain, • Superlative form of adjectives: • / ʤ /sound
river, waterfall, features, the biggest, the happiest, the most
lake, latitude, longitude, interesting • Pronunciation:
equator, etc. far / the farthest they’re, there, their
• Vacation/traveling: good / the best • Soft and strong c
plane, fly, hot, cold, bad / the worst • Pronunciation soft
longitude, ice, • Going to: Affirmative, negative, c, strong c
• Seasons: winter, spring, interrogative forms (yes-no questions, • / w/ sound
summer, fall wh questions) • /sw/ sound
• Animals: lion, rabbit, • Linking words: and, then • Tongue twisters
lady bug, camouflage,
etc.
• Space travel: astronaut,
space ship, planet,
universe, etc.
21

1
• Racial Segregation: activist, • Past tense of regular/irregular • Final ending
civil rights, non-violent, verbs in the affirmative, sounds of regular
protests, class, ethnic, race, negative and interrogative verbs: /t/, /d/, /ɪd/
row, seamstress, segregation forms • Spelling and
• Regular verbs • Ability and opportunity in the pronunciation /ʊ/
• Education in the past: past: could / couldn’t of letters ou.
ancient, punished, skills, strict • Giving reasons and contrasts • Tongue twisters
• Food components: vitamins, with because and but
minerals, carbohydrates, etc. • Regular verbs
• The Olympic Games: athletes,
competed, fit, Olympic,
training, marathon, Empire
• Sports and exercise: swimming,
wrestling, yachting, etc.
2
• Being generous: generous, • Recommendations with • Tongue twisters
donate, leftovers, volunteer, etc. should • /z/, /v/ sound
• Celebrations: festival, • Preferences: I prefer, • Identifying long
celebrate, fireworks, etc. in I’d rather vowel sounds
different places and times • Giving reasons with because
• There is/There are to express
existance
3
• Friendship: friend, kind, • Simple Present: habits with • Combinations: ft,
manners, lonely, mistakes, frequency adverbs nt, st
rude, forgive, move • Present perfect: actions • /w/ sound
• Hobbies: article, champions, that began in the past and • /ɪə/ sound
chess, hobby, baked, collection, continue, indefinite time in
model the past (affirmative, negative,
interrogative)
• Past Participle form of
irregular verbs
• for, since, already, yet, ever,
never
22

4
• Household chores: chores, • Gerunds as nouns • /ŋ/ sound
helping, list, clean, make the bed, • Infinitives after: promise, want,
• /ʃ/ vs. /ʧ/ sounds
water, housework, busy, sweep, remember, forget, agree
vacuum, dishes, laundry, trash, • Present continuous for future, • Silent consonants
etc. while for two actions occurring
• Pets: committed, feed, pet, at the same time
puppy, training, cages, litter, sick, • Sequencing words: first, then,
vaccines, vet, etc. after that, finally
• Activities on vacation: • Simple present for plans
driving, skiing, snowboarding,
beach, dolphins, reefs, sharks,
snorkeling, hiking, packing,
brochure, peaks, sail, journey,
summit
5
• Honesty: lying, proud, skip, • Modals: might, should, have • /ʤ/ sound
trouble, hillside, liar, shepherd, to, can, could, must, will
• /ɪ/ vs. /e/
villager, humble, bragging, • Recommendations with
gossip, bullying, spread, blame, should • Tongue Twister
grounded, etc. • Zero conditional (if, when )
• /jʊ/ vs. /ʌ/
• Sports: benefits, risk, + present, + simple present
disappointment, goals, self-esteem, verbs, simple present • /sw/ sound
strategic, bounces, rugby, scores, modals
appearance, tournaments, cycling,
helmet, pads, injuries safety
equipment, etc.
• Extreme sports: snowboarding,
bungee jumping, rappelling, etc.
• Biology: anatomy, obesity,
ligaments, coordination,
tendonds, muscles, bones, etc.
23

1
• Identification: • To be: singular and plural • Stress of proper
nickname, • Questions about subjects and objects names
address, etc. with who and what Ending -cle /kl/
• Adjectives • Routine activities: time and frequency
• Family/genealogy • Prepositions of time
• Music: (genres, • Gerund: like + ing
characteristics classical • Order of adjectives (opinion, size, color,
music authors) material, purpose)
• Sports
• Hobbies
• Gadgets: iPhone, tablet,
etc. and the Internet
• Clothing styles: urban,
preppy, etc.
2
• Inventions and • Verb to be vs other verbs in simple • Final /mb/ sound
discoveries past tense • Tongue twister:
Irregular verbs: hit, • Simple past: Wh- questions in simple wh
hurt, keep, sleep, etc. past tense • Final ending
• Nationalities • Past continuous at a specific sounds of regular
• Natural disasters: moment in the past (at 9 o’clock, and verbs: / t /, / d /,
hurricanes, interrupted past with when) / ɪd /, / kw / sound
earthquakes, etc. • Imperative form in instructions
• Instructions • Simple present vs. present continuous
for emergency
situations
• Numbers: thousand,
one hundred-
thousand, million,
billion
• First aid kit supplies
• Containers: bottle,
box, jar, etc.
3
• Obligations (chores) • Simple present: routines • Homophones
• Rules and • Must vs. have to : necessity, obligation, • Silent h and
regulations at school prohibition sounding / h /
• Recycling materials: • Have to vs. don’t have to must vs. must • / jʊ / vs. /ʌ/
paper, plastic, metal, not • / j / sound
glass, biodegradable, • /uː/ sound
reuse, etc. • / s / sound
• Rugby • / θ / sound
24

4
• Future technology: • Will / won’t referring to future • Stress patterns in
keyboard, affordable, plans, promises words
slim, smart, etc. • Going to for future plans • Contractions:
• Resolutions: lose weight, do • Present continuous for going to/gonna,
exercise, sunscreen, helmet, future plans want to/wanna,
seatbelt • Future time expressions: have to/hafta
• Itineraries: itinerary, tomorrow, the day after • / ʃ / sound
arranged, privacy, seclusion, tomorrow, next week, in two / v/ sound
destination days, etc.
• Future Plans: catering,
surrounded, ambitious, field,
campus
5
• Food: tasty, pork, beef, • Going to • Tongue twisters
dessert, waffles, pastry, • Linking words: and, then • Stress patterns in
cinnamon, cloves • Imperatives to give recipes words
• Recipes: flour, mix, stir, • Present perfect to talk about • Rules to pronounce
pinch, weird, stomachache, experiences the letter c / k / or
choking, cockroach • Zero conditional with should /s/
grasshoppers, quantities, etc.
• Nationalities/Countries
• Information on food
labels: dairy, wholegrain,
cholesterol, boiled, breast,
packet, processed, calories,
fat, sodium, fiber
• Milk process: milk (v),
harmful, harvest, etc.
• Health: overweight,
underweight, shape,
genetics, unique, etc.
25

Unit 1 Lesson 1
Greeting People Lesson 1

Unit 1
Vocabulary
Greeting People
friend good evening school Why is it important to say hello and say my name to new
good good tomorrow
people?
A Track 2 Listen and number the pictures.
Resources 1 2
Piece of construction paper to make your
Behavior Contract, markers
Getting Started
3
Welcome students to the classroom by greeting 4
them and saying your name: Hello. How are
you? I’m Miss Miranda. Welcome to school.
Show them where to sit. Encourage students to
introduce themselves to the class: I’m Pedro. I’m
Juana. Point to students at random and have
the class say their names. Say: You will make your B . Match the dialogues to the pictures. Listen again and check.
presentation letter. Show students how to draw Teacher: Time to go home. Goodbye. Student 1: Hello. How are you?
a face and ask them to draw themselves saying Student: See you tomorrow. Student 2: Hi. I’m fine.
hello. Have students paste their presentation These are your friends.
letter around the classroom. Teacher: Good morning! Welcome to school!
Student: Hello, Miss Tovar.
Good morning/ Good-bye/
Good afternoon/ See you
Good evening/ tomorrow
Hello/Hi
C Read the dialogue aloud.
4 Unit 1 Greeting People
2. U1_TOOLS_SB_L1.indd 4 5/7/15 1:12 PM
A Track 2 Listen and number the pictures. B Match the dialogues to the pictures. Listen again and
check.
Open your books to page 4. Make sure everyone is ready. Point to
the teacher and say This is a teacher, I am a teacher. Point to the Point to the four dialogues in different colors and explain each
students and say these are students, You are students. Then, ask dialog goes with one picture in Activity A. Read the dialogues with
them: Point at the teacher, Point at the students in the pictures. the class and elicit which pictures they think go with the dialogues.
Play track 2 again and check with the class.
C Read the dialogues aloud.

Tools!
Have students practice a chant in which they can say: Read the dialogues aloud and have students repeat. Then divide
“Hello! How are you? I’m fine”slowly, faster and faster; the class into pairs. Ask them to practice the dialogues from
quietly and then loudlier and loudlier, waving at each Activity B. Walk around the room and help with pronunciation as
other. necessary. Ask students to practice in pairs in different settings:
pairs, dividing the group in halves, etc.

Vocabulary
bow hug
D Read and complete. hand shake kiss
Greetings in Other Countries

Around the World Discipline Tip
It is crucial that you create a set of rules
during the first class, be consistent and
In Japan people bow and
In England people shake hands enforce the rules since the very first class. The
say konnichiwa .
and say hello . set of rules is a deal you make with children
so that they are clearly informed of the rules
in your classroom. Every school has specific
policies, but all classrooms should observe
the following:
ahla 1. Respect your teacher, classmates and your
In Egypt people say . shake hands and kiss.
hola classroom at all times.
They kiss on the cheek. They say .
2. Speak English at all times.
3. Take all necessary materials for class every
ahla hola konnichiwa hello
day.
E Read and circle the correct words. 4. Keep food away.
5. Keep toys at home unless you are asked to
bring one.
6. Finish all of your work.
7. Keep your area clean.
hug / kiss hand shake / bow hug / hand shake It is important that you keep the set of rules
on a large piece of construction paper visible
F Answer the question.
throughout the school year and refer to it
What do you do to greet your friends and family? Answers will vary. every time students break any rule. Have
Go to page 6 in your Workbook and write an entry in your blog.
them copy it and have everyone sign the
contract as well as you. Students will follow it
Lesson 1 5 only if they see you stick to it.
F Answer the question.

CLIL: Social Studies
Have students work in pairs. Each pair will act out every greeting
by commanding them like this: Bow, say hello, hug.
Point to the photographs and encourage students to mime
every action. Then, have them mime and repeat the words Go to page 6 in your Workbook and write an
(without seeing them). Read the texts aloud and ask students entry in your blog.
to share ideas on how to complete them. Students complete
the sentences. Check answers one by one, asking students to
Homework: Answer page 4 in your Workbook.
write the appropriate word on the board.
E Read and circle the correct words.
Write the words kiss, bow and handshake on the board. Say the
words and mime each action. Then, ask students to imitate you.
Have them sit on the floor and mime every single greeting you
make. Point to the photographs and read the options aloud.
Ask students to circle the correct options. Point to the pictures
again. Students call out the correct words chorally.
Lesson 1 27

Tools!
Prepare cards with different movie
characters, (one per student). In pairs, have G Listen and complete the words.
them practice: Hello! (Batman, Cinderella) 1. Good mor n ing
How are you? and respond I’m fine, thanks.
Once they finish, have them practice with as 2. Good n ight
many characters as possible.
3. Good afternoo n
H Track 3 Circle the words you hear.

1. good morning / good-bye
2. hello / hi
3. good morning / good evening
4. good evening / good afternoon
5. good afternoon / good morning
I Cutouts 1 Game: Hello and Good-bye
Play a memory game with a partner.
G Listen and complete the words. H Track 3 Circle the words you hear.
Point to the words and elicit what they are (greetings.) Elicit Explain they will hear some words and they have to circle the
the greetings one by one as a means of a mini-dictation: Good correct option. Play track 3. Pause after each word to allow them
morning. Good night. Good afternoon. Students complete the time to circle. Then say the numbers so they can say the answer
missing letters in their books. chorally. Divide the class into pairs to practice saying the greetings.
Beginners Advanced I Cutouts 1 Game: Hello and Good-bye.

Point to the photograph Invite three students to write Ask students to turn to Cutouts 1 on page 121. Point to the words
of the two men and ask: the greetings on the board. and ask them to read them aloud. Have students cut out the
What are they saying? Good Circle the letters that were words and place them on the desk; divide them into two columns:
morning, good evening or missing and point out that greetings when you arrive and greetings when you leave. Divide
good afternoon? they were all the letter n. the class into pairs. Ask them to role-play different situations
arriving and leaving using the greetings in the two sets on their
desks. Ask them to glue the cutouts in their notebooks.

Your Friends
Resources
1 Draw a picture of your new friends at school.
Magazine, scissors, glue
Lesson 1 7
1 Draw a picture of your new friends at school. Homework: Ask for a sewed, plasticized and properly identified
portfolio made with a construction paper folded in two to parents
Ask students to look in the magazine for the letters to paste the
before hand. Every project should be saved in their portfolio.
phrase Hello!, I’m (their
name) on top of the page. they should cut out the letters and
paste them. Prepare a sample so that they can see what they
should do.
Ask students to sit in a circle on the floor. Roll a ball to one student
and greet him or her: Good morning. What’s your name? The
student should answer: Good morning. My name is Kate. The
student then rolls the ball to another student and greets him or
her. Continue until all the students have participated at least once.
Ask students to look at the project page. Read the instructions.

Students draw and color pictures of their friends in the class.
Encourage students to look at each other’s pictures once they have
finished.
Lesson 1 29

Lesson 2
Vocabulary Lesson 2
hello nice
meet pleased Why is it important to call people by their names?
name A Track 4 / Cutouts 2 Listen. Cut and paste.
Getting Started
Hello, Hello, Hello
Greet students and ask some of them their What’s your name?
names: Good morning. I’m Miss López. What’s
My name’s Peter.
your name? Then ask students to sit in a circle.
That’s my name.
Point to all the students one by one and ask the Hello, hello, hello.
group to say their classmates’ names chorally. What’s your name?
Once all the names have been said point to them
I’m Paul.
all again faster and encourage students to say
them quickly. That’s my name.
Nice to meet you.
Nice to meet you.
Nice to meet you, too.
Nice to meet you, too.
B Read and complete.

name’s What’s I’m
Boy: Hi. My name’s John.

Girl: Hi, John.
Boy: What’s your name?
Girl: I’m Katie.

Short Long
I’m I am
C Read the dialogue aloud. My name’s My name is
What’s What is
A Track 4 Cutouts 2 Listen. Cut and paste. B Read and complete.
Elicit what the picture is about. Explain that some of the words Have students look at the dialogue. Read it with them, and say
in the song are missing. Students cut out the words on page 121. the missing words aloud. Encourage students to write the words
Encourage them to guess where the phrases appear in the song and then compare their answers with a partner. Write the missing
and place them on top of the boxes without gluing them yet. Play words on the board and students practice the two conversations
track 4; students listen and glue the phrases in the song in the in pairs.
correct place. Play the track again and ask students to sing along.
Divide the class into halves. Play the track one more time and C Read the dialogue aloud.
have half of the class sing the first verse, and the other half sing
Divide the class into pairs. Ask them to read the dialogues from
the second verse.
Activity B. Then, students should stand up and close their books.
They should repeat the conversations following your example walk
Tools!
around the class and help with pronunciation as necessary.
Point to the box and the two columns. Explain the
meaning of short and long by putting your hands
close together and far apart. Have students repeat the
contracted form and the complete form. Then, have
students repeat chorally using their names and asking
the complete question. Once they can do it easily,
ask students to stand up and jump every time they
pronounce a word. Jump along with them.

Vocabulary
cat run
D Read and circle the polite expressions. door say
rabbit see
Teaching Tip
To have students produce complete ideas,
you should always write down options to
substitute words in a sample conversation.
For example:
Alice sees a white rabbit run. “Nice to meet you,” says Alice. Do you have (curtains) in your bedroom?
“What’s your name?,” she asks. “Pleased to meet you, too,” says Some posibilities to substitute curtains might
“I’m the white rabbit,” he says. the rabbit.
be: a TV set, a computer, a lot of toys, etc. As
the class advances, erase them little by little
to train them to memorize vocabulary.
Alice sees a small door. “What’s your Alice sees a cat. “What’s your name?”
name?,” asks the door. “I’m the Cheshire cat,” he says.
“My name’s Alice,” she says. “Welcome to Wonderland.”
“Nice to meet you,” says the door.
E Role-play the story.
Lesson 2 9
E Role-play the story.

CLIL: Literature
Divide the class into groups of five students. Assign the roles of
D Read and circle the polite expressions.
narrator, Alice, the rabbit, the door and the Cheshire Cat. Read the
On a piece of paper, copy the shapes of Alice, the cat, the rabbit story and ask students to act out the story. Then ask groups to
and the door. Give a photocopy to every student, ask them: read and act out the roles. Ask some groups to perform the story
Point to Alice, point to the cat, etc. Verify they can identify each for the class.
character. Then, students color the characters. Point to the
pictures and encourage students to describe what they can Go to page 9 in your Workbook
see. Ask them if they recognize the story (Alice in Wonderland). and write an entry in your blog.
Read the story aloud (exaggerate your movements so students
understand.) Ask students to point to the corresponding
This activity is optional. It can be done for homework.
pictures as you read. Teach the expressions pleased to meet
Ask students to complete the information in the passport. Help
you and nice to meet you. Read the story again while students
them with the new words. When they finish, they can paste their
circle the polite expressions in the story.
picture on the page.
Lesson 2 31

F Read and complete.
1. Nice to meet you!
2. What’s your name ?
3. Pleased to meet you!
G Track 5 Listen and repeat. Circle the /p/ sound.
I have a Poll parrot,
P
And Poll is my doll,
And my nurse is Polly,
And my sister’s Poll.
“Polly” cried Polly,
“Don’t tear Polly, dolly”.
While softhearted Poll
Trembled for the doll.
Christina Georgina Rossetti
H Read and complete.

A. What’s your name?
B. Answers will vary. .

A. Nice to meet you.
B. Answers will vary. .
G Read and complete.

H Track 5 Listen and repeat. Circle the /p/ sound.
Say: Hello! Good morning! What’s your name?
Point to the letter p on the page and pronounce it for students to
I’m . Nice to meet you!
repeat. Ask students to put the back of their hand near their mouth
Have students listen to you and repeat. Exaggerate your voice when they pronounce the /p/ sound. They should feel the air coming
and act it out so that students can easily imitate you. Ask students through their lips. Have them say it several times.
to work with a classmate and complete the missing words in the Then point to the parrot and say: P-p-p parrot. Play track 5 and ask
expressions. Write the complete expressions on the board for students to listen to the poem. Play the track again and pause after
students to check their answers. each line for students to repeat. Ask students to circle the /p/ sound in
the words, and check aloud. Play track 5 again and ask them to read
Beginners Advanced the poem at the same time as they are listening to it. Have them read
Help students by telling Ask some students to come it slowly, at regular speed and then faster and faster. Then, have them
them that the first expression to the board and write the read it quietly, at regular volume and then shouting.
is exactly the same as the missing words.
third expression. They can I Read and complete.
complete both by copying
the missing words. Encourage a volunteer to read the parts of the dialogue on the
page. Ask students to complete the information. Walk around and
correct students as they write. Divide the class into pairs and ask
them to take turns reading their dialogues. Invite some pairs to
perform their dialogues for the whole class.

You
Resources
1 Make a name tag. mirrors (1 per student), a ball, colored pencils
Answers will vary..

My name’s _______________________________________________.
Answers will vary..

I’m a ____________________________________________________.
Lesson 2 11
Ask them to write their names then, draw on the board a boy and
1 Make a name tag.
a girl. tell them at the same time you point at each one: This is a
Write on top of the board: “The Alphabet”. Write it all and have boy. This is a girl” several times. Then, ask them: Are you a boy or a
them copy it in their notebook. Then, students will read it letter by girl? Have them respond I’m a boy/girl. Then, have them complete
letter. Pay special attention to vowels. Have them practice it prior the final answer. Finally, have them read both sentences with their
to asking: information. Check they completed the page.
What’s your name?
I’m .
How do you spell it? .
Have students practice this mini-conversation in pairs. Then, they

should do the activity described in number 1. Scramble some of
the students’ names on the board. Have the class unscramble the
letters and say the names. Ask students to spell their names. Have
students look at the project page. Read the instructions and hand
out mirrors and colored pencils. Encourage students to look in the
mirror and draw themselves: hair, eyes, nose, mouth, etc.
Lesson 2 33

Lesson 3
Vocabulary Lesson 3
again gate start
birthday knock sticks Where can you find numbers?
buckle nine ten
A Track 6 Listen and read. Underline the numbers.
candle one three
count open two
door pick
eight seven
five shoe
four six
A Moment to Ourselves
Where can you find numbers?
Danny: It’s my birthday!
Ask the question on the first page of the Pete: How old are you?
lesson and give students a few minutes to Danny: Let’s count the candles and find out.
Danny and Pete: One, two, three, four, five, six, seven candles!
think about the answer before sharing their Danny: I’m seven years old.
ideas with others. Help students with their Pete: Happy birthday, Danny!
answers. B Read the dialogue aloud. Read the numbers below.
1 2 3 4 5 1 2 3 4 5
Getting Started one two three four five
Bring in ten birthday cake candles or draw them

6 7 8 9 10 6 7 8 9 10
six seven eight nine ten
on the board. Hold them up for students to see

C Ask three friends their age and tell them yours.
them and say: What are these? They’re candles.
Count the candles chorally with the class and
I’m six.
encourage them to join in while you count. Have
students count other things in class such as How old are you?
colored pencils, backpacks, chairs, tables, etc.
Tools!
Point to the box. Explain that numbers can be written
A Track 6 Listen and read. Underline the numbers.
with words or with numbers. Say the numbers and invite
Have students describe the picture have them repeat: These are individual students to spell the words. Have students
balloons, this is a birthday cake, these are birthday hats, these are take turns saying numbers one to ten.
plates, these are friends (a birthday party with a cake and candles).
Write birthday on the board and make sure students understand
the meaning. Explain what they have to do. Play track 6. Students C Ask three friends their age and tell them yours.
listen and underline the numbers. Check by reading the dialogue
Point to the dialogue and elicit answers to question about age.
slowly and having students stand up when they hear the words
Divide the class into pairs and have them take turns role- playing
that they underlined.
the dialogue. If students are confident ask them to repeat the
activity with a different partner.
B Read the dialogue aloud. Read the numbers below.
Read the dialogue aloud and have students repeat the lines
chorally. Divide the class into pairs. Have them read the dialogue.
Walk around and monitor the activity providing help with
pronunciation where necessary. Invite a couple to the front to
perform the dialogue.

Vocabulary
bathroom library playground
D Track 7 Listen and order the chant. classroom office school
favorite place
4 Seven, eight, open the gate.
Discipline Tip
3 Five, six, pick up sticks.
Be consistent with the rules. If you ignore
them, students will ignore them.
1 One, two, buckle my shoe.
5 Nine, ten,
en, start again.
2 Three, four, knock on the door.
E Read the chant aloud.
F How old are you and your friend? Draw candles.
My cake My friend’s cake

I’m Answers will vary. years old. You’re Answers will vary.years old.
Lesson 3 13
F How old are you and your friend? Draw candles.

CLIL: Literature
Point to the birthday cakes. Students draw the candles for their
D Track 7 Listen and order the chant.
age on the first cake. Divide the class into pairs. Students ask each
Point to the lines of the chant and explain that they are in the other their age and draw the correct number of candles on the
wrong order. Ask students to circle the words for numbers second cake. Monitor and check.
first, so they can easily locate the verses. Play track 9 and ask
students to number the lines of the chant in the correct order. Go to page 12 in your Workbook
Monitor and check. Play the track one more time and ask and write an entry in your blog.
students to read the rhyme at the same time
Ask students to draw a picture of a birthday cake they have had on
E Read the chant aloud. a birthday. Make sure they include candles on the cake. Encourage
them to write words or simple sentences about their cake: (This
Ask students to close their books. Students say as much as
is) my chocolate birthday cake. There are (six) candles. Students
they can remember of the chant chorally. Help them out when
then draw two games they like to play with their friends on their
necessary with missing words. Repeat the procedure two or three
birthday party.
times until they all know the chant by heart. Divide the class into
pairs and play patty cake. Follow the chant. Have students march
and sing, following the chant pace with their feet. Have them
march around the classroom.
Lesson 3 35

G Unscramble the words.
1. e / n / o one
2. t / o / w two
3. e / e / r / h / t three
4. f / u / o / r four
5. v / f / e / i five
H Match the rhyming words.
two gate
four shoe
six door
eight again
ten sticks
I Say and write numbers.
Answers will vary.
G Unscramble the words. Point to the numbers and words on the page and invite different
students to read them aloud. Then have them work with a friend
Hold up a number of objects. Ask students to count them.
and match the numbers to the words that rhyme with them.
Show two or three examples (as many as necessary for them to
understand what to do). Then, have them practice in pairs. Once,
I Say and write numbers.
a student shows different objects and the other has to count them.
Later, they will switch turns. Point to the letters in the words and Divide the class into pairs. Have them take turns dictating five
explain that they are in the wrong order. Ask students to find the numbers and writing them in letters. Monitor the activity and
words. Students compare their answers with a friend. Ask for the check how well students can spell the words.
answers and have different students write them on the board. Homework: Answer page 11 in your Workbook.
H Match the rhyming words.
Ask students to listen and clap on the words that rhyme (two,
shoe, four, door, six, sticks, eight, gate, ten, again).

Knowing your Friends
Resources
1 Complete the survey.
pencils
Friend 1 Friend
riend 2 Friend 3
What’s your name?
Are you a boy or a girl?
How old are you?
Lesson 3 15
1 Complete the survey.
Divide students in teams of four students. Ask them to draw all

their team and give it a name. Monitor their work. Check their
work. Then, copy the three questions incompletely on the board
and elicit for the missing words. Have volunteers write the missing
words. Later on, have them repeat chorally the questions and
answers to each question. Ask students to look at the project page.
Read the instructions and explain that they are going to ask friends
personal information and complete the chart with information
from everyone else in their team. They should make the questions
and give complete answers every time. Monitor their work.
Lesson 3 37

Lesson 4
Vocabulary Lesson 4
alphabet letter
capital small What do you do with the alphabet?
consonant vowel
A Listen and sing.
The Alphabet Song

Resources
A sheet of paper with the outlines of an
apple, an egg, an ice cube, an orange, and an
umbrella (1 per student). Each drawing has
their initial letter, in capitals and lowercase;
construction paper
What do you do with the
alphabet?
Now I know my A, B, C.
Prepare flashcards with the letters of the You can sing along with me.
alphabet and give them out to every student
you have. Ask students if they remember the B Trace and color the letters.
alphabet. Elicit answers. Then, ask students

Every letter has a capital form and a small
to raise the letter they’ve got as you read it form.
and the rest of the group repeats the letter. A CAPITAL FORM a small form
Getting Started C Cutouts 3 Color and cut out the letters. Read aloud.
Divide the class into pairs. Students write the

g, h, i, j, k…
alphabet in English. See how much students
already know about the alphabet. Make this a a, b, c, d, e, f...
fun activity and don’t worry too much about the
order of the letters at this point.
A Listen and sing. B Trace and color the letters.
Write the alphabet on the board. Point to the letters as you sing The sheets of paper with the drawings. Ask students to trace the
the alphabet song or if you can, download the song from the letters and color the pictures. Share their work with the class.
Internet. (http://www.youtube.com/watch?v=75p-N9YKqNo). Sing
the song and ask students to point to the letters as you sing. Then C Cutouts 3 Color and cut out the letters. Read aloud.
ask them to trace the letters in gray. Sing the song several times.
Ask students to color and cut out the letters (Cutouts 3). Ask them
to mix the order of the letters on their desk, and then put the
letters in the correct order. Everybody sings the alphabet song
Tools!
to remember the order. Ask students to paste the letters in the
Take the flashcards and divide them into vowels and
correct order in their notebooks.
consonants on the board. On top of each group write
“Vowels” and “Consonants”. Have them repeat each
group in disorder.

Vocabulary
Arabic left Roman
D Read and match. Chinese letter symbol
Types of Writing English right
The English alphabet The Arabic alphabet Mandarin Chinese

has 26 letters. It is has 28 letters. Arabic has no alphabet. It
similar to the Roman writing goes from uses over 40,000
alphabet. Writing right to left. characters.
goes from left to right. Teaching Tip
It’s a good idea to name a plush animal (since
it is not going to disturb parents) the class
pet. Everyday, the pet should go to different
students’ houses to spend the night. You can
decide who will take it home based on their
behavior or class work.
E Look at the picture below. Where is it from? Mexico. Mayan culture
F Say the alphabet.
Lesson 4 17
F Say the alphabet.

Sing the alphabet song from exercise A with the whole class. Sit
D Read and match.
everybody in a circle. Ask one student to say the letter a. Ask the
Point to the pictures and encourage students to describe what student to his or her right to say the letter b. Continue around the
they can see (different types of alphabets). Help students read circle until the alphabet has been said. Do it faster and faster.
and understand the texts. Form pairs and have them read the
texts again and match them to the pictures. Monitor and check. Go to page 15 in your Workbook
and write an entry in your blog.
E Look at the alphabet below. Where is it from?
Point to the photo and ask students what they think it is (a tablet
Ask students to share the names of their pets. After each name
with Mayan glyphs). Encourage them to say if they have seen
discuss what the first letter of the name is and write it on the board
anything similar in books or museums.
(write capital letters). Ask students to think of a cat. Have them to
give it a name that starts with a vowel, and write it on top of the
page. Finally, students draw and color their cat.
Lesson 4 39

G Circle the beginning sound.
a b c b c d p q r k l m r s t
H Track 8 Listen and write the missing letters of the alphabet.
b f a c l h d x j e m k
I Make a class alphabet picture dictionary.
G Circle the beginning sound. I Make a class alphabet picture dictionary.
Prepare flashcards of an apple, a cat, a pencil, the moon Hand out flashcards of the letters of the alphabet to the class.
and scissors. Have students repeat: What’s this? It’s a/an/the Have students draw a big picture of the letter and a picture of a
___________ Have them show with their hands the object. word that starts with that letter. Elicit which picture to draw for
Point to the pictures and ask students what the words are: apple, which letter. Collect all the letters and punch holes to the left and
cat, pencil, moon, scissors. Say the words one by one and ask tie them all together in order with ribbon through the holes. Turn
students to circle the first letter of each word. over the pages of the book and read it with the class: A is for apple.
B is for book. C is for crayon… and so on.
H Track 8 Listen and write the missing letters of the
alphabet. Beginners Advanced
Ask students what letters there are in the exercise (b, f, a). Ask Beginners can do this You can give the advanced
students to listen and write the missing letters. Play track 8 and exercise with one or two students more than two
give students time to write. Play the track again and check. letters. letters.

Write Letters Resources
old magazines, scissors, glue stick, colored
1 Write the first letter of the places at school. Write capital and small
letters. pencils
Cc
Bb Pp
Ss
Ll
Oo
Lesson 4 19
1 Write the first letter of the places at school. Write capital

and small letters.
Prepare pictures of a classroom, a bathroom, a playground, a

school, a library and a studio. Show students each picture, ask
them to listen and repeat each name several times before writing
the names of each place on the board.Have students match the
pictures with the correct name.
Ask students to look at the project page. Point to the photographs
and elicit the places. Ask students what letter the words start
with. Finally, ask them to cut out the first letter of each place, and
paste it on the lines. Ask them to cut out a capital and a lowercase
letter. If you don’t have materials, students can write the letters.
Lesson 4 41

Lesson 5
Vocabulary Lesson 5
backpack paper pencil
book pen pencil case Why is it important to be organized?
A Track 9 Listen and circle the school objects.
A Moment to Ourselves Mom, this is your

Why is it important to be newspaper. This is her book.
organized?
Katy, tidy your
Show students the following objects: Book, things, please.
backpack, pen, pencil, eraser, pencil case,
scissors, glue stick, color pencil, Have them
repeat each name several times, first slowly,
This is his backpack.
then faster and faster. Write the objects’
names on the board and have students copy
and draw them in their notebooks. And this is your pen,
pencil, paper and
pencil case.
Getting Started
Take different amounts of school objects and B Put your school objects on your desk and say.
place them on a tray at the front of the class.
Do you know these words?
Have students try to memorize the objects on I my
It is not my book. It is her book. you your
the tray. Cover the tray with a cloth and remove
he his
a few of the objects. Uncover the tray and ask It is not my backpack. It is his backpack. she her
students to see which objects are now missing: it its
we our
What’s missing? they their
C Gather various
arious school objects. Guess who they belong to.
Whose
book is this?
It’s his book.
20 Unit 1 Greeting
eeting People
A Track 9 Listen and circle the school objects. B Put your school objects on your desk and say.
Point to the pictures and ask students to predict what the text is Divide the class into groups of four. Ask them to take out their
about. Play track 9 and ask students to follow in their books (at backpacks and say sentences about their school objects following
this point, students should understand most of the text.) Play the the examples on the page. Monitor and check.
track again and ask them to circle the words for school objects.
Read the story together and ask students to stand up when they C Gather various school objects. Guess who they belong to.
hear the words that are school objects. Finally, encourage students
Walk around the classroom and take different objects that belong
to act out the dialog.
to students. Put them on a desk. Divide the class into pairs and ask
them to point to the objects at the front and say who they belong to.
Tools!
Show students examples like this:
This is my book. That is her book, that is his book.
Have volunteers write three more examples on the
board. Have the class copy the information on the
board. Do choral repetition.

Vocabulary
animal fun practical
School Backpack Designs backpack pocket spiky
D Read and circle your favorite backpack. Answers will vary. colorful
Teaching Tip
There is a myth stating children have a short
attention span, but look at them playing
videogames, watching cartoons, playing with
This is a spiky backpack. Not sand or having fun in a playground and you’ll
This is a practical backpack
very practical and with no extra see how long their attention span can be in
with pockets for your books,
pockets for your pencil case and
crayons and pencils. an engaging activity.
books, but it looks fun!
E Follow the maze and write his or her.
1. her pencil case

2. his paint
3. his backpack
4. her newspaper
F Draw what you can keep in your backpack.
Lesson 5 21
E Follow the maze and write his or her.

CLIL: Art
Point to the pictures of the school objects and elicit what they are.
D Read and circle your favorite backpack.
Show examples with objects in the classroom like this: This is his
Encourage students to show their backpacks. Talk about how backpack. This is her pencil case. Have students practice many
different or similar some are. Then, point to the pictures in times prior to starting this activity. Ask students to follow the lines
the book and encourage students to describe what they see on the maze and complete the sentences, depending on who they
and to predict what the text is about. Divide the class into belong to. Invite some students to read the complete sentences.
pairs and read the texts with students. Make sure everybody
understands. Ask them to circle their favorite backpack and to F Draw what you can keep in your backpack.
say why they chose that one. Ask students to choose their favorite backpack from exercise D.
Ask them to draw the things they can keep in it. When they finish,
Beginners Advanced ask them to share their work with the class.
Students may need extra Elicit the meaning of the
help to understand the text. words in the text.
Point to all the features in
the pictures and say what
they are, so the meaning is
very clear.
Lesson 5 43

G Match and complete the words. Draw pictures.
pack news
pencil
lunch
paper
back
box case
H Read aloud. Circle the words with initial p and underline the words with
a p in the middle.
1. newspaper
2. paper pad
3. pencil case
4. backpack
5. puppy
I Write sentences about your 3 favorite school objects.

Answers will vary.
the words again. Ask students to stand up when they hear the words
G Match and complete the words. Draw pictures.
they circled, and sit down when they hear the words they underlined.
Prepare flashcards or draw on the board the following objects: Divide the class into pairs and ask students to say the words.
a backpack, a lunch box, a newspaper, a pencil case. Write the
names of each object. Ask students to listen and repeat: I Write sentences about your 3 favorite school objects.
What’s this?
Show students three objects you like and say at the same time you
It’s a backpack/ a newspaper / a pencil case / a lunch box.
hold them and show that you love them, for example: This is my
How do you spell backpack?
watch. I like my watch. This is my pen, I like my pen! Ask different
B a c k p a c k.
students: What school objects do you like? Then, encourage
Have students do choral repetition.
students to write names of the three school objects they like. Walk
Tell students they have to draw lines to make complete words.
around and check students’ spelling while they work if there are
Allow them time to work individually and then have them compare
words they do not know, help them out with vocabulary.
their answers. Have students write the complete words on the
board, and draw pictures that show the meaning of the four words.
Go to page 18 in your Workbook
H Read aloud. Circle the words with the initial p and
underline the words with a p in the middle.
This activity is optional. It can be done for homework. Ask students
Read the words and ask students to point to them in their books.
to draw their three favorite objects, writing on top of the page: My
Emphasize the /p/ sound. Students circle the words that start with p,
three favorite school objects
and underline words that have p in the middle. Have volunteers read

Make a Spinner
Resources
1 Cut a circle
magazines with pictures of school objects (or
2 Divide the circle into six sections. brochures from stationery stores), scissors,
3 Color each section. glue, coin, board marker (1 per student)
4 Label the sections: my, your, his, her, our, their.
Lesson 5 23
1 Cut a circle. 3 Color each section.
Ask students to look at the project page. Students cut and paste Students color the six sections in different colors on the other side,
the circle onto construction paper.paper and cut it out. they should paste different school objects which students should
cut out from a magazine.
2 Divide the circle into six parts.
4 Label the sections: my, your, his, her, our, their.
Students divide the circle into six parts by folding it three times.
Students write the words in the six sections. Store the spinners to
use on the Project Page for Lesson 8.
Lesson 5 45

Lesson 6
Vocabulary Lesson 6
book head turn
close open up Is it important to follow instructions?
down sit A Track 10 Listen and sing. Act out the song.
hand stand
Up and Down
A Moment to Ourselves Stand up, sit down,
turn around.
Is it important to follow Hands up, hands down,
instructions? turn around.
Head up, head down,
Write on the board: Instructions. turn around.
Open books, close books,
Little by little, write down the instructions on turn around!
the board and act them out along with your
students: stand up, sit down, hands up, hands B Write up or down.
down, turn around, head down, turn around,
open books, close books, turn around!
You might act one by one, all of them
together, in disorder prior to listening to the up down
recording and following the recording.
up up
These are instructions you have to

follow at school.
Stand up.
Sit down.
Open your book/Open the door.
Close your book/Close the door
C Act out other instructions you have to follow at school.
B Write up or down.
A Track 10 Listen and sing. Act out the song.
Say up and have them raise their hands. Say down and have them
Introduce the new vocabulary. Draw an arrow pointing upwards
lower their hands. Say the words at random quickly and have
on the board and say up. Draw an arrow pointing downwards and
them do the actions. Then ask them to write the correct words in
say down. Play track 10 and ask students to listen with their books
their books. Point to the pictures and ask students to call out the
closed. Then, play the track again and mime the actions. Play the
words.
track one more time and have students follow in their books. Make
sure everybody understands. Finally, play the track again and ask
C Act out other instructions you have to follow at school.
them to sing and act out the song.
Write on the board: Listen to the teacher, Run around the classroom,
Keep quiet and act them out along with the children. Then, tell
Tools!
the instructions and they should mime them. Finally, have a
Point to the information in the box. Have them read the
volunteer give the instructions to the group. Divide the class into
information in the box. Invite some students to read the
small groups. Ask them to take turns giving instructions from
instructions aloud. Ask the other students to mime them
exercise A and miming them.
while they are being read.

Vocabulary
clap sit
D Read and choose a title. dig stand
Find the Treasure Jump and Hop hop treasure
Follow these instructions to find the old treasure. jump
1. Go to the top of the Everest.
2. Stand up! Sit down! Repeat five times.
3. Clap three times. Teaching Tip
4. Hands up! Hands down. Repeat five times. Dig for the treasure! An engaging activity in the classroom means
an activity that children enjoy doing: coloring,
drawing, pasting, cutting out, handcrafts,
roleplays (simulations at a supermarket,
restaurant, house, camp, etc), board games,
chants, dancing, etc.
E Can you follow the instructions to find a treasure? How?

Answers will vary.
F Play Find the Treasure. Hide. Hide something. Give three

instructions to a group to find it.
Answers will vary.
Lesson 6 25
F Play Find the Treasure. Hide something. Give three

CLIL: Literature
instructions to a group to find it.
D Read and choose a title.
Hide three objects in the classroom without anyone looking. (if
Write the instructions on the board: jump, hop, dig, clap, sit possible, you might take them out in the previous activity to set
down, stand up, hands up, hands down, turn around; meantime, up your classroom when they do not see). Give them instructions
play some music so that they have fun. Have students listen to find the three treasures. The winners may get a little prize or
and act out every action several times before they open their just call them out as “Winner!” Have students write down the
books. They should act, repeat and copy the instructions in instructions you give.
their notebooks.
E Can you follow the instructions to find a treasure? How?
Point to the instructions again and ask the question. Allow
to draw pictures of actions they do on the weekends.
students to share their ideas freely. Explain that we can mime
them, but we can’t do all of them because they are difficult to do
in real life.
Lesson 6 47

G Write words.
Beginning with a p With a p in the middle
pet repeat
Answers will vary. Answers will vary.
H Circle the words with a p at the end.
map jump
hop
clap
pencil
newspaper
I Play Simon Says.
Hands up!
Simon says, hands up!
G Write words. H Circle the words with p at the end.
Ask students to stand up and stand still. Explain that you will be Read the words and ask students to point to them in their books.
saying words and they have to act them out. Say and mime: point, Ask them to circle the words that have p at the end. Read the
clap, hop, jump, paper, play, hands up. Repeat the words again but words again. Ask them to stand up when they hear words they
in different order and have them repeat them as they act them out. circled. Divide the class into pairs and ask them to practice saying
Point to the boxes and tell students to look at all the words in the the words.
exercises G in all the lessons of this unit. Allow students to work in
pairs and complete the words. Draw the boxes on the board while I Play Simon Says.
they are working. Tell different students to write words in the boxes
Explain how to play Simon Says. Give different instructions from
for the class to check their answers. If they come up with new
this lesson using the words Simon says: Simon says stand up.
words, praise them. Have students draw five words with the sound
Simon says close your books, etc. When you give an instructions
/p/ for example Play and they should draw themselves playing.
that isn’t preceded by Simon says students shouldn’t do the
action. If they do, then they are out. Continue until you have a
winning student.

Play a Game
1 Cut out pictures of school supplies and paste them on the spinner Resources
from last class. images of school supplies, scissors, glue stick,
2 Cut out the spinner. Paste it on cardboard.
1 pencil (for spinning), construction paper,
hole punch
3 Make a small hole in the center.
4 Put a pencil in the hole.
5 Spin the circle.
6 Make sentences using the words on the spinner.
Lesson 6 27
1 First, cut out pictures of school supplies and paste them 4 Put a pencil in the hole.
on the spinner from the last class.
Students insert a pencil in the hole.
Ask students to cut out six images of school supplies and paste
them on the six sections of the spinner. 5 Spin the circle.
Point to the picture for students to see how the game is played.
2 Cut out the spinner. Paste it on construction paper.
Students play with two friends, taking turns to spin.
Students paste the spinner onto construction paper.
6 Make sentences using the words on the spinner.
3 Make a small hole in the center.
Students make sentences about the picture the spinner falls on
Students make a hole in the center of the spinner. with the possessive adjective: This is my pencil.
Lesson 6 49

Unit 2 Lesson 1
The Body Lesson 1

Unit 2
Vocabulary
arms head neck
The Body
chest hips shoulders What can you do with your body?
feet legs stomach A Track 11 Listen and match the words to the parts of the body.
hands
head
What can you do with your body? neck
shoulders
Point to your body and say: This is my body. hands
chest
Ask students to imitate you and repeat: This arms
stomach
is my body. Then, ask them to repeat and
imitate the following actions: I can jump, I can hips legs
swim, I can hop, I can run, I can play soccer, I
feet
can play with my toys, I can dance, I can sleep,
I can sit, I can hold my hands up, I can hold my
hands down. And explain: Now, we will study
the parts of our body.
Getting Started To be To have

I am I have
Sing Head, Shoulders, Knees and Toes to You are You have
He / She / It is He / She / It has
introduce the parts of the body. You can add We are We have
more parts if you want. Say the rhyme again and They are They have
encourage students to join and touch the parts
B Say the body parts. Your partner repeats and points.
in their body that are being mentioned. If you
have access to the Internet, explore the following C Sing and dance the Hokey Pokey.
link with students.
28 Unit 2 The Body
http://www.youtube.com/
watch?v=Ozzo7GQLoAE
A Track 11 Listen and match the words to the parts of B Say the body parts. Your partner repeats and points.
the body.
Elicit the parts of the body and repeat chorally. Divide the class into
Play track 11 and ask students to listen and repeat the words pairs, ask them to take turns saying the words and pointing to the
several times until they can easily identify each part of their body. corresponding part of the body. Then ask them to repeat: I have my
While you touch the parts of the body mentioned. Every student arms, I have my legs, I have my head and I have my feet. While they
should imitate you. Play the track again and while they touch the mime each phrase.
parts of the body mentioned. In pairs, students match the words to
the correct picture. Walk around and help as necessary. C Sing and dance the Hokey Pokey.
Ask students to stand in a circle sing and dance the Hokey Pokey.
You should show them how to perform the choreography; therefore,
it is advisable that you study it before hand.
http://www.youtube.com/watch?v=DkDff87CR9A
50 Unit 2 The Body

Vocabulary
backbone head neck
D Track 12 Listen and point to the bones on the picture. bone hipbone shoulder
foot leg toe
Dem Bones
Dem bones, dem bones,
dem dry bones. Discipline Tip
Dem bones, dem bones,
dem dry bones.
Stay in your classroom for as long as your
The toe bone’s connected class lasts. Unattended groups easily get into
to the foot bone. serious trouble.
The foot bone’s connected to the leg bone.
The leg bone’s connected
to the hipbone.
That’s the story of dem bones!
The hipbone’s connected to the backbone.

The backbone’s connected
to the shoulder bone.
The shoulder bone’s connected
to the neck bone.
The neck bone’s connected
to the head bone.
That’s the story of dem bones!
E Read and trace.

1. The foot bone is connected
to the leg bone.
2. The shoulder is connected to the neck bone.
F Answer the questions.

1. Do you take care of your body? Answers will vary.
2. How do you take care of your body? Answers will vary.
Lesson 1 29
F Answer the questions.

CLIL: Science
Read the questions aloud and clarify any doubts students may
D Track 12 Listen and point to the bones on the
have. Provide sample answers about yourself to help them
picture.
understand. Divide the class into pairs and ask them to take turns
Present the new vocabulary; you can use the picture in the asking and answering the questions. Invite some pairs to share
book. Point to and read the words in blue and ask them to their ideas with the whole class.
point to the parts on their own body. Play track 12. Students
listen and point to the bones on the picture. Play the track Go to page 24 in your Workbook
again for students to join in and sing along. Encourage the and write an entry in your blog.
students to dance.

E Read and trace. to draw (or cut out) what they have learned about the body and
write words, phrases or simple sentences about their drawings.
Point to the pictures and ask students to say what bones they can
see. Review the answers to the sentences chorally with the class.
Then ask students to write the answers individually. Walk around
and check they are writing the correct words with the correct
spelling.
Lesson 1 51

G Write the words in plural form.
Singular Plural
finger ex: fingers
head heads
toe toes
knee knees
arm arms
H Trace the s. Then say the words aloud. What sound can you hear?
1. shoulders
2. bones
3. legs
4. hands
5. hips
I Draw your favorite part of the body and label.
Answers will vary.
30 Unit 2 The Body
G Write the words in plural form. H Trace the s. Then say the words aloud. What sound can you
hear?
Show students one finger, two fingers, one arm and two arms, one
foot and two feet. Ask them to show you similar examples with Point to the words and ask if they are in singular or plural.
leg-legs, shoulder-shoulders, eye-eyes, ear-ears. Make sure they Students trace the letter s at the end of all the words. Have
count them. volunteers say the answers, and ask everybody to repeat.
Point to and read the words singular and plural in the chart and shoulders /Z/, bones /Z/ legs/Z/ hands /Z/ hips /s/
elicit their meaning (one, more than one). Give the plural of the
first two words, emphasizing the “s”, and then elicit the plural for I Draw your favorite part of the body and label.
the rest of the words. Students complete the activity individually
Ask students to say the words for as many parts of the body they
and then check their answers with a friend. Invite some students
can remember without looking at their books. Students draw their
to write their answers on the board.
favorite cartoon character and label four body parts in it.
52 Unit 2 The Body

1 Draw a friend on construction paper.
Resources
Kraft paper (long enough to lie down on)
(one per student), colored pencils, crayons or
watercolors
2 Draw a small version of your body on the space below.
3 Label the parts of your body.
4 Keep the pictures for Lesson 4.
Lesson 1 31
1 Draw a friend on construction paper. 3 Label the parts of your body.
Play track 15 and encourage students to sing and do the actions. Students label the parts of the body on the big picture from the
Review the words for parts of the body. Tell students they are first exercise. Ask them to draw in their faces, and their clothes, and
going to make an enormous picture of their bodies. Distribute color their pictures. Display the pictures around the classroom.
materials and divide the class into pairs. Students take turns lying
down on the paper and drawing around each other. Help students 4 Keep the pictures for Lesson 4.
if they find it difficult. Make sure they all write their names on the
Collect in the pictures and store them for later use.
paper.
2 Draw a small version of your body in the space below.
Ask students to draw a picture of themselves in the space.

Students color the pictures and label the parts.
Lesson 2 53

Lesson 2
Vocabulary Lesson 2
chin eyes mouth
What is respect?
ears grin nose
eyebrows mirror A Track 13 Listen and repeat.
Getting Started It’s Me!

I look in the mirror
Ask students to stand next to the big pictures of
And what do I
themselves on the wall from the previous lesson.
Call out parts of the body and have students see
point to them on their pictures. Play track 12 and
One nose, one mouth,
sing along the song Dem bones. Two eyes. It’s
me
These are my ears,

This is my
chin
These are my eyebrows,

This is my
grin
What’s the difference?

This is my nose.
These are my ears.
B Read the poem aloud. Touch the parts on your friend’s face.
C Listen again. Write in activity A.
see me chin grin

32 Unit 2 The Body
A Track 13 Listen and repeat. B Read the poem aloud. Touch the parts on your friend’s
face.
Ask students to describe the photograph (a mom with her
daughter looking in the mirror). Write the word mirror on the board Form pairs. Play track 16 and encourage students to join in while
and show students a mirror. Play track 13 and point to the parts on they listen. Play the track again, and ask them to join in and touch
your face as you hear them mentioned. Play the track again and the parts on a friend’s face at the same time. Encourage different
encourage students to listen and act out the poem, along with pairs to come to the front and act out the poem.
you.
C Cutouts 4 Listen again. Write in activity A.
Tools! Ask them to write the words in the parts of the poem they think
Point to the box and the two sentences. Encourage they go. Ask students to read the four words in the order they
students to say what differences there are between the appear in the poem.
two. Tell students more examples and ask them to say
three more examples.
54 Unit 2 The Body

Vocabulary
eyes mirror pretty
D Read and circle the words related to the face. handsome mouth queen
prince nose Snow White
2 lips
3
1
Teaching Tip
The most important thing to acquire language
is the amount of comprehensible input to
which a learner is exposed. That is, talk to
students using words they already know and
add 8 to 10 words per session.
1. |The Queen asks. “Mirror, mirror. Who else is pretty?” “Snow White,” says the
mirror. “She has pretty eyes and a pretty nose and mouth.”
2. The Queen asks. “Mirror, mirror. Who is pretty?”
“Snow White,” says the mirror. “She has pretty lips and pretty ears.”
3. The handsome prince with big ears finds pretty Snow White.
E Think of an ending to the story. Act it out.
F Read and answer.

1. What’s this? This is a nose
2. What are these? These are eyes
3. What’s this? This is a mouth
Lesson 2 33
CLIL: Literature F Read and answer.
D Read and circle the words related to the face. Point to the box in exercise A and review the use of the singular
and plural with students. Read the questions aloud. Students write
Have students play with you: Simon says... Tell students: Point
the answers individually. Students compare their answers with a
to your nose, point to your eyes students have to follow your
friend. Invite three students to write the answers on the board.
commands as long as you say Simon says if you don’t say so, they
Write Singular and Plural on the board in two columns.
should stand still. The student who can follow your instructions
Invite students to write the words for parts of the face in the
accurately will be the winner. Write Snow White on the board and
corresponding columns, to reinforce This is and These are.
ask students to share what they know about the story. Present
the words Queen and prince by pointing to the characters in the
pictures. Ask them to point to the mirror in the pictures. Read the and write an entry in your blog.
story aloud and ask students to follow the text with their fingers.
Make voices; make the reading interesting. Finally, have them
circle the words. Monitor and check.
Ask students who their favorite character is from the story.
Students draw a simple picture of the character and write a
E Think of an ending to the story. Act it out. sentence underneath.
Look back at the story and point to the final scene. Divide the class
into small groups. Ask students to say how the story can end and
think of a way to act it out. Provide vocabulary as necessary. Invite
groups to act out their endings to the class.
Lesson 2 55

G Unscramble the letters and write the words.
1. o s n e nose
2. u m t o h mouth
3. s y e e eyes
4. a r e s ears
5. i p s l lips
H Listen to your teacher and repeat.

1. tale 4. touch
2. toes 5. tooth
3. tummy
I Draw the face of one of the characters in the story. What part of
their face is your favorite?
34 Unit 2 The Body
G Unscramble the letters and write the words. I Draw the face of one of the characters in the story. What
part of the face is your favorite? Write the name.
Point to the photographs and ask students to describe what they
can see like this: What’s this? It’s a . What are these? Review the names of the four characters from the story in activity
They’re . Ask them what photograph is not a part of the D (Snow White, the Queen, the Mirror, the Prince). Ask students
face. Students work individually to unscramble the words. Invite to draw the face of their favorite character. Walk around while
some students to write the correct words on the board. students are working and ask them to name their favorite part of
the face. Finally, have them write the word. Allow students to look
H Listen to your teacher and repeat. at each other’s pictures and say what they like about them.
Point to the letter T on the page and pronounce it for students to
repeat. Then read the words in the activity loudly and clearly. Ask
students to repeat after you. Then read them at random and have
students repeat the words again. Ask them to circle the letter T at
the beginning of the words.
56 Unit 2 The Body

1 Draw a picture of your face.
2 Color the picture of your face.

Resources
white paper, colored pencils
3 Label the picture of your face.
4 Keep the picture for Lesson 4.
5 Look at the example.
hair
eyes
ears nose
mouth
Lesson 2 35
1 Draw a picture of your face. 3 Label the picture of your face.
Play track 16 and encourage students to say and act out the poem. Point to the sample artwork and ask students to label their faces
Ask students to look at the project page. Have a volunteer say in a similar fashion. Tell them to pay special attention to their
what the project is about. Distribute materials. Students write the spelling. In pairs, have students describe their face to a partner,
title “My face” on top of their paper. Ask students to draw a picture like: This is my nose and these are my ears. these are my eyes and
of their face on the white paper. Make sure they include and label this is my mouth.
all the parts of the face they have learned in this lesson.
4 Keep the pictures for Lesson 4.
2 Color the picture of your face.
Store their work in their portfolio.
Have students color their pictures. Walk around and ask them
what color their eyes are, etc.
Lesson 2 57

Lesson 3
Vocabulary Lesson 3
bell ice-cream smelling
cat rainbow tasting How do you show respect at school?
five senses rose touching A Track 14 Listen and read.
hearing seeing
We see with the eyes. We hear with the ears.

People have five
A Moment to Ourselves senses: sight,
hearing, smell,
How do you show respect at taste, and touch.
school?
We touch with the
Ask the question on the first page of the hands and fingers. We taste with the mouth. We smell with the nose.
think about the answer before sharing their
ideas with others. When you finish, ask for
examples of actions that show respect.
Getting Started
B Listen again, draw, or paste magazine cutouts.
Play track 13 and ask students to join in with the
poem and point to the parts of the face as they a/an the
to refer to one object to refer to one or more objects
are mentioned. Ask volunteers to say the poem to refer to something in general to refer to something in specific
by heart. (You might want to have students go
back to page 32 in order to listen to and repeat
the poem till they can say it by heart). Have
students clearly identify their eyes, ears, hands
and fingers, mouth and nose by repeating the
words and pointing at their body parts.
36 Unit 2 The Body
A Track 14 Listen and read.
Tell students: We will listen actions we do with our five senses. Pay
attention. Play track 14 and ask students to listen and follow the
text in their books. Read the text again and mime, using body and
face parts to explain the use of the five senses.
B Cutouts 5 Listen again, draw or paste magazine cutouts.
Ask students to draw or paste magazine cutouts about the five

senses. Hold up different photographs for students to name what
they are. Play track 14 again and ask students to listen and draw
or place the cutouts over the boxes. Check the answers by reading
the sentences aloud and asking students to say the word for the
body or face part. Ask students to glue the cutouts into place.
58 Unit 2 The Body

Vocabulary
bitter salty sweet
C Read and number. coffee sour taste
lemon juice sugar tongue
salt
1. We taste the salt. It’s salty. 3. We taste the lemon juice.
It’s sour.
2. We taste the sugar. It’s sweet.
4. We taste the coffee.
It’s bitter. Resources
(to taste) salt, sugar, lemon juice, grapefruit
juice, honey, soy sauce, etc.
4 2 3 1
Discipline Tip
Students need to move around. Having
D Think and answer the questions.
them sitting down for one hour is extremely
Which is your favorite flavor? stressing for them. Organize energizers to
Answers will vary.
help them relieve stress at least three times
Which is your least favorite flavor? per hour.
E Do the food tasting from exercise D.

Describe what you taste.
Lesson 3 37
E Do the food tasting experiment from exercise D. Describe

CLIL: Science
the tastes.
C Read and number
Divide the class into small groups. Distribute materials to be able
Write tongue and taste on the board. Ask students what to do the experiment from exercise D. Blindfold students and
different things we can taste with our tongue. Read the five carry out the experiment. Have them guess what they taste. Help
sentences in the experiment and clarify vocabulary. Point to them describe the different tastes. When all the students have
the four pictures and ask students to read the text again and finished, reread the text in exercise D to help students analyze and
number the pictures. remember new information.

D Think and answer the questions. and write an entry in your blog.
Read the sentences again and say: that sensation in your tongue
when you try lemon is sour flavor. When you try a candy is sweet This activity is optional. It can be done for homework. Ask students
flavor. What flavor do you taste when you try grapefruit juice? So, to cut out pictures to represent the five senses in the form of a
what’s flavor? (Taste). Students answer the questions individually. collage. Encourage them to write words, phrases and sentences
Provide help as necessary. Divide the class into small groups. Ask about the senses.
them to share their answers with the class. Homework: Answer page 28 in your Workbook.
Lesson 3 59

F Match the parts of the body related to the five senses
G Track 15 Listen and underline the words you hear.

1. salt smell
2. sugar sour
3. see sweet
4. smell sweet
5. sugar smell
H Discuss the experiment.
1. What other thing is salty? Answers will vary.
2. What other thing is sweet? Answers will vary.
3. What other thing is sour? Answers will vary.
4. What other thing is bitter? Answers will vary.
38 Unit 2 The Body
F Match the parts of the body related to the five senses. H Discuss the experiment.
Point to the photographs in the box and ask students to name the Ask students to say what they can remember about the
parts of the body. Tell students they have to find words that are experiment from exercise D. Give them time to look back at the
related to the five senses and match them to the pictures. Invite activity to remember the information correctly. Read the questions
students to name the part of the body, and the sense related to it. aloud and make sure they understand by allowing students to
brainstorm ideas. Students answer the questions individually.
G Track 15 Listen and underline the words you hear. Divide the class into small groups to share their answers.
Tell students to listen and then to underline the word they hear Beginners Advanced
in the sentence each time. Play track 15 and give students time to
underline the correct words. Check the answers aloud. Provide students with the Spell the new words.
words they need; write Students should be able to
them in their book and have write them down.
students trace the letters on
top of yours.
60 Unit 2 The Body

1 Make a collage of pictures related to the five senses. Resources
2 Keep the pictures for Lesson 4. white paper, images of pictures related to
the five senses they can be taken from a
magazine, internet, newspaper, monograph,
scissors, glue stick
Lesson 3 39
1 Make a collage of pictures related to the five senses. 2 Keep the pictures for Lesson 4.
Ask students to make a collage related to the five senses. Ask them Store their work in their portfolio.
to cut out magazine pictures that are representative of the senses
and paste them on the paper to make a collage.
Lesson 3 61

Lesson 4
Vocabulary Lesson 4
game cardinal numbers 1 to 10
square ordinal numbers 1st to 10th How do you show respect at home?
A Read and label the information on the game.
This is a game. It has ten squares. The first square is the start. The tenth
Resources square is the finish square. The third square has a picture of a skeleton. The
a coin (one per pair of students), markers sixth square has the picture of a flower. The ninth square has a rainbow.
What is there in the second, fourth, fifth, seventh, and eighth squares?
Let’s play and see.
How do you show respect at
home?
Drawing
lesson and give students a few minutes to Drawing
of a
think about the answer before sharing their rainbow. of a flower.
ideas with others. When you finish, ask for
examples of actions that show respect.
Getting Started
Review numbers 1 to 10 with the class. Ask For quantity: Cardinal numbers
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
students to stand in a circle. Have one student For position or order: Ordinal numbers
say one; the next student continues with two. Go 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th
around the circle until they get to ten and then B Listen to your teacher and say the numbers.
start again. Ask them to count backwards also one two three four five six seven eight nine ten
around the circle. Have them clap or stomp as first second third fourth fifth sixth seventh eighth ninth tenth
they count.
C Play the game. Read and answer aloud.
Choose a token. Toss a coin. Move the token two squares on heads and
one on tails.
The first student to get round the board wins.
40 Unit 2 The Body
A Read and label the information on the game. B Listen to your teacher and say the numbers.
Point to the board game and elicit what it is. Read the text together Read the cardinal numbers first and ask students to repeat them
and make sure students understand the game. Form pairs and let chorally. Then do the same with the ordinal numbers. Have a
them complete the information in the squares. competition. Divide them into two teams and have one student
from each team come to the front. Say a number. The first student
to raise his hand and write the correct number wins a point for his
Tools!
team. Repeat until all the students have participated. The team
Count different objects in the classroom and have
with the most points wins.
students count along with you. Later on, organize a short
race and define a judge who has to check the order in
C Play the game. Read and answer aloud.
which students arrive to the finish. Help students define
their position and count along with students like this (for Divide the class into pairs. Ask them to take out one coin and two
example): Paco was first and Brenda was second, Jenny tokens. Students put their tokens on the Start square. They take
was third and Lucio was fourth, etc. Emphasize order. turns tossing the coin and move two squares on heads and one
square on tails. Then they follow the instructions on the square
they land on. The first student to get to the tenth square wins.
62 Unit 2 The Body

Vocabulary
body hand leg
D Read and complete the table. feet head part
finger human toe
The Human Body
The human body has a lot
of parts. It has one head and 1 2 Resources
two hands. One hand has five head hands 2 strips of paper per student
fingers. It has two legs and two legs
feet. One foot has five toes. Two (15 cm each)
feet
hands have ten fingers and two
feet have
ten toes. Teaching Tip
That’s why
they are
English should be used for all classroom
good for 5 10
counting. One hand has Two feet have purposes using gestures, examples,
5 fingers. 10 toes. illustrations, experiences and caretaker
speech.
E Read again and color True or False.
1. The body has one head. True False
2. One foot has five fingers. True False

3. Fingers help to count. True False
4. Two feet have ten toes. True False
5. Two hands have twenty fingers. True False
F Write two sentences, one false and one true. Play Thumbs Up,
Thumbs Down.
Lesson 4 41
F Write two sentences, one false and one true. Play Thumbs
CLIL: Biology
Up, Thumbs Down.
D Read and complete the table.
Give all students two strips of paper. Ask students to write one true
Have different students read aloud while the class follows in and one false sentence about the human body. Monitor and help
their books. Then ask students to work with a friend and write students as necessary. When all the students are ready divide the
the words for body parts in the table depending on the number class into small groups. Students take turns reading the sentences
of them there are in the body. Copy the chart on the board on the strips. If sentences are true, they put their thumbs up; if
while students are working. Invite students to write the answers false, thumbs down.
on the board
E Read again and color True or False. and write an entry in your blog.
Read the first sentence and discuss the answer with the class.
Students complete the activity individually. Read the sentences This activity is optional. It can be done for homework.
and students call out the answers. Ask students to draw a picture of their body with bones. Encourage
them to write sentences about the body.
Lesson 4 63

G Write the words for the ordinal numbers.
1st first
2nd second
3rd third
5th fifth
8th eighth
9th ninth
H Say and circle the ordinal numbers with the th sound.
first second third fourth fifth
sixth seventh eighth ninth tenth
I Write the numbers.

1. four 4
2. six 6
3. seven 7
4. ten 10
42 Unit 2 The Body
G Write the words for the ordinal numbers. Ask students to work individually to write the words. Students
compare their answers with a partner. Some students write the
Show students the ordinal and cardinal numbers and ask them to
answers on the board for the class to check their answers.
identify what the difference is. (There’s a mini-zero). Have them
listen and repeat along with you the numbers. Take your students
H Say and circle the ordinal numbers with the th sound.
to the yard and paint on the floor 10 steps or positions. Ask them
to move from one to another like: “Go to the second step”, “Jump Review numbers 1st to 10th by saying them chorally with the class.
to the tenth step”, etc. Have students repeat the following chant Students point to the numbers on the page while they read them.
while acting out every action and then stomping. Finally, have Then students circle the words that end in th. Show students
them march and sing: how to put the tip of their tongue through both sets of teeth to
First time I fly, make this sound. Say the th words again with the class to practice
Second time I jump, pronunciation.
Third time I row,
Fourth time I weep, I Write the numbers.
Fifth time I smile,
Point to the numbers in colors for students to say the words. Then
Sixth time I sleep,
read the numbers in words. Students work individually to write the
Seventh time I eat,
numbers. Invite some students to write the answers on the board.
Eighth time I play,
Ninth time I read,
Tenth time I sing!
64 Unit 2 The Body

1 Make three class books. The first about the parts of the body. The
second about the face. The third about the five senses. Resources
Students’ pictures from Lessons 1, 2 and 3, a
2 Put together all your pictures from Lessons 1 to 3 in separate books
hole punch, six 50 cm-long ribbons, six pieces
3 Tie the books together. Make a book cover. of A4 construction paper
4 Decorate the books.
5 Read the books with your friends. If you need help, ask your teacher.
Lesson 4 43
1 Make three class books. The first about the parts of the 3 Tie the books together. Make a book cover.
body. The second about the face. The third about the five
Divide the class into three groups: one for each book. Students
senses.
walk around and hand in their pictures to the correct groups.
Tell students they are going to make three class books about all Students organize the pictures so they are all in the correct order,
the information they have been studying so far in this unit. punch holes in the side and tie them together with ribbons.
2 Put together all your pictures from Lessons 1 to 3 in 4 Decorate the books.
separate books.
Ask teams to decorate two pieces of A4construction paper to be
Ask students to take out their pictures of the body, the face and the front and back cover of the books. Make sure they include the
the senses. Use a poster of the human body, the face and the title and decorations that support the topic.
five senses or draw them on the board. Check the vocabulary
by asking: (Point to the head) What is this? Have students repeat 5 Read the books with your friends. If you need help, ask
chorally: It’s the head. (Point to the arms) What are these? They are your teacher.
arms.
Ask students to walk around and read the class books. Leave the
books on display in the classroom and encourage students to look
at them throughout the remainder of this unit.
Lesson 4 65

Lesson 5
Vocabulary Lesson 5
apple drink pizza
cake fries salad How do you respect yourself? There is
carton juice hamburger some juice.
A Track 16 Listen and read. Then act it out.
dessert orange
What’s for What’s there
dinner pear dinner, Dad? to drink?
There’s a
hamburger, a
pizza, some
Resources fries and
salad.
Prepare flashcards of food stated in the
vocabulary box
Dad… There isn’t

Getting Started What’s for any more cake.
dessert?
Write the words healthy and unhealthy in two
There are apples,
columns on the board. Show students examples oranges and pears.
of healthy and unhealthy food (three at least of They are delicious
There’s a cake. and healthy.
each type). Prepare before hand other flashcards
of other healthy and unhealthy food; have
students paste them under the appropriate B Read aloud and match.
category, invite students to draw pictures of
healthy and unhealthy food in the corresponding
columns on the board. It doesn’t matter at this
stage if they don’t know the words for the food,
but do understand the concepts of healthy and
unhealthy food. There is an apple. There are some hamburgers. There is a cake.
C Point to the food in the story and make sentences using a, an, and
some.
There are
There is a pizza. some fries.
44 Unit 2 The Body
B Read aloud and match.

A Track 16 Listen and read. Then act it out.
In pairs, students read the sentences again and match the pictures.
Ask students to describe what they see in the pictures. Play track
Point to the pictures. Students read the sentences aloud.
16 and ask students to follow the story in their books. Divide the
class into roles and ask them to take a role each (the boy, the dad, Beginners Advanced
the dog). Play the track and ask them to act the story out as a
group. Ask them to change roles. Play the track again and repeat. Students point to the Have students read the
sentences while they are being sentences in the exercise in a
read. loud voice.
C Point to the food in the story and make sentences using

a, an, and some.
Ask students to close their books and name as many foods as they
can remember.
Prepare flashcards with common food. In pairs, give two cards to
each student and have them ask and answer each other: What’s
that? It’s an apple. / What are these? They are grapes.
66 Unit 2 The Body

Vocabulary
apple juice
D Look at the tray. Circle the healthy food. banana orange
burger pizza
fries sandwich
Resources
Flashcards of healthy and unhealthy food.
Cut out pictures from magazines, and paste
them on construction paper. You can cover
them with contact paper for protection
E Look at the tray above and complete the sentences using a, an or some.
1. There is a banana.
2. There are some fries. a pizza, a cake Discipline Tip
a an apple, an orange
3. There is pizza. Have students work with their feelings
some fries,
4. There is an orange. some hamburgers as frequently as possible. Use the META
5. There is some sandwich. moment set of strategies: Sense, stop, label,
F Make a menu for healthy food and one for junk food. picture your best self, strategize, succeed.
Read them aloud
Healthy food Junk food
Lesson 5 45
F Make a menu for healthy food and one for junk food.
Read them aloud
D Look at the tray. Circle the healthy food.
Review and explain healthy food and junk food (use your
Get flashcards with all the food you can see in the tray. Cover flashcards). Elicit what a menu is. Encourage students to draw one
them so that students cannot see them. Play a guessing healthy menu and one junk food menu, labeling the food they
game like this: I have some healthy and unhealthy food. Ask draw. Allow students to walk around the class and compare their
me questions like: What is that? What are those? Everytime menus. Ask them to try and find another person with a similar
students give a complete question, respond by showing the menu.
picture and have all the class give the answer.
E Look at the tray above and complete the sentences using
a, an, or some. This activity is optional. It can be done for homework. Ask students
to draw a picture of a dinner they eat at home (they can draw or
Have children repeat after you the complete ideas you can see in
paste cutouts. Have them label the food they draw). Encourage
exercise E. Then, have them complete each sentence.
them to write words to describe the food they eat at dinner.
Check their answers. Read the sentences aloud and pause for
students to call out the missing words as appropriate.
Lesson 5 67

G Write these food words in alphabetical order.
1. apple
2. banana
3. fries
hamburger
hamburger pizza
4.
5. orange
orange
6. pizza
banana apple french fries

H Write the missing letter. Then say the words.
1. b all 4. b anana
2. b us 5. b one
3. b urger 6. b oy
I Write the names of your favorite food. Share with your group.
Healthy food:
Answers will vary.
Junk food:
Answers will vary.
46 Unit 2 The Body
G Write these food words in alphabetical order. H Write the missing letter. Then say the words.
Give each student a flashcard with food. Have them ask and Have students repeat the sound /b/ quietly and loudly. Show them
answer to each other: Do you like ? Yes, I do. / No, I don’t. pictures of objects whose name begins with the letter b (but have
Completing the question with the food they can see in their no name) such as ball, boat, baby, bat, bell, boy, bird. bear. Point
flashcard. Then, ask all students to paste them in alphabetical to the first word and have students guess what the word is. Repeat
order on the board. Organize pairs. Have pairs ask and answer the procedure with the second word. Tell students that all these
each other: How do you spell ? Prepare drawings of words share the same initial letter. When students finish, invite
these foods. Have children paint each piece of food. volunteers to write the answers on the board. Say the words for
Point to the pictures and ask students to say the words. Sing the the class to repeat chorally. Finally, students practice saying the
alphabet song. Ask different volunteers to write the alphabet on words in pairs.
the board. Explain that alphabetical order means the letters go in
the order they appear in the alphabet. Students work individually I Write the names of your favorite food. Share with your
to put the words in order, and then compare their answers with a group.
partner. Check the answers chorally with the class.
Explain that eating junk food sometimes is not unhealthy. Point to
the two sections and ask students to complete with ideas of their
own. Divide the class into small groups and ask students to share
their ideas.
68 Unit 2 The Body

1 Make happy faces and sad faces on paper.
Resources
2 Interview three classmates about their favorite foods.
paper, pencils, markers, colored pencils
3 Healthy foods get a smiley face and unhealthy foods get a sad face.
4 Count the number of happy and sad faces.
Lesson 5 47
1 Make happy faces and sad faces on paper. 3 Healthy foods get a smiley face and unhealthy foods get a
sad face.
Students draw two faces. One sad and one happy.
Divide the group into groups of five students. Each student
2 Interview three classmates about their favorite foods. interviews his team asking: What are three of your favorite foods?
Students respond: I like... the rest of the team has to raise a happy
Explain that they will interview three students each. They will ask
or sad face according to their own preferences.
each student for three favorite foods.
4 Count the number of happy and sad faces.
The student who said his her favorite foods has to count the
number of happy faces or sad faces his choice got. For example:
I like mango. 3 happy faces, 1 sad face.
Material for the following class:

Print outs or a monographic with the following animals: elephant,
giraffe, camel, monkey, hippo, and bear.
Lesson 5 69

Unit 3 Lesson 1
Animals Lesson 1
Unit 3
Vocabulary
animal entrance monkey
Animals
camel giraffe zoo What things make animals different from one another?
elephant hippo zookeeper
A Track 17 Draw or paste cutouts of the animals. Then listen.
What things make animals
different from one another?
Prepare 2 pictures or cutouts per animal of: a
bear, a camel, an elephant, a giraffe, a hippo
and a monkey. Tell students: Do you like the
zoo? These are some animals we can see at
the zoo. Look and repeat: This is an elephant,
that is a monkey, this is a camel, etc.
Circle singular words with red. Circle plural words with blue.
Getting Started You touch (near) You point (far)

This is the zoo. That is the entrance.
These are hippos. Those are bears.
Have students cut out the animals and paste
them on the page. B Make sentences with a friend.
Those are This is

monkeys. a camel.
C Look at the zoo and complete the information.
1. This is a g iraffe . 3. That is a c amel .
2. That is an e lephant . 4. Those are m onkeys .
48 Unit 3 Animals
A Track 17 Draw or paste cutouts of the animals. B Make sentences with a friend.
Then listen.
Point to and read aloud the dialogue on the page. Students point
Point to the pictures on the page. Review the vocabulary: This to the pictures of the animals they hear mentioned in the dialogue.
is the elephant / giraffe / monkey / camel. Tell students to listen Ask a pair of confident students to read the sentence for the class.
to the zookeeper. Play Track 17. Students listen and point to the In pairs, students make more sentences.
animals.
Beginners Advanced
Write the sentences from the Students draw a simple picture

Tools! dialog on the board. Underline of a zoo with more animals
Make sure students understand the use and meaning of the demonstrative adjectives. and make more sentences
the four demonstrative adjectives by showing pictures Students say more sentences about their picture using the
and have students say: This is a monkey, these are for the dialog in small groups. demonstratives.
monkeys. That is a giraffe, those are giraffes.
C Look at the zoo and complete the information.
Divide the class into pairs. Ask students to complete the

information. Walk around the class and help as necessary. Invite
some pairs to read the sentences for the whole class.
70 Unit 3 Animals

Vocabulary
baby mammal otter
D Read the texts and match the pictures. dolphin milk whale
fur, furry
Mammals Also Live in Water
Dolphins Whales Otters

Teaching Tip
These animals are These mammals These are small,
very intelligent. are very, very, very furry and cute
They are big! They are 30 mammals! They An extended listening period gives learners
mammals. meters long! like to play and the opportunity to gather meanings and
swim. associate them with language. They should
listen without the pressure to imitate or
respond immediately.
ballena
azul
E Read and answer.

1. These mammals are very intelligent. Dolphins
2. These mammals are furry.
Otters
3. These mammals are very big.
Whales
This is a dolphin.
F Choose a mammal. Take It’s an aquatic
turns presenting and mammal…
describing it.
Lesson 1 49
F Choose a mammal. Take turns presenting and describing it.

CLIL: Science
Divide the class into small groups. Read the sample description in
D Read the texts and match the pictures.
the speech bubble. Prepare small stories about elephants, hippos,
Show students pictures of the three animals they will read monkeys and giraffes and give each group a card so that every
about and have them repeat, for example: Which animal is group can read chorally the animals description. Have students
that? It’s a dolphin. Students have to stand up and move like paste around the classroom the animals’ cards and have them
the three animals, simulating they swim and jump (like the copy in their notebooks their favorite one. Ask them to draw their
dolphin) or run (like the otter) or swim and blow (like the favorite animal too.
whale).
E Read and answer.

Show students pictures of different female mammals and a Ask students to draw and write what they know about their
pregnant woman. Tell students: Look, all these mothers have their favorite animal (It should be another animal).
babies like your mommy had you. All animals that have babies like Homework: Answer pages 37 and 38 in your Workbook.
humans are called “mammals” We will read about three mammals.
With flashcards of other animals, show students the meaning of
furry, big, small and cute.
Lesson 1 71

G Look at the words. Circle the double consonants in these
words. e.g. apple
1. otter 2. giraffe
3. hippo 4. furry
5. mammal 6. krill
H Track 18 Listen and circle the words you hear.
1. a) other b) otter
2. a) hippo b) hiccups
3. a) Mom b) mammals
I Draw the zookeeper’s description. Then compare with your

classmates’.
Hello! I´m Lee, the

zookeeper. This
is a camel. It is
brown. Its name
is Cherry.
50 Unit 3 Animals
G Look at the words. Circle the double consonants in these I Draw the zookeeper’s description. Then compare your
words. e.g. apple drawing with your classmates’.
Point to the words and ask students to spell every word like this: Ask students to point to the speech bubble. Explain that this is
How do you spell it? At first, do the activity in whole class to have a description of an animal in the zoo. Have students read the
everyone repeat chorally. Then, you might want to have them ask description and give them time to draw.
and answer each other in pairs. Review the meaning of double
(two). Students circle the double letters in their books.
H Track 18 Listen and circle the words you hear.
Have students read every word and help them notice the
difference between each pair. Play Track 18. Pause after each
sentence to allow students time to circle the word. Then say the
numbers so they can say the answers chorally. Divide the class into
pairs to practice saying every minimal pair.
72 Unit 3 Animals

1 Draw a zoo. Use many colors.
Resources
2 Name the animals, e.g. This is Alex the lion.
construction paper, colored pencils,
modeling clay
Lesson 1 51
1 Draw a zoo. Use many colors. 2 Name the animals, e.g. This is Alex the lion.
Distribute materials and tell students they are going to make a Have students name and label the animals they have drawn in
zoo. Ask them to draw a sketch of the zoo and where the different the zoo. Go around the class and have the students show and tell
paths and animal areas will be. Students color the different areas about their zoos and the names of the animals.
of the zoo.
Lesson 1 73

Lesson 2
Vocabulary Lesson 2
afraid python tail
chameleon rattle turtle Why are people afraid of some animals?
climb rattlesnake walk A Track 19 Listen and write.
egg sand wide
lizard scale lizard chameleon python turtle rattlesnake
Getting Started Reptile Rhyme and Riddle

It is brown, black, and white with scales,
Show students the names of the animals with It has a noisy rattle on the tail.
Is it a rattlesnake ?
a flashcard. Have them repeat them slowly and
fast, quietly and loudly. Ask them. How do you It’s long, it’s yellow, it’s white.
spell ? Have students spell. To eat, it opens its mouth wide.
Is it a python ?
Play Track 20 and act out the chant. Try to get a
rattle chilli vain so students can shake the rattle It is big and it is small.
It is green and climbs up walls.
to act out along. Then, make groups of 4 or 5 Is it a lizzard ?
students and ask each group to perform in front
of the class. It is pink, orange, purple, and blue.
It changes color all day through.
Is it a chamaleon ?
It swims at sea and walks on land.

To have babies, it lays eggs in the sand.
Is it a turtle ?
B Circle the words that

describe the reptiles. It is long, it is yellow, and it is white.
Is it long, yellow and white?
C Describe a scary animal to a partner.
It’s long, yellow and white.

Is it a python?
Yes, it is.
52 Unit 3 Animals
why they are called reptiles. Play the track again; students work
A Track 19 Listen and write.
individually, and thell them to circle all the words that describe
Prepare flashcards of a camel, a lion and an elephant. Tell (Write on the board: describe) the reptiles. Ask them to compare
students riddles so they can say the name of the animal. For their answers with a partner. Read the riddles aloud so students
example: I can see a large mammal! It is gray with a long trunk. stand up on the words that describe.
What is it? Point to the riddle and explain that some of the words
are missing. Have students read it and make predictions. Play Beginners Advanced
track 19 and ask students to check their predictions. Play the Read the riddles again Students write three
track again and pause before each word for students to write the more slowly and check sentences describing their
answers. Play the track one more time and have the class read that students circled all the favorite animals. They have
the riddle at the same time they hear it. Divide the class into five adjectives. to draw their favorite animal,
groups. Give each group a part of the riddle to practice reading too.
together.
C Describe a scary animal to a partner.

B Circle the words that describe the reptiles.
Divide the class into pairs. Ask them to think of an animal that they
Show students again the pictures of the five animals and ask them
like. They have to act out like it and his partner has to guess which
what the animals have in common. Ask them if they remember
animal it is. For example: You are a tiger!
what a mammal is. (It’s the animal that has babies like humans).
Show them pictures of these animals with their eggs. Explain that
these animals are different. They have babies in eggs and that’s
74 Unit 3 Animals

Vocabulary
antidote place
D Read and underline the professions. Match to the pictures. bite poison
crocodile safe
Strange Professions protector venom
Snake Venom Crocodile Protector dangerous collector
Collector
This man is a crocodile
He extracts poison from protector. He takes crocodiles
snakes. The collector helps away from dangerous places.
doctors make an antidote for The crocodile protector takes
Discipline Tip
when a snake bites a person. them to safe places.
Control your students by clapping or ringing
a bell. Talking over your students will only
make them be louder.
F Read and draw.

It’s long and colorful.
It’s small. It is blue It lives in the jungle.
and green and it flies.
Lesson 2 53
E Read and draw.

CLIL: Science
Read the descriptions and make sure students understand the
D Read and underline the professions. Match to the
information. Students draw pictures in the frames according to
pictures.
the descriptions. Walk around the classroom and check students’
Point to the pictures and ask students to describe what they pictures.
can see. Read the texts aloud and ask them to follow by
pointing to the corresponding pictures as you read. Review Go to page 42 in your Workbook
the key vocabulary (you can use a bilingual dictionary with the and write an entry in your blog.
class.) Students draw lines to match the texts to the pictures.
When they finish, ask for more examples of professions.
Encourage students to research about their favorite reptile and
write some sentences using adjectives.
Homework: Answer pages 40 and 41 in your Workbook.
Lesson 2 75

G Write the letters according to the numbers. Solve the mystery and
discover the animal.
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26
1. It is 12, 15, 14, 7. long

2. It is 16, 15, 9, 19, 15, 14, 15, 21, 19. poisonous
3. It is 4, 1, 14, 7, 5, 18, 15, 21, 19. dangerous
4. It’s a snake / python
H Say the words. Circle the /n/ sound
1. nose 2. end
3. brown 4. animal
5. python 6. new
I Read the text and write the words from the box.
bananas trees zoo brown
I live in the zoo .

I love eating bananas
and playing in the trees .
My body is brown .
54 Unit 3 Animals
F Write the letters according to the numbers. Solve the H Read the text and write the words from the box.
mystery and discover the animal.
Have students read the words aloud. Have them read the
Point to the code at the top of the activity. Prepare other two sentences and then fill in the blanks. Walk around the room to
examples on the board so that you can teach students how to find help. Choose students at random to read the sentences aloud.
the mysterious words. Ask students to work with a classmate and Have them guess the animal.
complete the missing words in the first three sentences. Write the
complete words on the board for students to check their answers.
Then help students to solve the riddle in number 4. The class
should discover which the mysterious animal is with your help. It
is advisable to use flashcards with animals or adjectives so that
students can find out the answer.
G Say the words. Circle the /n/ sound.
Write the letter n on the board pronounce it and have students

repeat after you. Say the words and ask students to listen and
follow you in their books. Then ask them to say the words and
circle where the /n/ sound appears in the words. Read the words
again for the class to call out the answers chorally.
76 Unit 3 Animals

1 Cut out or draw a picture of your favorite reptile. Resources
2 Find information about your reptile. Write it down. ball, colored pencils
3 Make a class book with all the pictures.
Lesson 2 55
1 Cut out or draw a picture of your favorite animal. 2 Find information about your reptile. Write it down.
Ask students to look at the project page. Read the instructions and Prepare enough short descriptions of different animals studied
distribute colored pencils. Students draw a picture of their favorite along the unit so there can be one different per student. Paste
reptile and cut it out. them around the classroom and prepare also pictures of them so
that students match the image with the description. Once they
find them, have them copy them on a quarter of construction
paper.
3 Make a class book with pictures.
Allow students to look at each other’s pictures and read their

information to each other once they have finished. Collect in all
the pictures and tie them together into a class book. Put the book
on display in the classroom.
Lesson 2 77

Lesson 3
Vocabulary Lesson 3
fin puffer fish tail
hammerhead seahorse tropical Why do we respect animals?
shark stingray A Read and match. Draw a Seahorse.
Seahorses are very small.

Resources
picture of a hammerhead shark, a seahorse, a They live in the ocean.
fin, a shark, a puffer fish, a stingray Seahorses look like horses.

They are marine animals.
Getting Started
Decorate your classroom door with a curtain
made of turquoise or teal crepe paper. Tell them
they are going to go to the ocean. Draw large
pictures of a hammerhead shark, a seahorse, a
stingray, a puffer fish, a clown fish, a giant heel,
a white shark, and a neon tetra, a whale, and B Look at the pictures and read the names.
a dolphin including their names. Have them
identify each animal, by repeating their names
and later spell each name. Later, have students
copy each name and draw them. If possible,
students color them and write their names. clownfish giant eel white shark neon tetras
C Write the fish.

1. The neon tetras is a small and blue fish.
2. The giant eel is a medium, gray fish.
3. The white shark is a big and white fish.
What do you notice about the adjectives in plural?
What is the plural of fish?
The white shark is a big, white fish.
Seahorses are small, green fish.
56 Unit 3 Animals
A Read and match. Draw a Seahorse. B Look at the pictures and read the names.
Point to the pictures on the page for students to describe. Explain Ask students to find words that refer to size and color. Write the
that you will read the texts aloud and that they have to match words on the board as they say them. Look at the first picture and
them to the corresponding pictures. Students listen and match. tell students to make sample sentences describing the size and
Monitor and check. Ask students to say which animal doesn’t have color: Look at the clownfish. It’s small, orange and white. Divide
a picture (hammerhead shark). Show students a picture and have the class into pairs. Ask them to describe the animals. Walk around
them draw the shark. and monitor the activity providing help where necessary. Make
sure they use the correct words.
Beginners Advanced
Students read the texts again Students write a list of other C Write the fish.
and underline the words that fish they know the words for Students write the words individually, and check their answers
are the names of fish and and adjectives to describe with a friend. Walk around and check the answers while they are
circle the adjectives. them. working.
78 Unit 3 Animals

Vocabulary
adventure fish tank manta
D Read and circle the words for fish. Find the animal that isn’t a fish. dentist jellyfish tiny
A Fish Movie: Finding Nemo
Nemo is a small orange and white
Teaching Tip
clownfish. He is happy and lives in
the ocean with his dad. Use caretaker speech. Caretaker speech
One day, a dentist takes him to a refers to the use of strategies for making a
fish tank in his office! Nemo makes message understood, such as using a slower
friends in the tank. His dad swims rate of speech, distinct pronunciation, short
the ocean to find Nemo. Finally, sentences, rephrasing and repetition, frequent
they meet again after meaning checks, use of gestures, use of
some adventures. concrete referents, scaffolding information. It
is advisable that you use caretaker speech with
young learners.
E Read and answer.
1. What color is Nemo?
Orange and white
.
2. Where does Nemo live?
In the ocean
.
3. Does Nemo live with his dad?
Yes, he does
.
4. Where does Nemo make new friends?
In a fish tank
.
F Play Guess the Animal in three sentences.

Yes.
Is it small?
Is it green? No.
Lesson 3 57
F Play Guess the Animal in three sentences.

CLIL: Arts and Entertainment
Invite one student to the front and tell him or her the name of an
D Read along with your teacher.
animal from this unit so far. The rest of the class can ask up to
Point to the picture and ask students to guess the movie three yes/no questions to find out what animal it is. The student
(Finding Nemo). Ask them if they have seen the movie and has to answer in sentence form. The first student to guess comes
what they like about it. Ask students to read the text. Have to the front for you to whisper the name of the next animal.
them watch the movie either in class making of the classroom a
movie theater in which they play to get their tickets. Have them Go to page 45 in your Workbook
take popcorn and soda to enjoy the show. An alternative extra and write an entry in your blog.
activity might be a visit to an Aquarium if possible.
Ask students to cut out pictures of different animals and make a
E Read and answer.
collage of fish and write adjectives to describe them.
Ask students to read the story of Finding Nemo and answer the
questions about it. Check the answers in whole class.
Lesson 3 79

G Read and match the word halves.
head gray
horse fish
hammer
sea
sting puffer
H Track 20 Listen and repeat three times.
1. head
2. hammer
3. horse
4. happy
5. he
I Draw two fish from this lesson. What fish are they?
58 Unit 3 Animals
G Read and match the word halves. I Draw two fish from this lesson. What fish are they?
You will reuse the pictures of the stingray, puffer fish, seahorse, Elicit the names of fish students learned in this lesson. Ask them
and hammerhead shark that you previously used. Tell them three to draw two. Students write a sentence about each fish. Remind
sentences that describe them and students should guess which them to use the adjectives they learned. Walk around, monitor and
animal you talk about. Ask students to read the words and then, check students’ work.
work individually to match the halves. Ask them to compare their Homework: Answer pages 43 and 44 in your Workbook.
answers with a classmate. Students say words they found.
H Track 20 Listen and repeat 3 times.
Elicit the letter in the picture h. Play track 20 and ask students
to listen. Play the track again and ask them to repeat. Then
ask students to circle the letter h in the words. Invite individual
students to say the words for the whole class. Have a competition
to see who can say all the words without mistakes.
80 Unit 3 Animals

Resources
1 Make a fish collage.
magazine pictures monographic cutouts or
2 Share your collage with the class. Internet printouts of underwater wildlife,
scissors, blue cardboard, glue
Lesson 3 59
1 Make a fish collage. 2 Share your collage with the class.
Ask students to look at the project page. Read the instructions and Paste all of their collages together in order to build up a mural.
distribute materials. Students cut out and glue pictures of fish to
make a collage.
Lesson 3 81

Lesson 4
Vocabulary Lesson 4
black ant butterfly mantis
bug ladybug spider Do you think insects are important? Why?
A Track 21 Listen and read. Then underline the words for bugs
and numbers.
Getting Started Josh’s Bugs
Take students on a quick walk outside in the

schoolyard. Write the word bug on the board
and give examples so students understand its
meaning. Ask them to find and point out bugs
they see. Introduce their names, and main
“Check your ant colony,” says Mom.
characteristics: color, size. Introduce the names “Mom, Where is my spider?” says Josh. “Twenty ants but no spider. No, it’s
of the insects with flashcards: spider, mantis, “Your spider? Oh no!” says Mom. not here!” says Josh.
ladybug, black ant, butterfly.
“Check your butterfly house,” says Mom. “Aaaghhhhh!” screams Dulcie.

“Fifteen butterflies but no spider. No, it’s “A spider. Whew! It’s here, Mom!”
not here!” says Josh. says Josh.
B Check ( ) Josh’s bugs.
C Choose a number from 1 to 20. Draw the same number of insects.
How many spiders? Sixteen spiders!
60 Unit 3 Animals
A Track 21 Listen and read. Then underline the words B Check ( ) Josh’s bugs.
for bugs and numbers.
Point to the bugs and ask students to say their names. Discuss
Play track 21 while students listen and follow in their books. Ask with the whole class which bugs they remember Josh has. Play
them to underline the words for bugs and numbers. Play the track track 29 again and ask students to listen and check if their answers
again, and pause it whenever a word for bugs or numbers is said. are correct.
Students check their answers. In pairs students read the dialog
and act it out.
Divide the students into
small groups to read the
words again and practice
spelling them chorally.
C Choose a number from 1 to 20. Draw the same number of

insects.
Review the words for numbers 1 to 20 by counting them chorally

with the class. Tell students you see a secret bug village. Tell them
to draw what you see, for example: I can see 10 ladybugs, I have 7
black ants, etc.
82 Unit 3 Animals

Vocabulary
boiled fried scorpion
D Read and discuss. centipede lollipop stick
cricket oven tarantula
Tasty Bugs
dragonfly
In Cambodia, people eat tarantulas!
Resources
In Mexico, people eat fried crickets! squares of paper (5 cm x 5 cm)
In California, people eat scorpions!

Discipline Tip
Greet students at the door. Connect to your

students every day. Talk to them. It is the best
In China, people eat centipedes! way to create a good learning environment.
In Indonesia, people eat dragonflies!
E Find out what other insects people eat. Share your information.
F Draw your favorite bug.
Lesson 4 61
F Draw your favorite bug.

CLIL: Food Science
Distribute white squares of paper (5 cm x 5 cm). Students draw
D Read and discuss.
and color their favorite bug on the paper. Attach their pictures in
Point to the pictures and elicit what they are (bugs, insects). columns on the board in the form of a simple graph. When all the
Name the bugs with the students and ask them to find the pictures are on the board, count the bugs in each column to see
words in the sentences as you name them. Read the sentences which bug is the most popular in the class.
one by one and explain the meaning of key vocabulary If you have time, repeat the procedure with their least favorite bug.
to ensure understanding. Then ask students to discuss if
they think this information is true, giving reasons for their
ideas. After they have read all the information, tell them that and write an entry in your blog.
everything is true.

E Find out what other insects people eat. Share your Ask students to draw a picture and write about their favorite bug.
information. Homework: Answer pages 46 and 47 in your Workbook.
Point to the pictures and name the bugs for students to learn the
words: cockroach, beetle, centipede, and woodlice.
Lesson 4 83

G Write the words.
10 ten 16 sixteen
eleven 11 seventeen 17
12 twelve 18 eighteen
thirteen 13 nineteen 19
14 fourteen 20 twenty
fifteen 15
Say the numbers.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
one, two, three, four, five, six, seven, eight, nine, ten,
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen,
eighteen, nineteen, twenty
H Say and circle the sound /en/ and underline the sound /een/.
Listen and repeat.
10 11 13 14 15 16 17 18 19 20
I Draw an insect salad. List what is in it.
62 Unit 3 Animals
G Write the words. H Say and circle the sound /en/ and underline the sound /
een/. Listen and repeat.
Prepare flashcards with the numbers 1 to 20 with number, letter
and the same number of different animals studied along this unit. Point to the numbers on the page and invite different students to
Point to the numbers and explain that they have to write them read them aloud. Then ask them to work with a friend and circle
with letters. Have volunteers spell the words chorally and write and underline the answers. Copy the numbers on the board while
them on the board to check answers. they are working. Ask different students to mark the answers on
the numbers on the board.
Tools!
I Draw an insect salad. List what is in it.
Prepare a small soft ball and instruct students on how to
pass it without hurting anyone. Review numbers 1 to 20 Review the names of the bugs they have studied so far. Ask them
chorally with the class as students pass the ball. to invent and draw a salad with some of the bugs in. Divide the
class into pairs. Students describe their salads to each other.
84 Unit 3 Animals

1 Cut out pictures of insects.
Resources
2 Paste the insects on a sheet of paper. Scissors, colored pencils, paper
3 Write the names of the insects.
4 Invite people from home and school to see the exhibition.
Lesson 4 63
1 Cut out pictures of animals studied along this unit. 3 Write the names of the insects.
Explain that they will make an insects zoo. Have the students bring Ask students to prepare mini conversations in which one of them
cutouts of animals from internet images, magazines, monographic will play the zoo keeper and the other will be the visitor. The zoo
material or so. keeper should explain to his partner about the animal he prepared
information. For example: What’s the name of this animal?
2 Paste the insects on a sheet of paper. It’s a jellyfish. It lives in the sea, it has tentacles and it is really
dangerous.
Have the students paste their insect cutouts on paper. Use a piece
of construction paper or cardboard.
4 Invite people from home and school to see the zoo.
Make sure all the zoo exhibit is ready. Display the animal posters
around the classroom. Allocate time so that the school community
(parents, other groups) can attend the exhibit.
Lesson 4 85

Lesson 5
Vocabulary Lesson 5
amphibian poison
axolotl salamander Can animals be friends?
bumblebee spot
A Track 22 Listen and read.
frog stripe
Can animals be friends?
Zookeeper: This is the amphibian house. Some cool animals live here.
Ask the question on the first page of the Child 1: Wow! Look at this black frog with stripes and spots.
Zookeeper: That is a poison frog. It is only two and half centimeters long, but
lesson and give students a few minutes to has a lot of poison.
think about the question before sharing their Child 2: Look at these with arms and legs!
Zookeeper: Those are Mexican axolotls. The axolotl is a salamander
ideas with others. This is a good opportunity with no spots or stripes. They are funny. And that is a bumblebee
to talk about Friendship. frog. It is yellow and black, like a bumblebee. This is a
spotted salamander. The spots are yellow. The spots help the
salamander hide from its enemies.
B Say an animal. Your Poison frog!
Getting Started partner describes it. It is a small black frog
with stripes and spots.
Show flashcards of a poison frog, bumblebee
frog, salamander and Mexican axolotl. Write the C Draw the animals.
word amphibian on the board. Show the picture Mexican axolotl

of a frog in water and outside water and ask:
Where is the frog? in each case. So, where does
it live? They should be able to tell you in water
and outside, in the air. Present the animals they salamander
will be talking about. Show the picture and their poison frog
name. Make drawings of each one and have
them paint them while copying their name.
bumblebee frog
64 Unit 3 Animals
A Track 22 Listen and read. B Say an animal. Your partner describes it.
Ask students to describe what they see on the page (zookeeper Say the animals from activity A and ask students to find the words
and children at the zoo). Play track 22. Students listen and follow that describe them. Ask some students to read the dialog on the
in their books. Ask students to close their books and say the page. Divide the class into pairs. Students take turns naming and
names of the animals they remember. Students open their books describing animals. Invite some pairs to share their dialogs with
and check if they remember the name of the animals correctly. Ask the class.
them to underline the words for these animals.
C Draw the animals.
Point to the empty bowls and explain they are going to draw the
animals according to the information from activity A. Students
complete the activities individually in their books using the
appropriate colors.
86 Unit 3 Animals

Vocabulary
frog cool glug
D Track 23 Read and complete. Then listen and check. log pool
Five Little Frogs with Spots bug jump
Five little frogs with spots,
Sat on a big brown log,
Eating some yellow stripy bugs. Yum! Yum!
Teaching Tip
One jumps into the pool,
Where it is nice and cool. Children learn best when they use many
Now there are four little frogs with senses.
spots. Glug, glug!
E Number the scenes.
1 2
F Color your frog.
My frog is red with yellow stripes.
Lesson 5 65
F Color your frog.

CLIL: Music
Review the words for colors and markings students have studied
D Track 23 Read and complete. Then listen and
so far. Students will color their frogs as they best wish.
check.
Play track 23 and ask students to listen and follow in their

books. Do not write anything yet. Play the track again and and write an entry in your blog.
encourage students to chant along. In pairs, students complete
the words. Play the track and chant once more.
E Number the scenes.
Elicit what the pictures are. Ask students to read the song and
number the pictures in the order they happen. Students work
individually. Point to the pictures and ask students to say the
numbers.
Play track 31 and ask students to chant together. Then divide the
class into small teams and compete to see who chants the best.
Lesson 5 87

G Complete the words with o or u. Which words rhyme?
fr o g
l o g
yellow spots
b u g black and yellow stripes
Do you use the adjectives before or after
the noun in your language?
gl u g
H Listen to your teacher and underline the word you hear. What do these
words have in common?
1. frog from
2. lot log
3. big bit
4. red rug
5. mug mat
I Choose your favorite amphibian. Write about it.
Amphibians
G Complete the words with o or u. Which Name: Answers will vary.
words rhyme? Color and markings:
Have students read the rhyme in exercise D Other characteristics:
along. Repeat the words in this exercise little
by little, loudly and quietly, fast and slowly.
Students are to complete the words. Check
answers in whole class, asking students to write 66 Unit 3 Animals
them on the board.
H Listen to your teacher and underline the words you hear. I Choose your favorite amphibian. Write about it.
What do these words have in common?
Review the amphibians they have learned about in this lesson.
Read the words and elicit their meanings. Read the suggested Read the titles of the three categories and make sure they
sentences and ask students to underline the word they hear. understand them. Ask students to write about their favorite
Check aloud. Have students say the words chorally. Finally, ask amphibian. Monitor and help as necessary.
students to say what they have in common (the short vowel sound
in the middle of the letter). Beginners Advanced
Suggested sentences: Do the answers for a sample Students do the activity

1. One little green frog. amphibian together on the and then write about
2. The frog sits on a log. board. Erase the information another amphibian in their
3. It’s a big log. and ask them to now notebooks.
4. The frog has red spots. complete it in their books.
5. Careful! There’s a frog on the mat.
88 Unit 3 Animals

1 Color and decorate your amphibians.
Resources
2 Write one sentence for each amphibian. construction paper (1/4 per student), colored
3 Share with the class. pencils, glue, glitter, foamy, colored paper,
other objects for decorating
Lesson 5 67
1 Color and decorate your amphibians. 2 Write three sentences for each amphibian.
Distribute materials. Point to the pictures of the amphibians on Ask students to write sentences about the markings, colors, or any
the page for them to name. Ask students to draw and color an other information about the animals in their drawings.
amphibian on the construction paper. Then ask them to decorate
it using the glue and materials. 3 Share with the class.
Store students work for later work in the unit.
Lesson 5 89

Unit 4 Lesson 1
Around Town Lesson 1

Unit 4
Vocabulary
doctor strong give
Around Town
firefighter cross the medicine, What people are important to your community? Why are
friendly road sick
they important? Answers will vary.
help give vaccinates
A Read and check the people you know.
mail carrier directions
police officer put out fires
protect deliver letters
A Moment to Ourselves A police officer is friendly. She helps A firefighter is strong. He puts out
children cross the road and gives fires. He helps people and animals.
What people are important to your directions. She protects people.
community? Why are they important?
think about the question before sharing their
ideas with others.
A mail carrier delivers letters to your A doctor gives medicine when people
house. He is friendly and he works a are sick. She is friendly. She vaccinates
Getting Started lot. children.
B Talk about the people in your community.
Ask students what jobs their parents have and
make a list on the board. Encourage students po ice officer protects peop e. We use simple present
octor gives e icine. to talk about routines.
to share their ideas freely and to be respectful She helps children.
of what they all say. Help students with new C Read and match the information. He delivers letters.
vocabulary. 1. A police officer delivers letters.
2. A mail carrier protects people.
3. A doctor gives people medicine.
68 Unit 4 Around Town
A Read and check the people you know. Beginners Advanced

Elicit and present the new vocabulary words. Ask students to read
Ask students to underline all In pairs, students read aloud
the texts and look at the pictures to check the people they know or
the verbs in the present simple the sentences from exercise A
see in their community. Read the texts aloud with the whole class
in exercise A. in the present simple.
and explain the meaning of any new words through miming or
flashcards.
C Read and match the information.

B Talk about people in your community.
Ask students to complete the information. Walk around the class
Divide the class into pairs. Prepare flashcards with the following
and help as necessary. Check aloud.
professions: teacher, janitor, lawyer, engineer. On the board, write
two activities these people normally do: give class, play with
children, clean up, take out the garbage, write a lawsuit, go to
court, go to a construction, make building schematics and make
sentences about what they do. Invite some students to say some
of their sentences for the class.

Vocabulary
solve cases pipe together
D Read and underline the things the detective does. find clues smoke
detective play the violin
Sherlock Holmes live work
Sherlock Holmes is a
detective. He plays the
violin and he smokes a
pipe. He is very intelligent. Discipline Tip
He finds clues and he
solves mysterious cases. Children are “feelings antennas” that is, if you
He lives in London, on
Baker Street. feel stressed out, they will feel it, too!
Sherlock Holmes has a
friend. His name is Dr.
Watson, and he is a very
good doctor. Dr. Watson
helps Sherlock. They work
together on many cases.
They help the police.
E Read and answer.

1. Sherlock Holmes plays the
2. Sherlock is very
3. Sherlock lives in
F Complete the sentences. Answers will vary.
A teacher with children.

A teacher is very .
A teacher children.
Lesson 1 69
F Complete the sentences.

CLIL: Literature
Brainstorm ideas about activities that teachers do. Write ideas on
D Read and underline the things the detective does.
the board. Students complete the sentences individually. Walk
Point to the picture and ask: What’s his occupation, you think? around and check students’ sentences as they finish. Read them
(A detective) What does a detective do? Elicit answers. Let’s read together aloud.
about a very famous detective.
Ask a student to read the title. Invite students to read the text Go to page 54 in your Workbook
individually in order to underline the activities the detective and write an entry in your blog.
does. Students compare their answers with a partner. Invite
individual students to read the information they underlined.
to draw or cut out a picture of a specific occupation and write
E Read and complete. sentences about what he or she does.
Read the cues aloud and make sure students understand them.
Divide the class into small groups to read the cues and discuss the
answers. Invite some groups to share their ideas with the whole
class.
Lesson 1 91

G Find the professions.
e o f f i c
i c e
l r
o
p
f
i
r
i a e r t e f i g
c l h
a
r
r
e e r
i
r t e a c h
H Read the words aloud.
1. run 2. sun
3. fun 4. man
5. ton
I Draw one community worker.
G Find the professions. I Draw one community worker.
Point to the fire hose and ask students to find the hidden words Prepare flashcards of community workers such as gardener, policeman,
that are professions and circle them. Show them flashcards with firefighter, park cleaner, janitor, mail carrier, construction worker.
the professions but without names. Elicit for the occupations. Introduce them and have students practice: What’s his profession?
Invite students to name the words they found and to spell them. He’s/She’s a . Have students draw their favorite one.
H Read the words aloud.
Explain they will listen to some words and that they have to circle
the n sound in their books. Say the words and give them time to
circle. Then say the words again for students to repeat chorally.
Finally, ask them to work in pairs and practice pronouncing the
words. Help them to pronounce accurately, checking on their
intonation and pronunciation.

Make a town around the classroom.
Resources
1 Cut out pictures of ten community workers from magazines.
Magazine, internet images, monographic
2 Choose two community workers. pictures of community workers, pencils,
index cards
3 Glue them in the box and write their profession.
4 Save the others in your portfolio for the project.

octor
Lesson 1 71
1 Cut out pictures of ten community workers from 2 Choose two community workers.
magazines, internet or monographic materials.
Ask students to write two sentences about each person they cut
Tell students they are going to make a town around the classroom out on index cards. Show one or two examples.
over the next few weeks. Ask them to cut out 10 pictures of
community workers. 3 Glue them in the box and write their profession.
After choosing the two pictures, glue them into the box.
4 Save the others in your portfolio for the project.
Have students keep all the other cut out pictures for their
portfolios.
Lesson 1 93

Lesson 2
Vocabulary Lesson 2
hosepipe wheel
pen stethoscope What can you do for your community?
radio steering A Track 24 Listen and read. Read the riddles aloud.
Riddles I hear your heart. It goes fast when

Getting Started I’m blue and plastic and write up to you jump rope.
ten. What am I? I’m a stethoscope.
Prepare flashcards with professions that have What am I? I’m a blue board pen.
I’m round and big, on the bus I squeal.
been studied so far in the unit. Divide the group You hear people speak and also on What am I? I’m the bus steering
into two teams. Ask them to stand in line and stereo. wheel.
What am I? I’m a beautiful radio.
try to guess first the profession you’ve got. For I’m long and thin. I have water inside.
example: Guess who I’ve got. He puts out fires. What am I? I’m a big hosepipe.
Who’s that? For more advanced students, ask
them to make the questions themselves.
B Paste cutouts or draw the pictures of the riddles.
A Track 24 Listen and read. Read the riddles aloud. B Paste cutouts or draw the pictures of the riddles.
Tell students that the questions you asked so they could tell the Point to the riddles again and explain that they have to draw the
profession are called riddles. If necessary, repeat one or two. picture that shows the objects they describe. Exemplify with the
Then, help them tell at least other three or repeat those you first riddle. Students complete the activity individually. Check
previously said. Play track 24 and ask students to listen and follow students’ drawings.
the words. Play the track again and pause after each line for
students to repeat chorally.
Beginners Advanced
Review the meaning of the Ask students to find and

key vocabulary with students write the key words from the
providing definitions to riddles in their notebooks.
explain their meanings. Ask
them to write the words
and the definitions in their
notebook.

Vocabulary
brush hammer scissors
C Read and circle the tools. carpenter mechanic screwdriver
comb nail
Different Tools for
Different People hairdresser pincer
Hairdressers cut your hair. They wood. They use hammers and
use brushes, combs, and scissors. nails.
Teaching Tip
Carpenters make beds, chairs, Mechanics fix cars. They use
and tables. Carpenters work with screwdrivers and wrenches. Concrete vocabulary should always be taught
with flashcards. Concrete vocabulary refers
D Look at the pictures. Draw the tools. to all concepts available to the senses: table,
beautiful,walk, etc.
hairdresser carpenter mechanic
Students draw accordingly.
For a verb in simple present with he, she, it, add an S to the verb. Look:
He uses a brush. She builds beds.
They use a brush. They build beds.
E Play True or False. Take turns making true and false sentences
about the professions and their tools.
he octor has a hose. a se.
Lesson 2 73
F Play True or False. Take turns making true and false

sentences about the professions and their tools.
D Read and circle the tools.
Read the sample sentence. Ask students: Is it true? Do doctors use
Point to the title and discuss the meaning. Ask students to scan a hose? (Show students the picture of a hose). Nope! Tell students
the text and find the words for professions. Read the texts aloud a second example if necessary so that they understand what to
and ask them to follow by pointing to the words as you read. do. They should write two sentences with true or false information
Ask students to read again and circle the words they think are about occupations. Monitor their work. Invite students -one by
tools people use. one- to share their sentences in whole class.

E Look at the pictures. Draw the tools.
Invite students to write the words for tools on the board as a visual This activity is optional. It can be done for homework.
reference prepare flashcards with the tools previously mentioned. Homework: Answer pages 55 and 56 in your Workbook.
Students draw pictures for the three different professions. Check
students’ drawings while they are working. Ask students to write
the words in their notebooks.
Lesson 2 95

F Find the tools and write them.
S T E T H O S C O P E
A B C D H A M M E R E
P I N C E R S W X Y Z
S C R E W D R I V E R
J K L S C I S S O R S
G Say the words.

hand
sad
red
mad
bed
H Draw a picture of a tool. Write its name. Describe it to a partner.
This is a hose.
A firefighter uses the hose to
put out fires.
G Find the tools and write them. I Draw a picture of a tool. Write its name. Describe it to a
partner.
Prepare flashcards with the following tools: Stethoscope, hammer,
pincers, screwdriver, scissors. Divide the group in pairs. Have Ask students to say what they have learned about tools and
students practice identifying them by asking each other: What’s workers in this lesson. Read the sample text. Students draw a
this? It’s a screwdriver. What are these? They are pincers. picture of a tool. Then they write sentences about who uses it and
Point to the word search. Students find the missing words. Ask what for. Monitor and help as necessary. Invite students to present
students to write the words on the board. Prepare flashcards with their objects and information to the class.
other tools such as: computer, hammer, pliers, thermometer, broom,
calculator, and so forth. Have students draw and label them.
H Say the words.
Say the words and ask students to listen and follow in their books.
Then ask them to say what sound they all have in common (d at the
end). Write letter d on the board and pronounce it for students to
repeat. Read the words again for the class to repeat. Ask students
to think of two more words that end in d. Allow students to share
their answers and write the words on the board.

1 Find a picture of a community worker. Resources
2 Cut and paste the picture in the box. Coutouts of work objects, scissors, glue,
colored pencils, white paper
3 Draw three objects the person uses.
4 Write the names of the objects.
Lesson 2 75
1 Find a picture of a community worker. 3 Draw three objects the person uses.
Ask students to take out the picture or pictures they cut out for the Draw three pictures of the tools or objects the person would use.
project page for Lesson 1. Paste them in the box.
2 Cut and paste the picture in the box. 4 Write the names of the tools.
Take the picture and paste in the box. Cut the picture to make it fit Have the students label the objects or tools pasted in the box.
in the box, if necessary.
Lesson 2 97

Lesson 3
Vocabulary Lesson 3
bus driver post office stationary
fire station bus station store What places are important to your community?
firefighter market grocery store Why are they important?
mail carrier school park A Track 25 Listen and draw the missing places.
police officer clinic or playground
police station hospital gym
Getting Started
Prepare flashcards with a police station, fire Students paste the
station, bus station, post office, market, school, pictures accordingly.
clinic or hospital, stationary store, grocery store,
park, playground, gym. Introduce the vocabulary
like this: Today we will talk about our community.
Lulu in a i ete
Let’s see some places: (introduce one by one)
Have students listen and repeat. Ask them: Who
works in a hospital? Doctors, nurses, secretaries,
janitors. Who works in a school? Teachers, janitors, B Make sentences about the workers. Follow the example.
repairmen, secretaries, etc.
Tim doesn’t work at the police
station. He works at the fire station.
C Circle the correct answers.

1. Tim works / doesn’t work at the police station.
2. Pete works / doesn’t work at the fire station.
3. Linda works / doesn’t work at the bus station.
4. Lulu works / doesn’t work at the post office.
What is the difference between the sentences?

Affirmative He works at the fire station.
Negative She doesn’t work at the post office.
A Track 25 Listen and draw the missing places. C Circle the correct answers.
Point to the pictures on the page for students to describe. Play Have students read the sentences and ask students to circle the
track 25 and have students listen first. Play the track again and words that complete the sentences correctly. Walk around and
students point to the people that are mentioned. Have students check the answers while they are working.
draw pictures where they correspond. Play the track again and ask
students to check the positions of the pictures. Ask them to check Beginners Advanced
their answers with a friend and share with the class. Play track 38, pause after Students make sentences
each sentence and review if about the workers in the
B Make sentences about the workers. Follow the example. the verb is in present simple activity. Then they make
Invite a more confident student to read the text in the speech affirmative or negative. Write other sentences using the
bubble. Divide the class into pairs. Ask them to work together to some examples of them on professions from other pages
say sentences (using present simple affirmative and negative) the board. Do some sample in the unit so far.
about the workers in the previous exercise. sentences with the students.

Vocabulary
find different drive around record
D Read and circle the verbs. places all over the
come from world
Google Maps
People find different places on the
Discipline Tip
Internet with Google Maps ®.
Values are caught, not taught. If you want
The images come from Google cars that
have cameras. People drive them around students to be respectful, enthusiastic and
towns and cities all over the world. They hardworking, demonstrate it. Children reflect
record the streets and roads.
their authority figure’s behavior.
Google Maps only has images of places
with a Google car.
E Complete the sentences

1. People find places when they use G oogle M aps .
2. Google cars have a c ameras to take pictures.
3. There are only images of places with a Google car.
F Draw a map of your street.
Lesson 3 77
F Draw a map of your street.

CLIL: Technology
Point to the frame and ask students to draw the street they live on.
D Read and circle the verbs.
Ask them to include houses or other buildings on their street. Ask
Point to the picture and ask students to describe what they them to label the places. Monitor and help as necessary.
can see. Ask students to share what they know about google.
Help them read the text first. Then, ask students to read the text Go to page 60 in your Workbook
again and circle the verbs. Have them share their results with a and write an entry in your blog.
friend. Read the text one more time for them to stand up on the
words they circled.
Ask students to picture their favorite place in their community,
paste the picture in their notebook, write a small paragraph
E Complete the sentences. that includes: Who works there and what that person does. It is
advisable that you prepare an example so that students have a
Have the students work individually to fill in the blanks with words
clear idea of what they have to do.
from the text. Walk around the room to help. Have students read
the sentences aloud.
Lesson 3 99

Write the words and spell them with a partner.
s t a
s t a t c e
e i i t
r l
i
o
p o
f i
o n
n
fire station police station
l c a r r
i
i
m a
e r
r
c e
t e
f i
mail carrier
r
e f i g h
i
f
p
o
s t o f
post office fire fighter
H Listen to your teacher and repeat. Color the pictures.
1. leg
4. lake
2. ladybug
5. lemon
3. lizard
I Choose a profession. Write a sentence about what they do and

what they don’t do. Follow the example.
A nurse works in a hospital. Answers will vary.
She gives medicine. Answers will vary.
She doesn’t clean streets. Answers will vary.
G Write the words and spell them with a partner. I Choose a profession. Write a sentence about what they do
and what they don’t do. Follow the example.
Have students work in pairs to write the words. Have them practice
spelling the words. Walk around the room to check their progress. Remind students of the professions they learned about in this
Choose students to spell the words aloud. lesson. Write a chart on the board that includes profession and
activities. Read the sample text about the nurse. Students choose
H Listen to your teacher and repeat. Color the pictures. a profession and write similar sentences about it remind them
of activities people in their community do, like: put out a fire,
Point to the letter L in the words on the page. Say the words and
clean the school, help sick people, build houses, deliver letters, give
ask them to repeat. Then say the words and ask students to color
class, help a doctor, work in an office or hospital, etc. Walk around,
the corresponding pictures. Have students do choral repetition in
monitor and check students’ work. Invite students to read their
different patterns: quietly and loudly, fast and slowly.
sentences to the class.

1 Take out your pictures from Lessons 1 and 2. Resources
2 Choose the picture and make the building where the person works: shoebox, paint, and marker pen
a) Use any box (a shoebox, for example).
b) Draw details on the building, use a black marker.
c) Paint the box.
3 Keep the building in a safe place for later.
Lesson 3 79
1 Take out your pictures from Lessons 1 and 2. 2 Choose the picture and make the building where the
person works:
Ask students to look at the project page. Ask students to take out
their pictures from the previous two lessons. Tell students they Students paint their shoebox as the building and decorate it using
are going to make a building for the place where the person they the marker.
chose works.
3 Keep the building in a safe place for later use.
Store the pictures and buildings in a safe place for the next project
lesson.
Lesson 3 101

Lesson 4
Vocabulary Lesson 4
bike truck train
bus plane school bus Are vehicles useful? Why?
firefighter police car car
Track 26 Listen and number the vehicles as you hear them.
Color the vehicles.
Are vehicles useful? Why?
ideas with others.
Getting Started
Ask students how they usually get to school.
Write the words for the forms of transportation
they used on the board. See which is the most train plane firefighter truck police car bus bike
common form of transportation the class uses.
B Point to the vehicles
and make sentences. A pilot flies an airplane.
He drives a truck. He doesn’t drive a truck. Does he drive a truck?

She flies an airplane. She doesn’t fly a plane. Does she fly a plane?
He rides a bike. He a bike. a bike?
C Complete the sentences with verbs from the box. Remember

to write an s.
1. A bus driver drives a bus.
2. A mail carrier rides a bike.
3. A pilot flies a plane.
A Track 26 Listen and number the vehicles as you hear

C Complete the sentences with verbs from the box.
them. Color the vehicles.
Remember to write an s.
Elicit the names of the vehicles. Play track 26. Students listen and
match the noise of the vehicle they hear to the correct word. Ask Ask students to read the cues first. Tell the class to write the
students to color the vehicles. answers. Have different students come to the board and write the
complete sentence.
B Point to the vehicles and make sentences.
Ask students to remember the professions they have learned so

far in this unit. Then point to the vehicles in exercise A. Take the
flashcards you previously used about occupations: police officer,
fire fighter, mail carrier, and prepare flashcards with a bus driver,
pilot, subway operator. and include cue cards with the following
activities: drive, operate, ride a bicycle, fly an aeroplane and have
students practice like this:
What’s his occupation? He’s a bus driver.
What does he do? He drives a bus, he checks the passengers deposit
the bus fee.
Does he fly an aeroplane? No, he doesn’t.
What transportation does he use? A bus.

Vocabulary
astronaut spacecraft
D Read and underline the words you don’t know. galaxy travel
moon universe
rocket
oc ets
Astronauts travel in rockets. They fly in
outer space and travel long distances. Teaching Tip
Astronauts travel in rockets that go to the
moon. Sometimes they take animals, too. Manipulation is necessary for younger
There are some very special rockets that students. Ask them to take different objects
go to other planets.
to school to enrich your lesson and their
learning outcome.
E Draw a rocket. Share with your classmates.
F Write about your rocket. Follow the example.
Answers will vary.

It travels to…
Animals travel /
don’t travel in the spacecraft.
Lesson 4 81
E Draw a rocket. Share with your classmates.

CLIL: Space Science
Ask students to close their eyes and imagine they are astronauts.
D Read and underline the words you don’t know.
Encourage them to draw a picture of themselves in a rocket.
Prepare with construction paper or canvas or fabric the
entrance of your classroom like a rocket so that students F Write about your rocket. Follow the example.
feel they enter a spaceship when they get in the classroom.
Ask students to write about the rocket they imagined. Monitor and
Rearrange the chairs so that students feel they are in a rocket
help as necessary. Tell students to share their information in small
and tell them you will travel to Saturn (prepare a mural).
groups.
Tell students they will play hangman about transportation.
write on the board: Go to page 63 in your Workbook
Divide the group in two teams. Teams take turns trying to and write an entry in your blog.
guess the name of the transportation letter by letter. If they
are correct, you complete the blanks with the letter students This activity is optional. It can be done for homework.
say. If they are wrong, you will draw a simple human figure Ask students to draw (or cut out) a picture and write three
little by little. Tell them they will read about a very special sentences about their favorite transportation like this: I like cars.
kind of transportation. Ask students to read the sentences and My favorite car is red and small.
underline the verbs. Help with the vocabulary they don’t know. Homework: Answer pages 61 and 62 in your Workbook.
Lesson 4 103

G Solve the crossword puzzle.
1. The mail carrier rides a bicycle . 1.

b 4.
2. Art is a policeman. He drives a new
5.
police car . i t r u c k
2. c a r
3. The pilot flies a big plane .
y i
4. The train is very
long. It has 10 cars! c a
3.
truck p l a n e
5. Look! The fire
is in front of the fire station. e
H Trace and say. Draw your favorite “g” word.

1. goose
Gg
2. girl
3. gas
4. goat
5. gorilla
I Draw a vehicle. Share with your class.
G Solve the crossword puzzle. H Trace and say. Draw your favorite “g” word.
Show students the flashcards with the transportation vocabulary: Point to the words and read them aloud. Ask students to repeat
bicycle, car, plane, train, fire truck. Have them look at the flashcards the words after you. Elicit the meaning, if necessary. Ask students
and say the words. Then, tell them they will solve a crossword to draw their favorite word in the frame. Invite students to walk
puzzle. Help them reading the first one and complete it so they around the classroom, looking at each other’s pictures and
clearly understand what to do. Copy the puzzle on the board. naming the words.
Invite some students to write the answers on the board.
I Draw a vehicle. Share with your class.
Review the vehicles they have learned about in this lesson. Ask
them to draw a vehicle, and write who uses it. Divide the class in
groups. Students describe their vehicles to each other. Invite some
more confident students to describe their drawings to the whole
class.

1 Draw a vehicle.
Resources
2 Write the name of the vehicle. Paper, colored pencils, markers
3 Who drives/rides it?
4 Write a short sentence.
Lesson 4 83
1 Draw a vehicle. 3 Write a short sentence.
Use markers or colored pencils to draw a vehicle on paper. Write three sentences about the vehicle. What is it, who uses or
drives it? Have students share their drawings and sentences with
2 Write the name of the vehicle. the class. For example:This is a bus. A bus driver uses it. He drives
the bus and opens the doors.
Use markers or colored pencils to label it. (Do it along with
students so that they see what you want them to do).
Lesson 4 105

Lesson 5
Vocabulary Lesson 5
bookstore restaurant
café shoe store What is your favorite store?
clothes store toy store
A Track 27 Listen and write the names of the places.
Café Restaurant
Shoe Store
Getting Started
Write the word store on the board. Exemplify
what we can buy at the stores. Make a word web
with two items to buy in each of the stores in
the book. For example: At the bookstore: books,
stationary. At the Clothes Store: pants, t-shirts, etc.
Toy Store
Bookstore
Clothes Store
We use There is to talk about

the existence of something.
There is a clothes store. There is a toy store.
B Point to and name the stores.

There is a clothes store.
There is a toy store.
C Listen again and number the sentences from 1 to 6.

5 There is a café. 1 There is a clothes store.
3 There is a bookstore. 6 There is a shoe store.
2 There is a toy store. 4 There is a restaurant.
A Track 27 Listen and write the names of the places. B Point to and name the stores.
Prepare flashcards with the following places: café, a fast-food Ask students to listen and repeat the description of the town: there
restaurant, a boutique, a shoe store, a toy store, a bookstore, a is a clothing store, there is a toy store, there is a candy shop, there is
candy shop. Play Track 27. Students listen and follow in their a bookstore, etc.
books. Ask students to label the correct stores. Point to the stores
and ask students to say the words aloud. C Listen again and number from 1 to 6.
Play track 27 again and ask students to number the sentences in

the order they hear them. Then, have them compare their answers
with a partner. Check the answers aloud.

Vocabulary
cellphone machine
D Read code supermarket
food train station
Supermarket Shopping at the Train Station
In Korea you can buy food from the supermarket at the train station! There is
a machine with pictures of food. There is a special code. You copy the code
with your cell phone, and send it. The food arrives the same day to your
house! Discipline Tip
ranges 5
Be kind to correct indiscipline. Kindness
should be a most in your professional life.
E Complete the sentences.

1. There is a supermarket at the train station.
2. You can buy food .
3. You need to copy the code .
F Write 3 sentences with ‘there is’.
Answers will vary.
There is a window in
the store.
Lesson 5 85
F Write 3 sentences with ‘there is’.

Have the students write 3 sentences with there is. Follow the
D Read and underline the best title.
example. Have students read their sentences aloud.
Ask students to read the text individually. Ask simple
comprehension-check questions about it. Once students Go to page 66 in your Workbook
answer your questions, have all the class read the text chorally. and write an entry in your blog.

Ask students to draw/cut out pictures of different stores, paste
them in the notebook and label them.
Have students work individually to complete the sentences. Have Homework: Answer pages 64 and 65 in your Workbook.
them re-read the text, if necessary. Choose students to read the
completed sentences aloud.
Lesson 5 107

G Unscramble the letters and write the words.
B o o k s t o r e
1. r b o e o s t k o
2. t s t y o r o e T o y s t o r e
3. s r t r e a a n u t
R e s t a u r a n t
H Say the words. Circle the beginning sound. Write one more word with an
‘n’ at the beginning.
1. nine
2. nose
3. night
4. nest
I Write sentences about what there is in the store you draw.

here is a o in the a .
1. There is a Answers will vary. .
2. There is a .
3. .
4. .
5. .
G Unscramble the letters and write the words. I Write sentences about what there is in the store you drew.
Prepare flashcards with places you have studied in the unit: a Have students draw a store in the box. Then have them write
hospital, bookstore, toy store, restaurant, park, playground. Divide sentences about the store. Monitor their work and help them, if
the group in teams and organize a competition in which they needed. Have them read their sentences aloud.
should guess which place you have like this: There is a place where
you can buy books. What is it? Students should respond: There is a Beginners Advanced
bookstore! Students draw a picture Students write the sentences;
of a simple store with five exchange sentences with a
H Say the words. Circle the beginning sound. Write one objects in before writing their partner and draw a picture
more word with an ‘n’ at the beginning. sentences. about the information in
Read the words aloud as a group. Have students circle the their partner’s sentences.
beginning sound. Have them write other words that begins with n.

1 Draw the map of a mall.
Resources
2 Draw 5 stores. Colored pencils, marker pens, scissors, glue
3 Write one sentence for each store. Use ‘there is’.
Lesson 5 87
1 Draw the map of a mall. 3 Write one sentence for each store. Use ‘there is’.
Show students pictures of a famous mall around your area. Have Have students write a sentence for each store. Begin the sentences
students work individually to make a map of a mall. Encourage with “there is”. Have them show their work to the class.
creativity.
4 Keep your work.
2 Draw 5 stores.
Store students work for later on use in the unit.
Have students draw 5 stores. If they want, have them cut out the 5
stores and paste on the map.
Lesson 5 109

Lesson 6
Vocabulary Lesson 6
cat rabbit
dog snake Pets?
fish spider
A Read.
pets turtle
No.
Getting Started
No.
Reuse the flashcards related to animals that
you used in unit 3 for: snake, spider, turtle, rabbit There are snakes!
There is a dog!
adding cat and dog. There are spiders!
There is a cat!
Yes.
No.
There are turtles!

There are fish.
There is a rabbit.
B Look at the store and say what pets there are.

There are
There is a cat. some turtles.
We use There are to refer to the existence of

more than one object or place.
There are snakes. There are fish.
C Write There is or There are.
1. There are spiders.
2. There is a a penguin.
3. There is a a rabbit.
4. There are turtles.
A Read. B Look at the store and say what pets there are.
Point to the pictures and ask: What is there? There is a dog. What Invite two students to read the sample texts aloud. In pairs,
are there? There are fish. Then, divide the group in pairs and ask students take turns making sentences about the pets in the store
them to practice similar questions and answers using the pictures like: There are snakes, there is a rabbit, etc.
in the book. Ask them if they drew any of the same pets and if they
know the words for them. Read the words for the pets and point to C Write There is or There are.
the pictures. Read the text, making different voices. Students read
Point to and read the words at the end of the sentences and elicit if
and circle the pet the girl finally buys.
they are talking about one or more spiders, penguins, etc. and ask
them: What do we use to talk about one animal? There is or there
are? What do we use to talk about two or more? There is or there
are?. Ask some students to make sentences orally for the class.
Divide students into pairs to write the sentences. Walk around and
monitor the activity.

Vocabulary
goat skunk
D Read and write the name of the animals. hedgehog stick insect
scorpion
A Strange Pet Store

Welcome to our very strange Teaching Tip
pet store! There are some
stick insects. There are some Language analysis skills begin until late
hedgehogs. Ouch! There is a
goat. It eats everything! There adolescence. Therefore, young students
scorpion is a skunk. It smells bad! There learn grammar when they use it and through
are some scorpions! They can stick insect constant recycling.
escape! Ooh!! Buy a strange pet
today.
goat hedgehog skunk
E Draw if you like the pet and if you don’t. Answers will vary.
1. Do you like goats?
2. Do you like skunks?

3. Do you like hedgehogs?
4. Do you like scorpions?
5. Do you like stick insects?
Lesson 6 89
E Draw if you like the pet and if you don’t.

CLIL: Science
Point to the happy and sad faces and ask students to draw a happy
D Read and write the name of the animals.
face in the boxes next to the animals they like, and a sad face in
Prepare flashcards with the pictures of the animals: scorpion, the boxes next to the animals they don’t like. Ask them to ask and
stick insect, goat, hedgehog, skunk. Have students look at the answer the questions in pairs like this: Do you like skunks? Yes, I do.
pictures and repeat their names. Then, show them cue cards /No, I don’t. .
with their names and ask them to match them. Have them
copy their names and draw them. Then, have students read Go to page 69 in your Workbook
the text chorally. Ask them to complete with their names. and write an entry in your blog.
Check answers.
Ask students to draw (or cut out) and write three sentences about
Beginners Advanced
their favorite pet from this lesson for example: There is a dog. I love
dogs! Dogs are fun. If students want to choose another pet, that’s
Provide words for students Students find words for fine. Creativeness is the most important thing here.
who need support to four more strange pets Homework: Answer pages 67 and 68 in your Workbook.
understand new vocabulary. they can think of.
Lesson 6 111

G Read and write the name of animals.
1. It looks like a sheep. It has a little beard under the chin. goat
2. It has black fur, with white stripes. It smells bad. skunk
3. This animal is poisonous. It stings with its tail. scorpion
H Track 28 Listen and circle the first letter of the words. Listen and
repeat.
2. p s
1. g t
4. s p
3. r t
5. h r
I Draw a strange pet.

Write the name of
your pet.
Answers will vary.
G Read and write the name of animals. I Draw a strange pet. Write the name of your pet.
Point to the definitions and explain they have to write what animal Students work individually to draw the pet and write about it. Walk
they refer to help them see they refer to the same animals they around and help students as necessary. Divide the class into small
have studied so far; then, help them answer the first sentence. groups to present their information to each other.
Students complete the activity individually and then compare their
answers with a classmate. Read the definitions for students to say
the answers chorally.
H Track 28 Listen and circle the first letter of the

words. Listen and repeat.
Divide the group in pairs. Ask students to investigate what animals

they can see, for example: What animal is this? It’s a skunk. How do
you spell skunk? S k u n k. Then, tell them they have to circle the
first letter they listen. Play track 28 and pause it so students have
the time to circle the correct letter. Check the answers with the
class.

1 Draw a small map. Resources
2 Draw 5 stores or places in your map. paper, glue, colored pencils, marker pens
3 Write the name of the places.
Lesson 6 91
1 Draw a small map. 3 Write the name of the places.
Have students create the map of their own neighborhood. Write the names of the places on your map. Share with the class.
It is advisable that you make one so that students can see exactly
2 Draw 5 stores or places in your map. what you want. Just clarify that they should make their own
neighborhood.
Have the students draw 5 stores or places they like, such as a park,
playground, candyshop, toy store, fair, soccer field, etc.
Lesson 6 113

Lesson 7
Vocabulary Lesson 7
ball doll rope
bat drum skates What do you do with the toys you don’t want?
teddy bear kite toy
A Track 29 Listen and circle the toys in the store.
bike plane train
Resources
Different toys (realia). You might ask them to The Toy Store
bring some of the toys on the page before So many toys in the store I can see.
So many toys, one is for me.
this class.
There are some balls and bats,
There are cars and a plane.
But there isn’t a doll,
Getting Started Or a rope, or a train.
There are some teddy bears,
Distribute the toys. If there aren’t enough toys, And some skates, and some bikes.
But there aren’t any drums,
form groups. Introduce the words for toys. Allow And there aren’t any kites.
students to play for some minutes. Ask students So many toys in the store I can see.
So many toys, the bear is for me!
which their favorite toy is and why.
B Make 5 sentences about the toys in the store.
There are some bears. There are some bears.

There aren’t any trains. There aren’t any kites.
C Read and sing the song.
A Track 29 Listen and circle the toys in the store.

Tools!
Play track 29 and have students listen to the song. Play the track Write on the board: There are some cars but there aren’t
again while students follow in their books. Ask them to circle the any dolls. There are some bicycles but there aren’t any
pictures of the toys in the store. Play the track again and have balls. And draw the toys on the board to illustrate the
students check their answers with a friend. Check the answers sentences. Ask students to give examples with There are,
aloud. Play the track once more, sing and act out the song. There aren’t , some and any.
B Make 5 sentences about the toys in the store.

C Read and sing the song.
Point to the sample sentences and ask two students to read the
Read the lines in the song, again. Ask the class to repeat chorally.
information aloud. Divide the class into pairs. Ask them to take
Play track 29. Students sing along. Divide the class into two. The
turns making sentences about the toys in activity A. Invite some
two teams compete to see who can sing the song the best. For
pairs to share some of their sentences with the whole class. Invite
variety, students can sing whispering, or shouting; they can clap or
some pairs to perform some of their mini-dialogues for the whole
stomp.
class.

Vocabulary
ball reindeer
D Read the story of Father Christmas. bat sack
car shop
doll sled
Father Christmas toy
present
Discipline Tip
Be their teacher. Students will never be your
friends. You will lose their respect as soon as
Father Christmas lives in the North Pole. He has a small shop. you treat them as your friends. You are their
In his shop, there are some dolls, and some cars. There are authority figure at school.
balls and there are bats. Father Christmas visits all the boys
and girls in the world. He gives them presents for Christmas.

1. Father Christmas lives in the North Pole .
2. He has a small shop .
3. He visits all the boys and girls of the world.
4. He gives present to the children.
F Unscramble the words and write the sentences.

1. There / dolls / aren’t / any There aren’t any dolls.
2. some / are / balls / There There are some balls.
3. bear / isn’t / There / a There isn’t a bear.
4. is / a / sack / big / the / on / sled / There
There is a big sack on the sled.
Lesson 7 93

CLIL Activity: Art and Traditions
Have students complete the sentences. Have them read the
D Read the story of Father Christmas.
sentences aloud.
Point to the picture and ask students to describe what they can
see. Ask them to name some things they can get for present. F Unscramble the words and write the sentences.
Ask them to read the text and underline the words for toys.
Point to the words and ask students to write the sentences in the
correct order. Students check and correct their answers with a
Beginners Advanced partner. Tell some students to read the answers aloud for the class
to check their answers.
Read the text more slowly. Ask In pairs, students write two
them simple comprehension- comprehension-check Go to page 72 in your Workbook
check questions to check questions about the text. Two and write an entry in your blog.
they have understood the pairs exchange questions and
information. answer them. This activity is optional. It can be done for homework.
Ask students to draw pictures and write sentences about what toys
they have, which their favorite toy is, and describe it.
Lesson 7 115

G Read the text in Activity A. Write the names of the toys in the text.
Any of the following: balls, bat, cars,

plane, doll, train, bears, skates, bikes,
drums, kites
H Color the pictures of the words that start with the letter D. Say the
words.
I Read the text and draw the toys. Pay attention: Draw the toys
that are in affirmative sentences.
There are some balls and there is a bat. There aren’t any bears,
but there are some cars. There is a drum, but there isn’t a train.
There is a doll and there is a kite.
G Read the text in Activity A. Write the names of the toys in I Read the text and draw the toys. Pay attention: Draw the
the text. toys that are in affirmative sentences.
Ask students to look at the text in Activity A. Read the text aloud Read the sentences aloud and make sure students understand
and ask students to clap on the words in the end of the lines that them. Point to the frame and ask students to draw the meaning of
rhyme. Divide the class into pairs. Ask them to read the rhyme the sentences in it.
again and write the pairs of rhyming words. Invite some students
to write the pairs of words on the board.
H Color the pictures of the words that start with d. Say the
words.
Point to the pictures for students to name. Read the words and
ask students to point to them in their books, and then repeat. Ask
students to color the pictures of the words that start with d. Divide
the class into pairs and ask them to practice saying the words.

1 Take out your projects from Lessons 5, 6 and 7.
Resources
2 In small groups, put your information together and prepare
a short play. Kraft paper with towns from Lessons 5, 6 and
7, objects for places and workers in town,
3 Practice your play.
worker clothes for dressing up
4 Present your show to the class.
Lesson 7 95
1 Take out your projects from Lessons 5, 6 and 7. 3 Practice your play.
Ask students to take out the towns they built in the three previous Students practice their plays with costumes and paper-made or
lessons. Review the names of the places, people and objects the play tools.
people use.
4 Present your show to the class.
2 In small groups, put your information together and
Groups take turns to present their plays to the class. Encourage
prepare a short play.
students to invite other students and teachers in the school to see
Ask student to work in small groups and make a play using people their show.
and places they have learned about. Help them preparing their
plays.
Lesson 7 117

Unit 5 Lesson 1
Homes Lesson 1
Unit 5
Vocabulary
bathroom
bedroom
kitchen
lamp
sofa
stove
Homes
closet living room toilet What do you feel when you are at home?
fridge sink toy box A Track 30 Listen and circle.
bedroom bathroom
What do you feel when you are at
home??
Ask students: What do you like to do at home?
Write a list on the board. In case students do
kitchen
not know how to express their ideas, help
them out with vocabulary but force them to
living room
ask: Excuse me, what is the phrase in English
for...? Have students copy the list. Finally, ask:
What do you feel when you are at home? Ask
students to draw the way they feel. Show an
B Match the objects with the rooms in a box.
example.
toilet sink closet toy box stove
fridge sofa lamp
Getting Started bedroom bathroom kitchen living room
Ask students to draw their house. C Read and match. Look up the words you don’t know.
1. The rug goes in the living room.
2. The bathtub and the mirror go in the kitchen.
3. The sofa goes in the bedroom.
4. The fridge and the stove go in the bathroom.
96 Unit 5 Homes
A Track 30 Listen and circle. Beginners Advanced

Play track 30 and ask students to listen first. Play the track again Read the words again more Students think of four more
and have students circle the room they hear mentioned. Walk slowly for students to repeat. words for furniture and look
around and monitor the activity. them up in a dictionary. They
write the words and draw
B Match the objects with the rooms in a box. pictures in their notebooks.
Prepare flashcards with the furniture: toilet, sink, firdge, closet, sofa,
toy box, lamp, stove and cue cards with the same names. First, C Read and match. Look up the words you don’t know.
show students the flashcards and have them repeat the words.
Divide the class into pairs. Ask them to read the sentences and
Then, ask them to match the flashcards with the cue cards. Check
match them. Walk around the class and help. Invite some students
answers in whole class.
to read the complete sentences for the whole class to check their
Have students read the words aloud. Have them work individually
answers.
to match the words to the room in the house where they belong.
Choose students to say the names of the furniture and where it
belongs.
118 Unit 5 Homes

Vocabulary
spend tree
D Read and choose a title. swimming vacation
pool
Tree Houses / Swimming Pools
A tree house is a house
in a tree! Children
usually have tree houses Teaching Tip
and play with their
friends there. Families The only way to get students to produce
go to these houses
and they spend their complete ideas is through the use of
vacations there. Imagine scaffolded cues. That is, first give them tools
a tree house with a
bathroom, a kitchen, to talk (vocabulary hints or collocations).
and many bedrooms! Then, little by little, erase them or remove
But these houses don’t cues off the walls forcing students to retain
have a garage, or a
swimming pool. information.
Write these sentences in plural.
A child has a tree house.
A family spends their vacation in
E Read and complete. this house.
1. Children play with their in tree houses.

2. There are special tree houses in the .
3. Families spend their in tree houses.
F Draw a room in your house with the furniture. Write about the room.
Lesson 1 97
CLIL: Social Science F Draw a room in your house with the furniture. Write three
sentences about the room.
D Read and choose a title.
Walk around the classroom and check students’ pictures as well as
Point to the picture and encourage students to describe what
the sentences they write, which should be like: This is my bedroom.
they can see. Ask them if they have seen a tree house. Read the
In my bedroom, there is a bed, a lamp and my toys. Invite students
text aloud and ask them to follow by pointing to the words as
to walk around the classroom with their pictures and describe
you read. Students choose the best title. Read the text again.
their rooms to each other.
Review the key vocabulary with the class using dictionaries.
E Read and complete.
Have students work individually to complete the sentences. Have Students draw their favorite room, cut out pieces of furniture and
students read the completed sentences aloud. paste them on the page. Encourage them to be creative.
Lesson 1 119

G Write the names of the objects.
1. rug 2. bathtub
3. sofa 4. lamp
H Look and circle the correct word. Say the words.
1. kitchen / bedroom
2. garage / bathroom
3. Mom / Dad
I Draw the map of your house. Write the names of 3 objects in each
room.
This is
the bedroom. These are Bathroom
The bed goes in the toys.
the bedroom. The toys go in tub
the bedroom.
toilet
shower
98 Unit 5 Homes
G Write the names of the objects. I Draw the map of your house. Write the names of 3 objects
in each room.
Take the flashcards you previously used with furniture and have
students play pictionary: Divide the class into two large groups. Students have to make a map of their house. They have to draw
One student from each team will go to the front. Discretely, you three objects in each room. Prepare flashcards with common
show him the flashcard and he has to draw it on the board as well objects so that you can show them the words with images and
as he can. Give his team a few seconds to guess which piece of not only words. Make sure your flashcards have the name of the
furniture it is. Ask students to write the words under the pictures. object. Have students share their work with the class.
Ask different students to spell the words for the class to check their
answers.
H Look and circle the correct word. Say the words.
Point to the pictures and explain they have to circle the correct
word. Allow students time to work individually first and then
compare their answers with a classmate. Say the circled words and
ask students to identify the final sound m.
120 Unit 5 Homes

Make a room.
Resources
1 Get magazine cutouts of furniture. a shoebox or cookies box, pictures of
2 Draw a house with 3 rooms. furniture, scissors, glue
3 Paste the cutouts in the rooms. E.g. sofa - living room
4 Write the names of the rooms.
Lesson 1 99
1 Get cutouts of furniture. 3 Paste the cutouts in the rooms.
Have students find pictures of furniture in magazines internet or Have students paste the cutouts of furniture in the appropriate
newspaper ads. They have to cut them out. rooms inside their play house.
2 Make a play house with a box. 3 Write the names of the rooms.
With a box, students have to create a play house. Have students Have students label the rooms and the furniture.
decorate their play house.
Lesson 1 121

Lesson 2
Vocabulary Lesson 2
brother grandpa
father mother Who is your favorite member of the family? Why?
grandma sister A Track 31 Listen and number the pictures as you hear them.
4 5 1
Who is your favorite person in your
family? Why?
lesson and give students a few minutes to These are my sisters. These are my brothers. This is my father.
2 3 6
ideas with others.
Getting Started
Ask students to play Mom. Divide the class into This is my mother. These are grandma and And we all love each
groups of six: three girls and three boys. Have grandpa. other.
all the girls play the Mom; ask them to mime We use this to refer to one person or object.
We use these to refer to more than one person
tasks that moms usually do. Have boys guess the
or object.
activities moms usually do. Now have boys play
Dad. Repeat the procedure. B Take turns pointing to and naming the people in the family.
These are
This is Father. Grandma and
Grandpa.
C Check ( ) the members in your family. Talk about them.

sister brother
mother father Answers will vary.
grandma grandpa
100 Unit 5 Homes
A Track 31 Listen and number the pictures as you B Take turns pointing to and naming the people in the
hear them. family.
Point to the pictures on the page for students to describe. Explain Ask students to take turns pointing to and naming family members
that they will hear someone talking about his family, and that they in activity A.
have to number the pictures in the order people are mentioned.
Students listen and number. Check by reading the sentences for C Check ( ) the members in your family. Talk about them.
students to say the number.
Ask students to describe their families like this: I have my mom. Her
name is Linda. I have two brothers, Frank and David. I don’t have
Tools! any grandpa. I have only one sister. Her name is Diana. etc.
Have students read the sentences in the Grammar box.
Show them at least three more examples of each case
and elicit at least other three examples they can give.
122 Unit 5 Homes

Vocabulary
aunt daughter small
D Read and complete. baby family tree son
big grandparents uncle
Family Trees cousin
A family tree is a picture that shows the members of a family. Every
family is different. Some families are big, and some families are small.
All families are important. How many people are there in your family?
Discipline Tip
1. A family tree shows the members of a family.
2. Some families are big , and others are small . Constant communication with parents is
3. All families are important .
crucial to maintain discipline. Talk to parents
as constantly as possible.
E Match the words in the family tree.
Cousin Baby
Beginners
Walk around and help students with the

activity to make sure they understand the
Sister
words.
Grandpa
Father
Mother
Grandma Brother
F Talk about the names of the members of your family.
Lesson 2 101
F Read and complete.

CLIL: Social studies
Have students work in pairs to complete the answers. Choose pairs
to share their work with the class.
Point to the title and ask students if they know anything about
family trees. Read the text and ask the class to follow while Go to page 78 in your Workbook
they listen. Mime the text, so they can understand the meaning. and write an entry in your blog.
Read the text again for them to raise their hands on words
that refer to family members. Have students work in pairs to This activity is optional. It can be done for homework.
complete the sentences. Choose pairs to share their work with Ask students to draw their family tree in their workbooks. Ask them
the class. to paste photographs of their family.
E Match the words in the family tree.
Ask students to say the words for family members they have already
learned. Point to the picture of the family tree and encourage them
to say whom they can see. In pairs, students work to match the
words. Draw a simple copy of the family tree on the board. Invite
some students to the board to write the words in the correct places.
Students check their answers.
Lesson 2 123

G Find the answers to the riddles in the word search.
A U N T I M T U H
C O U S I N S R E
W B R O T H E R N
X V U N C L E Z D
A O S I S T E R O
Write the words
aunt uncle
cousins sister
brother
H Track 32 What sound do these words have in common? Listen and

repeat. Color the pictures. Commond sound: /w/
2. wood
1. web
3. well
4. wheel 5. wig
I Draw your family tree.

Write the names of the
people in your family.
102 Unit 5 Homes
G Find the family words in the word search. I Draw your family tree. Write the names of the people in
your family
Explain there are words for family members in the word search and
that they have to find them. Students compare their answers with Remind students of the family tree they saw in this lesson. Ask
a friend. Students say words they found. them to think about their family and draw a tree to represent it.
Students label the people in their family on the tree. Walk around,
H Track 32 What sound do these words have in monitor and check students’ work.
common? Listen and repeat. Color the pictures.
Point to the pictures on the page. Play track 32 and ask students
to listen and point to the pictures. Then ask students what sound
they have in common /w/. Play the track again and ask them to
repeat what they hear. Invite individual students to say the words
for the whole class. Finally name the items for them to color.
124 Unit 5 Homes

Make a room.
1 Get pictures of 5 members of your family. Resources
2 Paste them to a family tree in the box. pictures, glue, markers, colored pencils
3 Write the names of the members of your family.
Lesson 2 103
1 Get pictures of 5 members of your family. 2 Paste them to the family tree.
Have the students copy or print photographs of 5 family members. Paste pictures onto the family tree.
They can also draw them.
3 Write the names of your family members.
Students have to label their family members pictures.
Lesson 2 125

Lesson 3
Vocabulary Lesson 3
brush my teeth have dinner
drink water wake up What is your favorite activity at home? Why?
go to sleep watch TV
A Track 33 Listen and match the rooms to the verses 1-6. Listen again
have breakfast and sing.
1
A Moment to Ourselves 3
What is your favorite activity at 6
home? Why?
2
Ask the question on the first page of the 4
5
think about the question before sharing their 1. I wake up in my bedroom 2. I go to the kitchen
ideas with others. And get out of bed. And have breakfast in there.
3. I go into the bathroom 4. I go into the living room
And I brush my teeth. And I watch TV.
Getting Started 5. I have dinner in the kitchen 6. I go to bed in my bedroom
And I drink water in there. It’s the place to go to sleep.
Encourage students to mime what chores they
do at home. Help them with vocabulary as
necessary. Suggested vocabulary made into B Point to the pictures and talk about the activities with a friend.
flashcards including cues: sweep the floor, mop I go to bed in my bedroom.
the floor, dust the furniture, pick up toys, wash the C Look for magazine cutouts and paste them to the boxes.
dishes, set up the table, bathe the dog, clean the
kitchen.
wake up brush my teeth have breakfast watch TV

go to sleep have dinner
104 Unit 5 Homes
A Track 33 Listen and match the rooms to the verses. C Cutouts 12 Look for magazine cutouts and paste them in
Listen again and sing. the boxes.
Point to the pictures on the page for students to describe them. Read the actions and elicit their meaning by asking students to
Explain that they will listen to a song about actions we do at home. mime them. Ask students to turn to Cutouts 12 and name the
Play track 33, and encourage students to mime the actions in the rooms. Students cut out the rooms and place them on the box
song. Then, play the track again and ask students to listen and above the corresponding action. Read the actions for students to
match the rooms to the verses. Check by inviting students to say say the rooms. Students paste the cutouts into their books. Walk
the numbers from left to right. Play the song again and ask them to around and ask them questions about the rooms and the actions
sing along. while they work like: Where do you go to sleep? I go to my bedroom.
Where do you brush your teeth? I brush my teeth in the bathroom.
B Point to the pictures and talk about the activities with a
friend.
Point to the sample sentence. Make some more sample sentences

with the whole class it is desirable that you use the chores
vocabulary. Divide the class into pairs. Ask students to write down
five activities they normally do at home.
126 Unit 5 Homes

Vocabulary
alarm clock rocket
D Complete the sentences. flies wake up
A Very Special Alarm Clock
I have a special rocket alarm clock! Teaching Tip

The alarm sounds and the rocket flies
into the bedroom. I get out of bed and
Speak English at all times. Simplify your
I look for the clock. Then I am awake
language and enrich it by acting and using
specific gestures so that students can clearly
and I go to the kitchen for breakfast!
see what you want.
1. I have a special rocket alarm clock.

2. The alarm sounds and the rocket flies into the bedroom.
3. Then I go to the kitchen for breakfast .
E Draw a rocket alarm clock.
I wake up in my
bedroom.
I have dinner in the
kitchen.
F Answer.
1. Where do you brush your teeth? Answers will vary.
2. Where do you have breakfast? Answers will vary.
3. Where do you watch TV? Answers will vary.
Lesson 3 105
CLIL: Technology E Draw a rocket alarm clock.
D Complete the sentences. Ask students to draw a picture of how they imagine the alarm
clock from activity D looks like.
Point to the picture and ask students to describe it. Read the
title and ask them to predict why they think the alarm clock is
F Answer
special. Write their ideas on the board. Students read the text
individually and see if their predictions were correct. Divide the Have students answer the questions. Choose students to read their
class into pairs and ask them to complete the sentences and answers aloud.
share with the class.
Beginners Advanced
Divide the students into Students work in pairs Ask students to make a poster or collage about their favorite
small groups to read the text and invent another alarm activities. They can paste cutouts or draw and paint.
again and make a list of the clock, writing about what Homework: Answer pages 79 and 80 in your Workbook.
main ideas about the alarm it can do.
clock.
Lesson 3 127

G Read and circle the activities you do at home. Answers will vary.
d r iv e a b u s wake up
fly a plane g o to b e d
watch TV
write on the board
eat
buy clothes
play with my toys do homework
H Track 34 Listen and repeat. Circle the sound that is the same.
yellow yolk
yarn yam
I Match the activities and the places.
Have breakfast
School
Do homework
Answers will vary. Study
Watch TV
Home
Write on the board
Play with my toys
106 Unit 5 Homes
G Read and circle the activities you do at home. H Track 34 Circle the sound that is the same.
Divide the class into pairs and ask them to take turns reading the Play track 34 for students to read and repeat. Point to the
actions and miming each one. Students circle the activities they do pictures on the page and invite students to read the words
at home individually. Students share their answers in small groups. aloud. Then ask them what sound they have / j /. Ask students to
Play Charades: One student mimes the action, and the others take out their notebooks and a pencil. Spell the words and ask
have to guess which action it is. students to write them.
I Match the activities and the places.
Have the students match the place with the activities.
128 Unit 5 Homes

Make a room.
1 Write a short list of 5 things you do at home. Resources
paper, colored pencils, markers, glue
2 Paste a picture next to each sentence. E.g. I sleep in my bedroom.
Lesson 3 107
1 Write a short list of 5 things you do at home. 2 Paste a picture next to each sentence. E.g. I sleep in my
bedroom.
Show students the flashcards with activities at home. Have
students name them all. Have the students make a list of things Have the students paste a picture next to each sentence. Monitor
they do at home. Have them write 5 sentences about their and check students’ work.
activities.
Lesson 3 129

Lesson 4
Vocabulary Lesson 4
chicken orange juice
fish pizza What food do you dislike? Why?
French fries soda
A Listen and check ( ) what the children like on the menu.
hamburger water
lemonade soda
Food
chicken Drink
french fries
water
What food do you dislike? Why?
Ask the question on the first page of
pizza
the lesson to help them understand the
difference between like and dislike by fish
acting out like this: You know, I like...(make
a pleasant gesture) but I dislike...(make a
disgust gesture) and give students a few hamburger lemonade orange juice
minutes to think about the question before
sharing their ideas with others.
B What do you like or dislike on the menu?
We use like or don’t like.

I don’t like hamburgers. We like soda.
C Track 35 Listen again and complete.
Girl: I like
hamburgers and fries.
Boy: Yum. I don’t like
hamburgers. I like pizza.
Girl: I like water.
Boy: I don’t like water.
I like soda.
108 Unit 5 Homes
B What do you like or dislike on the menu?

A Track 35 Listen and check ( ) what the children
like on the menu. Write the words like and don’t like on the board and review what
they mean. Ask students to look at the food on the menu and
Point to the pictures on the page. Ask them if they eat any of this
express their opinion. Divide the class into pairs. Students take
food. Read the words for the food for them to repeat. Explain that
turns saying food they like and don’t like on the menu like this:
you are going to listen to the conversation and check what the
What do you like on the menu? Iike... What do you dislke on the
children like on the menu. Invite students to name the food they
menu? I dislike....
checked.
C Track 35 Listen again and complete.

Tools!
Point to and the girl and ask students to describe the picture.
Put students into groups of four or five and ask them to
Point to the dialog on the page and ask them to complete any
read the information in the box and discuss it. After a few
information they already know. Play Track 35 again, and ask
minutes call on a volunteer to tell the difference between
students to complete the dialog. Students compare their answers
like and don’t like. Ask for more examples.
with a friend. Review the answers chorally with the class. Have
pairs practice the conversation. Switch pairs and have them
practice without looking at the book.
130 Unit 5 Homes

Vocabulary
cow hamburger
D Read and underline the words that describe the hamburgers. gold mushroom
Expensive Hamburgers
Hamburgers are very popular and they are not

Discipline Tip
expensive. But many restaurants sell very expensive
hamburgers. For example, a New York restaurant Be professional! When you prepare your
sells hamburgers for $175 dollars! lesson, it is hard for students to have time to
misbehave.

1. Hamburgers are very popular and they are
not expensive .
2. A restaurant in New York sells a hamburger for $ 175 dollars .
F Draw a hamburger. What’s in it?
Lesson 4 109

Have students read again the text chorally. Tell them they will now
D Read and underline the words that describe the
complete some sentences with information they read.
hamburger.
F Draw a hamburger. What’s in it?
Prepare flashcards with the following food: meat, red tomato,
cheese, lettuce, onion, ketchup, mustard, pickles, chilli, avocado. Have students say things they would like to have on a hamburger.
Point to the picture and help students name the possible Students draw a picture of their hamburger with the ingredients
ingredients in the hamburger with the flashcards. Divide the they want. Then they write their recipe next to it.
class into pairs; tell students to read the texts and complete
the activity. Ask them to say the words they underlined. Ask Go to page 84 in your Workbook
students what they think about this hamburger and if they and write an entry in your blog.
would like to try it.

Ask students to write about food they like and food they don’t
like this: I like apples. They are red or yellow and delicious.
Encourage them to find pictures and put them next to their
sentences.
Lesson 4 131

G Fill in the missing letters and put in food or drink column.
l emonade p izza h amburger f ish s oda

w ater c hicken o range juice f ries
Food
pizza Drinks
hamburger lemonade
fish soda
soda water
chicken
orange juice
fries
H Say and color. Draw the missing picture.
zebra
zip
zigzag zoo
I Make a
menu. List
2 food items
and 2 drinks.
Answers will vary.
110 Unit 5 Homes
G Fill in the missing letters and separate the words into H Color and say. Draw the missing picture.
food or drinks.
Read the words for students to repeat. Ask students to color the
Point to the words and ask students what is missing (the first pictures. Walk around and ask them to say the different words
letter). Students work to complete the words individually. Students while they are coloring. Finally, ask them to draw and color the
compare their answers with a friend. Then students write the zoo. Check they are drawing the correct picture.
words in the correct part of the organizer. Invite students to read
the words for both categories. I Make a menu. List 2 food items and 2 drinks.
Have the students make a menu with 2 food items and 2 drinks.
Share with the class.
132 Unit 5 Homes

Make a menu.
Resources
1 Get cutouts from magazines (food and drinks).
construction paper, scissors, glue, colored
2 Paste them in the box. pencils, markers
3 Write prices for the food and drinks. E.g. Hot dog $15.
Lesson 4 111
1 Get cutouts of food and drinks. 2 Paste them on the construction paper.
Tell students they are going to make a menu. Have students Students have to fold the construction paper in the middle, so that
cut out pictures of food and drinks from magazines , internet, it looks like a little book. In the front, they have to create the name
mongraphic or newspapers. Encourage them to find interesting of their restaurant and decorate it. In the inside they will paste the
food and drinks for their menu. pictures of food and drinks.
3 Write prices for the food and drinks. E.g. Hot dog $15
Have them write the prices for the items. Later on, you can
organize a roleplay “At the restaurant”. Half the group will be
costumers and the other half will play the waiters. the costumers
have to order food. When they finish ordering, they might switch
roles. If you have enough time, you might ask them to make play
food with modeling clay and take some toys to serve the food they
make.
Lesson 4 133

Lesson 5
Vocabulary Lesson 5
apple fruit pear
banana grocery store potato Where do fruits and vegetables come from?
carrot onion vegetable
A Read and circle the fruits and vegetables.
cucumber orange
Dad’s Grocery Store
Where do fruits and vegetables
come from?
Ask the question on the first page of the He has apples and pears. He has
My dad has a grocery store. He has oranges and bananas. I like fruit.
lots of fruit and vegetables in the My brother doesn’t like fruit.
think about the question before sharing their store.
ideas with others. He has
carrots and
potatoes.
Getting Started He has
cucumbers
and onions.
Write the word vegetable on the board and ask I don’t like
students to find as many words as they can using vegetables.
the letters in it for example, (table, bat, get, etc.). My brother
What about you? Do you
likes
The student with the most words wins. like fruit and vegetables?
vegetables.
B Work with a partner. Point to the vegetables and fruit. Say what
you like or don’t like.
I don’t He doesn’t
like carrots. like carrots.
C Read the text again and choose the correct answer.

1. The girl likes fruit. Yes / No 2. The girl doesn’t like fruit. Yes / No
3. The boy likes fruit. Yes / No 4. The boy doesn’t like fruit. Yes / No
112 Unit 5 Homes
A Read and circle the fruits and vegetables. B Work with a partner. Point to the vegetables and fruit. Say
what you like or don’t like.
Read the title and tell students: Look, what does the man sell? (Fruit
and vegetables). Well, he has a grocery store. So, what’s a grocery Point to the sample dialog and invite two students to read it for
store? (The place where you buy fruit and vegetables). Read the the class. Divide the class into pairs. Students work in pairs to say
text and ask students to listen and follow. Allow students time Do you like apples? Yes, I do. / No, I don’t. What fruit or vegetable
to circle the food and vegetables that are mentioned. Students did you eat this morning? Check they are working correctly. Ask
compare their answers with a classmate. Read the text again and students to stand in a circle. Name students at random and ask
ask them to raise their hands on the words they circled. Prepare them to say the food their partner likes or doesn’t like.
flashcards with the vocabulary of the lesson and go through them
by having students copying them, repeating them, drawing them, C Read the text again and choose the correct answer.
singing them and having mini-conversations like this:
Write she likes / she doesn’t like / he likes / he doesn’t like on the
what’s your favorite fruit or vegetable? It’’s the apple.
board. Review their formation and meaning with the class. Read
How do you spell it? A p p l e.
the text aloud. Ask students to work individually and complete
Ask students to read the text aloud.
the activity. Read the sentences and ask students to call out the
answers chorally.
134 Unit 5 Homes

Vocabulary
cake pie
D Read and number the pictures 1-4. come out plant
The Enormous Carrot 4 cook pull out
1. Dad plants a carrot in the garden. enormous salad
He likes carrots. It grows very big. He grow soup
can’t pull the carrot out.
2. Mom likes carrots. She helps dad to
pull. The carrot doesn’t come out.
3. Brother and sister help mom and
Resources
dad. The carrot comes out! A quart of cardboard, five color sheets of
4. Mom cooks the carrot. Mom and 3 paper, gluestick, scissors, colored pencils
dad and brother and sister all eat carrot
soup, carrot salad, carrot pie, and carrot
cake. Yum!
Teaching Tip
1
Speak English at all times. Simplify your
2
language and enrich it by acting and using
specific gestures so that students can clearly
see what you want.
E Work in small groups. Answer the questions.

1. Is this a true story? Why? No, because carrots are not that large.
2. Think of another ending to the story.
F Answer the following. Write Yes or No.
1. Do you like vegetables? No
2. Do you like fruit? Yes
Lesson 5 113
E Work in small groups. Answer the questions.

CLIL: Literature
Point to the pictures from the story again and read the questions
D Read and number the pictures.
aloud. Elicit their answers.
Point to the pictures and encourage students to describe what
they can see. Tell them this is a story. Divide the class into F Answer the following. Write Yes or No.
pairs to read the texts. Have students act it out. Ask them to do
Have the students answer the questions.
number the pictures. Point to the pictures for students to call
out the numbers. Read the text together again; this time tell Go to page 87 in your Workbook
different students to act out the story while you read. and write an entry in your blog.

Beginners Advanced
Ask students to take out their cutouts. They should make an
Students read the story Students act out the album with food they like and don’t like. They have to create a
aloud. story. mini book, decorate the cover and paste the cutouts. Then, they
should write a sentence beneath each picture like: These are
apples / I like apples / Apples are red.
Lesson 5 135

G Complete the chart. Use the words from the box.
cucumber orange apple carrot
potato onion pear banana
Fruit Vegetables
orange cucumber
apple potato
pear onion
banana carrot
H Track 36 Listen and repeat. Then draw the words.
cereal circus city circle
I Write the name of 3 vegetables and 3 fruits you like.
Vegetables
1. Answers will vary. .

Fruit
2. .
1. Answers will vary. .
3. .
2. .
3. .
114 Unit 5 Homes
G Complete the chart. Use the words from the box. H Track 36 Listen and repeat. Then draw the words.
Prepare flashcards of: cucumbers, oranges, apples, carrots, Play track 36 and ask students to point to the words in their books
potatoes, onions, pears, bananas. Organize two teams. Students while they repeat. Play the track one more time and ask them to
will play pictionary. One member from each team will go to the repeat again. Allow students time to draw the words in the boxes.
front. Show him/her discretly one of the flashcards, so the student Walk around and check they are drawing the correct pictures.
will draw it on the board. The person who guesses by saying: Divide the class into pairs and ask them to practice saying the
That’s a is the winner. Do not accept isolated words; words.
students should say a full sentence. Have students complete the
chart, using the words in the box. Have students read the words I Write three sentences about three vegetables and three
aloud. fruits you like.
Have students work in pairs to find 3 vegetables and 3 fruits they

like.
136 Unit 5 Homes

Food Chart
1 Draw a chart. Resources
food pictures from Lesson 5, board games
2 Write two columns: FRUIT and VEGETABLES.
from Lesson 6
3 Write 5 fruits and 5 vegetables.
4 Paste a cutout/picture for each one.
Lesson 5 115
1 Draw a chart. 3 Write 5 fruits and 5 vegetables.
Have the students work in small groups to to draw and create a Have them write 5 fruits and 5 vegetables in the correct columns.
chart.
4 Paste a cutout/picture for each one.
2 Write two columns: FRUIT and VEGETABLES.
Have them paste a cutout/picture for each one.
Have them make two columns: FRUITS and VEGETABLES.
Lesson 5 137

Lesson 6
Vocabulary Lesson 6
board game like
breakfast meal Do you like to share your food? Why?
drink A Write a question in squares 5 and 15.
Resources
a dice per pair of students, and a token per
student.
Name three
Go to square 7. dishes.
Getting Started
Tell students they will play a boardgame about
food. Ask students to practice the following What do people
conversations (copy them on the board): in the USA like
for breakfast?
a. What’s your favorite food?
b. I like pears.
a. How do you spell pears? Name two foods What do people
Go to the store
b. P e a r s. from the menu in
to buy an apple.
in England like
Lesson 6. for breakfast?
a. Is there any milk in the menu? Miss a turn!
b. Yes, there is. / No, there isn’t.
a. Are there any cucumbers in the menu? Your question:
You don’t eat your
b. Yes, there are. / No, there aren’t. vegetables. GO
back to square 14.
Name two What do

drinks from the you do here?
menu in Lesson Go to square 19
6.
116 Unit 5 Homes
A Write a question in squares 5 and 15.
Point to the pictures and ask students to name the different types
of food they can see around the board game. Ask them what
objects they think they will need to play this game. Ask: What’s
this? I’ts... / What are these? They’re... Divide the class into pairs and
ask them to read the information on all the squares and make sure
they understand what they have to do in each square.
138 Unit 5 Homes

Discipline Tip
Stop troublemakers early. The longer you
take, the more difficult it will be to stop the
troublemaker. Refer back to your classroom
rules.
Name two Name two

fruits. vegetables.
What do people Your question:

in Mexico like for
breakfast?
An enormous
What do people
carrot! Miss a turn
in England like
pulling the carrot!
for breakfast?
You pull out the

Say what your enormous carrot!
friend likes or Move forward to
doesn’t like. square 18.
You win!
Name a food
you like and a
food you don’t
like.
Lesson 6 117
Lesson 6 139

B Read the rules and make sure you understand them.
1. Throw the dice.

2. Move the number of spaces with a token.
3. Follow the instructions on the square you
land on.
4. If you answer correctly, stay there.
5. If you answer incorrectly, go back 1 space.
C Write two more questions for squares 5 and 15. Exchange

questions.
1. Answers will vary.
2.
D Play the game.
118 Unit 5 Homes
B Read the rules and make sure you understand them. D Play the game.
Point to the rules and read them aloud. Students read the rules Divide the class into pairs. Ask them to put their tokens at the
again and make sure they understand. Clarify any new vocabulary. beginning of the game. Ask them to take turns throwing the dice
and moving around the board. Show them how to do it with one,
C Write two more questions for squares 5 and 15. Exchange two, three or as many examples as they need to clearly understand
questions. what they have to do. Walk around and monitor students while
they are playing. Make sure they answer the questions correctly
Ask students to write two more questions in the space provided.
and with complete ideas. The first student in the pair to finish the
Explain that these questions can be interchangeable with the ones
game wins. If there is enough time allow them to play again with a
they already have on their board. Students check the grammar,
different partner.
vocabulary and spelling of a partner’s question.

Ask students to draw pictures and write sentences about what
they most like in this book.
140 Unit 5 Homes

Make a game.
1 Write questions on the game. Check with your teacher and make sure Resources
they are correct. board games from Lesson 7, tokens, dice
2 Play the game.
3 Talk about how you feel about the game.

1. Do you like it?
2. Do you like playing with friends?
3. Do you want to play again?
Lesson 6 119
1 Write questions on the game. Check with your teacher 2 Play the game.
and make sure they are correct.
Groups play their board games.
Ask students to take out the board games they stored from the
previous lesson. Ask them to write questions for the squares on 3 Talk about how you feel about the game.
their game. Check they are correct. Students write them on the
Groups read and discuss the questions.
board.
Lesson 6 141

Unit 1 Assessment 1
Name: Grade:
1 Unscramble the questions.
a. you / are / How /?
b. name / your / What’s?
c. are / old / you / How?
d. fine / I’m / .
e. Mary / name’s / My /.
f. six / old / years / I’m /.
2 Match the numbers with the words.
a. 5 eight
b. 8 three
c. 1 five
d. 3 nine
e. 9 one
142 Unit 1 Assessment 1 Photocopiable Material

Unit 1 Assessment 2
Name: Grade:
1 Complete the missing letters for the school objects and draw them.
Pe ci ule
sc s o s
ra er
2 Look at the arrows and write up or down.
a. hands d. heads
b. hands e. stand
c. heads f. sit
Photocopiable Material Unit 1 Assessment 2 143

Unit 2 Assessment 1
Name: Grade:
1 Label the parts of the body.
2 Read and draw.
Draw something you can smell. Draw something you can taste.
Draw something you can see. Draw something you can hear.

Unit 2 Assessment 2
Name: Grade:
1 Read and circle the correct word.
a. The body is / has two arms.
b. There is a / an desk.
c. The head is /are at the top of the body.
d. Give me a / an apple, please.
e. The hands have / are ten fingers.
2 Draw your face and label its parts.

Unit 3 Assessment1
Name: Grade:
1 Read and unscramble the sentences.
a. a / long / python / It’s /.

.
b. has / a / lizard / green / He /.

.
c. a / big / dolphin / It’s /.

.
d. a / bird / yellow / It’s /.

.
e. has / some / He / small / fish /.

.
2 Read and answer the questions.
c. What are these?
b. What’s this?
a. What’s this? d. What are these?

Unit 3 Assessment 2
Name: Grade:
1 Read and match the words that rhyme. There are two words that don’t rhyme.
1. frog from
2. lot log
3. big bit
4. red rug
5. mug mat
2 Draw 5 frogs on a log.
3 Draw your favorite bird.

Unit 4 Assessment 1
Name: Grade:
1 Unscramble the words about occupations and match them with an object from the
box.
airplane radio fire truck mailbag bus
a. a i m l i e c a r r r
b. o l p i a c e m n
c. t e f e f i g i r h r
d. t i l p o
e. u b s v r i d e r
2 Read and draw.
This is a red teddy bear. This is a blue doll.
Those are 2 yellow bats. These are 6 orange drums.

Unit 4 Assessment 2
Name: Grade:
1 Circle the words for toys and write them.
do teb ikedru
llbe ska mkite
arbattrain
a. e.
b. f.
c. g.
d. h.
2 Read and circle.
a. There isn’t / aren’t many dolls. d. There isn’t / aren’t any drums.
b. There is / are some trains. e. There is / are a bear.
c. There aren’t / isn’t a kite.
3 Draw your favorite 2 toys and write a sentence about them.

Unit 5 Assessment 1
Name: Grade:
1 Look and label the rooms.
a. b.
c. d.
2 Read and draw. Write the name of the room where you see this element.
a. rug b. sofa
c. bath d. fridge
150 Unit 5 Assessment Photocopiable Material

Unit 5 Assessment 2
Name: Grade:
1 Write sentences with I like and I don’t like.
a.
c.
b. d.
2 Unscramble the sentences.
a. likes / He / fries /. .
b. doesn’t / like / She / fish /. .
c. cucumbers / like / I / don’t /. .
d. don’t / apples / like / They / . .
e. oranges / You / like /. .
3 Draw your favorite family member.
Photocopiable Material Unit 5 Assessment 151

Assessments’ Answer Key
Unit 1 Assessment 1
1. a. How are you? b. What’s your name? c. How old are you? d. I’m fine. e. My name’s Mary f. I’m six years old.
2. a. 5/five b. 8/eight c. 1/one d. 3/three e. 9/nine
Unit 1 Assessment 2
1. a. pencil b. ruler c. eraser d. paintbrush
2. a. down b. up c. up d. down e. up f. down
Unit 2 Assessment 1
1. head, eye, hand, ear, leg
2. Answers may vary
Unit 2 Assessment 2
1. a. has b. a c. is d. an e. have
2. Parts that should be labeled: eyes, nose, ears, mouth, head. With advanced students others may be mentioned.
Unit 3 Assessment 1
1. a. It’s a long orange python. b. He has a small green lizard. c. It’s a big blue dolphin. d. It’s a short yellow bird.
e. He has some small orange fish.
2. a. It’s a giraffe. b. It’s a dolphin. c. These are otters. d. These are snakes.
Unit 3 Assessment 2
1. frog/log, lot/from, big/bit, mug/rug
2. Students should draw 5 frogs on a log.
3. Birds may vary.
Unit 4 Assessment 1
1. a. mail carrier b. policeman c. firefighter d. pilot e. bus driver
2. Students draw what is expected.
Unit 4 Assessment 2
1. doll, bear, bat, train, skate, bike, drum, kite
2. a. aren’t b. are c. isn’t d. aren’t e. is
3. Answers may vary
Unit 5 Assessment 1
1. a. bathroom b. kitchen c. bedroom d. living room
2. a. living room b. living room c. bathroom d. kitchen
Unit 5 Assessment 2
1. Answers may vary.
2. a. He likes fries. b. She doesn’t like fish. c. I don’t like cucumbers. d. They don’t like apples.
e. You don’t like oranges.
3. Answers may vary.
152 Assessment Answer Key Photocopiable Material

Audioscripts
Track 1 Track 6
Track 1 Level 1 by Rita Mondragón Danny: It’s my birthday!

All rights reserved, Kells Education Pete: How old are you?
Danny: Let’s count the candles and find out.
Danny and Pete: One, two, three, four, five, six, seven candles!
Track 2 Danny: I’m seven years old.
Pete: Happy birthday, Danny!
One
Teacher: Good Morning. Track 7
Welcome To School!
Boy: Student: Hello Teacher. One, two, buckle my shoe,
three, four, knock on the door,
Two: five, six, pick up sticks,
Teacher: This Is The Classroom. seven, eight, open the gate,
These Are Your Friends. nine, ten, start again.
Three
Boy: Student: Hello. How Are You? Track 8
Girl: Student: Hi. I’m Fine. bfaclhdxjemk
Pleased To Meet You.
Four Track 9
Teacher: Time To Go Home. Goodbye.
Boy: Student: See You Tomorrow. Mom: Katy, tidy your things, please.
Katy: Mom, this is your newspaper. This is her book. This is his
backpack.
Track 3 Mom: And this is your pen, pencil, paper and pencil case!
1. Good-bye Louis Track 10 Song: Up and Down

2. Hello Maria
3. Good evening everybody Stand up, sit down,
4. Good afternoon doctor turn around (x2)
5. Good morning Mom Hands up, Hands down,
turn around (x2)
Head up, head down,
Track 4 turn around (x2)
Open books, close books,
What’s your name? turn around (x2) starts all over again.
My name’s Peter.
That’s my name. Track 11
Hello, hello, hello.
What’s your name? Girl: Look at my doll, Tommy. The head is at the top. Then there is
I’m Paul. the neck. These are the shoulders. Here you can see the chest,
That’s my name. and the stomach. The arms and hands are at the sides. These
Nice to meet you. are the hips, and the legs and feet. Just like you and me!
Nice to meet you.
Track 12 The Bones Song
Track 5
Dem bones, dem bones, dem dry bones.
I have a Poll parrot, Dem bones, dem bones, dem dry bones.
And Poll is my doll, The toe bone’s connected to the foot bone.
And my nurse is Polly, The foot bone’s connected to the leg bone.
And my sister’s Poll. The leg bone’s connected to the hipbone.
“Polly!” cried Polly, That’s the story of dem bones!
“Don’t tear Polly, dolly.” The hipbone’s connected to the backbone.
While softhearted Poll The backbone’s connected to the shoulder bone.
Trembled for the doll. The shoulder bone’s connected to the neck bone.
The neck bone’s connected to the head bone.
Written by Christina Georgina Rossetti That’s the story of dem bones!
Audioscripts 153

Track 13 Poem: It’s me! Track 17
I look in the mirror Zookeeper: Hi my name is Lee Sutton and I am the

And what do I see? zookeeper. This is the area for mammals. These
One nose, one mouth, are the monkeys. And that is a giraffe over
Two eyes, It’s me. there. Her name is Rosie.
These are my ears, Children: Wow!
This is my chin. Zookeeper: This is a camel. And that is an elephant.
These are my eyebrows, Children: Cool!
This is my grin. Zookeeper: We also have rhinos, hippos, lions and bears!
So let’s start our tour of the zoo!
Children: Come on everybody!
Track 14
People have five senses: seeing, hearing, smelling, tasting and

touching. Track 18
We see with the eyes.
1. That’s an otter. It’s very cute.
We hear with the ears.
2. This is a hippo. It loves splashing water.
We touch with the hands and fingers.
3. Remember these animals are mammals
We taste with the mouth.
We smell with the nose.
Track 19 Reptile Rhyme and Riddle
Track 15 It is brown, black and white with scales,

It has a noisy rattle on the tail.
1. We smell with the nose.
Is it a rattlesnake?
2. Lemons are sour.
3. We see with the eyes. It’s long, it’s yellow, it’s white.
4. These flowers have a sweet perfume. To eat, it opens its mouth wide.
5. Pass me the sugar, please. Is it a python?
It is big and it is small.

It is green and climbs up walls.
Is it a lizard?
Track 16
It is pink, orange, purple and blue.
Boy: What’s for dinner, Dad? It changes color all day through.
Dad: There’s a hamburger, a pizza, some fries and salad. Is it a chameleon?
Boy: What’s there to drink?
Dad: There ‘s some juice.
Boy: What’s for desert? It swims at sea and walks on land.
Dad: There’s a cake. To have babies, it lays eggs in the sand.
Boy: Dad… There isn’t more cake. Is it a turtle?
Dad: There are apples, oranges and pears. They are delicious
and healthy. Track 20
1. head
2. hammer
3. horse
4. happy
5. he
154 Audioscripts

Track 21 Josh’s Bugs Track 24 Riddles
“Mom, Where is my spider?” says Josh. I’m blue and plastic and write up to ten.
“Your spider? Oh no!” says Mom. What am I? I’m a blue board pen.
“Check your ant colony,” says Mom.
You hear people speak and also on stereo.
“Twenty ants but no spider. No, it’s not here!” says Josh.
What am I? I’m a beautiful radio.
“Check your butterfly house,” says Mom.
“Fifteen butterflies but no spider. No, it’s not here!” says Josh. I hear your heart. It goes fast when you jump rope.
“Aaaghhhhh!” screams Dulcie. What am I? I’m a stethoscope.
“One spider. Whew! It’s here, Mom!” says Josh.
I’m round and big, on the bus I squeal.
What am I? I’m the bus steering wheel.
Track 22 I’m long and thin. I have water inside.

What am I? I’m a big hosepipe.
Zookeeper: This is the amphibian house. Some
cool animals here.
Child 1: Wow! Look at this black frog with Track 25
stripes and spots.
Zookeeper: That is a poison frog. It is only two This is my town. This is the fire station. Tim, the firefighter, works at
and half centimeters long, but has the fire station. This is the police station. Pete is the police officer.
a lot of poison. He doesn’t work at the police station. He works on the street. He
Child 2: Look at these with arms and legs! helps people to cross the road. Linda is the bus driver. She works
Zookeeper: Those are Mexican axolotls. The on the bus. She doesn’t work at the bus station. Lulu, the mail
axolotl is a salamander with no carrier works at the post office. She collects the letters and parcels
spots or stripes. They are funny there. Then she walks around the streets and delivers the mail.
and, that is a bumblebee frog.
It is yellow and black, like a
bumblebee. This is a spotted Track 26
salamander. The spots are yellow. 1. train
The spots help the salamander 2. plane
hide from its enemies. 3. firefighter truck
4. bus
5. bike
6. police car
Track 23
Chant: Five Little Frogs With Spots

Track 27
Five little frogs with spots,
Sat on a big brown log. This is the mall. There is a clothes store. There is a toy store. There
Eating some yellow stripy bugs. Yum! Yum! is a bookstore. There is a restaurant. There is a café. There is a shoe
One jumps into the pool, store. I like this mall.
Where it is nice and cool.
Now there are four little frogs with spots. Glug, glug!
Glug, Glug!
Audioscripts 155

Track 28 Track 32
1. web
G, g, goat.
2. wood
S, s, snake.
3. well
T, t turtle.
4. wheel
S, s, spider.
5. wig
R, r, rabbit.
Track 29 Song: The Toy Store

Track 33 Song: My House
So many toys in the store I can see.
I wake up in my bedroom
And get out of bed.
There are some balls and bats,
I go to the kitchen
There are cars and a plane.
And have breakfast in there.
But there isn’t a doll,
I go into the bathroom
or a rope, or a train.
And I brush my teeth.
So many toys in the store I can see.
I go into the living room
And I watch TV.
There are some bears,
I have dinner in the kitchen
And some skates, and some bikes.
And I drink water in there.
But there aren’t any drums,
I go to bed in my bedroom
And there aren’t any kites.
It’s the place to go to sleep.
So many toys in the store I can see
So many toys, the bear is for me!
Track 34
Track 30 yellow
yolk
Mother: The bed goes in the bedroom with the yarn
rug. yam
Father: The sink and the mirror go in the
bathroom.
Mother: The fridge and the stove go in the Track 35
kitchen.
Father: The pink lamp goes in the living room Girl: Mm! I like hamburgers and fries.
with the sofa. Boy: Yum. I don’t like hamburgers. I like pizza.
Girl: I like water.
Boy: I don’t like water. I like soda.
Track 31 Girl: Let’s ask Mom if we can eat here.
Hello! This is my father. This is my mother. These

are grandma and grandpa. These are my sisters
Track 36
and these are my brothers. This is me! And we all
love each other. cereal
circus
city
circle
156 Audioscripts

The Phonetic Chart
monophthongs voiced
diphthongs
unvoiced
i: I ʊ u: ɪə eɪ
seat sit good school near day
VOWELS
e ə ɜ: ɔ: ʊə
sure
ɔɪ əʊ
go
red under her ball toy
æ
pan
˄
cut
ɑ:
start
ɒ
lot
eǝ
square
aI aʊ
vow
mine
p b t d ʧ ʤ k g
pet boy toe do chair joke cry goal
CONSONANTS
f ˅ θ ð s z ʃ ʒ
find vest three that say zip show vision
m
mom
n
nice
ŋ
song
h
hall
l
late
r
rain
w
wall
j
yes
157

References
Curtain, H.I., Dahlberg, C.A. (2009). Languages and Children: Making the Match, New
Languages for Young Learners, Grades K-8, fourth Edition. Pearson. Chapter 1, pages 2-3.
Fredericks, A.D., (2005) The Complete Idiot’s Guide to Success as a Teacher. Alpha Books.
Scott, W. A and Ytreberg L. H. (1990). Teaching English to Children. Longman
Kaiser B., Rasminsky J.S. (2012) Challenging Behavior in Young Children: Understanding,
Preventing and Responding Effectively. Pearson.
Maintaining Classroom Discipline. (n.d.). Retrieved February 18, 2016, from http://www.
nea.org/assets/docs/HE/mf_classdisckansasnea.pdf
Maintaining Concentration with Young Learners. Bertrand, J. Retrieved February 18, 2016
from https://www.teachingenglish.org.uk/article/maintaining-concentration-young-
learners
Teaching Large Classes. (n.d.), 2002. Retrieved February 18, 2016 from https://www.
teachingenglish.org.uk/article/teaching-large-classes
You, the Super Teacher (n.d.). Retrived February 21, 2016 from https://store.busyteacher.
org/collections/all
Best Teacher Ever (n.d.) Retrieved February 24, 2016 from https://store.busyteacher.org/
collections/all
The International Phonetic Alphabet (n.d) Retrieved February 24, 2016 from https://www.
internationalphoneticassociation.org/
www.merriam-webster.com
www.wordreference.com
www.thesaurus.com
www.thefreedictionary.com
www.oxforddictionaries.com/
158

Notes
Notes 159

Second
Edition
A new comprehensive, fully illustrated, six-level series for primary

students, aimed at helping learners develop English language and life
competencies.
TOOLS FOR ENGLISH offers work on all four language skills as it provides
students with lots of opportunities to learn and practice English through
lively activities which will engage students to actively interact and
socialize within the language as from the first day at school because
the series is based on the Constructivist Interactive Approach and
integrates Differentiated Learning and CLIL activities which foster critical
thinking skills engaging students to accomplish their learning process
successfully. Teacher’s Edition
Key Features:
• Designed for schools with 2 to 3 hours of English classes per week.
• Lively, enjoyable and achievable student-centered activities:

engaging topics, songs, chants, games, tongue twisters, projects and
many others!
• A free-response opening question to encourage students to express
themselves using English at their own age and knowledge level.
• Grammar is embedded as well as presented specifically in “eye-catch”
banners.
• Fosters self-assurance and confidence due to its gradual progressive
syllabus.
• Interesting reading and writing tasks, which allow for spelling
• Reinforces values, which complement their social development
throughout the school year.
Every level in the series offers:

• Student’s Book: takes students to level A1 in the CEFRL.
• Workbook: grammar-focused.
• Teacher’s Edition: offers a step-by step lesson plan for every class,
the corresponding Student’s book page miniature with over written
answers; teaching and discipline tips are included to enhance
classroom management skills; provides Differentiated Instruction
activities, extra tasks and teacher’s hints that help to set an enjoyable
and realistic learning environment. Unit assessments based on real
use of the language are also included along with their answer key. The
Phonetic Chart helps teachers prepare classwork.
• Audio: includes all listening activities in a clear and understandable
way for students to practice pronunciation, intonation and stress.
N. 9469
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Tools - 1 Teachers Edition

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Second

A new comprehensive, fully illustrated, six-level series for primary

Tools for English * One Teacher’s Edition

Every level in the series offers:

9469 Tools one TE.indd 1 20/04/16 12:30 p.m.

00 9469_02_TOOLS_1 TEACHERS EDITION FM CC.indd 1 20/04/16 12:20 p.m.

Tools for English * One Teacher’s Edition

© 2016 Editorial Esfinge, S. de R.L. de C.V.

ISBN: 978-607-10-0976-0 Second Edition

No part of this publication may be reproduced, stored in a retrieval system,

Second edition, 2016

00 9469_02_TOOLS_1 TEACHERS EDITION FM CC.indd 2 05/05/16 10:06 a.m.

We hope you and your students enjoy our series.

The Kells Education Team

Libro_TOOLS_1 TEACHERS.indb 3 04/04/16 9:23 a.m.

7 Common European Framework of Reference

12 Components in the Series

14 Scope & Sequence 1st Grade

16 Scope & Sequence 2nd Grade

18 Scope & Sequence 3rd Grade

20 Scope & Sequence 4th Grade

22 Scope & Sequence 5th Grade

24 Scope & Sequence 6th Grade

26 Unit 1 Greeting People Student book page 4

50 Unit 2 The Body Student book page 28

70 Unit 3 Animals Student book page 48

90 Unit 4 Around Town Student book page 68

118 Unit 5 Homes Student book page 96

152 Assessments’ Answer Key

157 The Phonetic Chart

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1. Personal: promotes introspection and fosters critical thinking skills.

Libro_TOOLS_1 TEACHERS.indb 5 04/04/16 9:23 a.m.

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Common European Framework of Reference (CEFR)

Level group name Basic User

Level name Breakthrough or beginner Way stage or elementary

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for English * One

N. 9457 4 Unit 1 Greeting People Lesson 1 5

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teaching tools to facilitate your daily practice Greeting People Lesson 1

as you guide and encourage students to

develop language and thinking skills

Ask the question on the first page of the

• Step-by-step lesson plan for each lesson

with clearly stated instructions and an extra

activity for differentiated learning that allow

4 Unit 1 Greeting People Lesson 1 5

2. U1_TOOLS_SB_L1-A.indd 4 11/12/14 10:57 AM 2. U1_TOOLS_SB_L1-A.indd 5 11/12/14 10:57 AM

Teach key vocabulary by pointing to pictures, saying the words

Read and complete.

Point to the photographs and encourage students to describe

• Teaching and Discipline Tips to give you

practical ideas about the most important

issues on classroom management. 4 Unit 1 Greeting People Lesson 1 5

• A miniature version of the corresponding

extra practice on the language structure

studied in the corresponding lesson in the Goodbye, puppy good night