Discovering My English Trip

`` Invite pupils to look at the page and `` Invite them to share what they have done
describe what they see. with the rest of the class.
`` Ask pupils why there is a small button next `` Ask the class to look through the units of
to each child. What does it mean? (They the book and find the unit where each
are the flags of the countries where the child appears.
children are from.) `` Explain that after finishing each unit, they
`` Remember to use L1 to make sure pupils will have to write a reflection on what they
understand what is going on. have read or learnt.
`` Allow pupils to use L1 if they are at a loss `` Invite the class to say something about
for words. Echo their words in English. each country. What do they think the
`` Focus on the buttons with the flags. country is like? What do they know about
Ask pupils to identify the country each flag it? And about the people living there?
belongs to. If necessary, they can search Do they know anybody from that country?
the Internet or look them up in reference Have they ever been there?
books. `` Ask pupils to choose one country and write
`` Point at each child and ask, eg: Where is a few lines about it. Tell them that they will
(Rosalía) from? go back to their writing after they have
finished the corresponding unit and see
`` Display a map of South America and
if their ideas have changed or remained
ask the class to locate the countries
the same.
represented by the children.
Note: The countries chosen for
My English Trip 3 are neighbouring
countries or South American countries
which have an important migratory
influence in Argentina.
`` Ask pupils to write cards and draw
the corresponding flags and label the
countries.
`` Point at the box on top of the page and
ask pupils to glue their photo and draw
their flag.

Page 4

3 Teaching Notes Discovering My English Trip

 `` Invite pupils to look at the picture of
Rosalía. Before they read the speech
bubble, ask if they can guess where she
is from.
`` Ask them to describe where she is.
Is this place similar or different from
their home town?
`` Focus on the woman who is walking
behind Rosalía. Ask pupils to compare
her clothes to theirs. How similar or
different are they?
`` Remember to use L1 or allow the use of L1
when it is necessary.
 Learning strategy
Make pupils realize the morphological
similarity between the word ‘traditions’
and its equivalent in L1: traditions/
tradiciones.
`` Have pupils read the speech bubble. Now
that they know where Rosalía comes from,
ask them if they know where Bolivia is. Ask,
What do you know about this country?
`` Discuss the pictures. Allow the class to
use L1 when necessary. Echo their words
in English.
`` Focus on the clothes people are wearing
in the pictures. Are there any similarities
with the clothes people wear somewhere
in pupils’ own country? Invite them to
describe the items of clothing people are
wearing in the different pictures.
`` Ask the class about the animal they see
in one of the pictures. Elicit the name (a
llama). Encourage them to say what they
know about this animal. Are there llamas
in their country? Have they ever seen one?
Page 5
3 Teaching Notes
`` Point at the building in the last picture.
Ask the class to compare it with other
buildings in their own country, city or
region. Are there any similar ones?
`` Discuss the concept of ‘tradition’ in L1.
Listen to their ideas. What traditions do
they know in their country? Are they
respectful of their traditions? Is there a
special day to celebrate traditions?
`` Make sure you make room for difference
and promote noticing that traditions vary
from country to country and also within
the same country as different regions may
have different traditions.
`` You may wish to ask the class to look for
information about traditions in their own
country and how they differ between the
north and the south, for example.
Here are some links to guide your
conversation:
http://www.everyculture.com/A-Bo/Argentina.
html
http://www.slideshare.net/claret.mza/la-
tradicion-argentina-5690738
http://www.folkloredelnorte.com.ar/cosgau.
htm
Unit 1 • p1
Lesson 1
Optional lesson starters
a. Always first, make contact with pupils. Look at them and ask
(in L1), How are you today? Are you happy? Look around to find if
there is a pupil who does not look happy. Later, during a written
activity, you can come close and find out what may be going
on.
b. Ask a few questions to break the ice, eg: Is it cold today? What’s
the weather like? Do you like sunny/rainy days? What do you do
when it rains?
1 02
`` Tell the class to open their books and move on to Lesson 1,
Activity 1.
`` Review the numbers the class has learnt so far (1–20). Write
the numbers on the board in random order. Point at each
number and elicit the words from the class.
`` Focus on the numbers in Activity 1 and ask the class to
complete the missing words.
`` When they have finished, tell pupils to listen to the track.
Play track 02 at least twice. Ask them to check their answers.
Answers: ten; fifteen; twenty; thirty-three; fifty-five; sixty-one; eighty-four
`` Point to each number in turn and ask individual pupils to say
the number and write it on the board for all the class to check
spelling.
`
`p5
`` Point at the little arrow with the page number. Ask the class to
read the question. Tell them to go back to page 5 and find the
answer.
`` Elicit the answer from the class.
Answer: She is ten.
3 Teaching Notes
`` When they have finished, check the activity with the whole
class. You may ask them to write the number words on the
board to practise spelling.
Answers/Audioscript: 1 98; 2 50; 3 17; 4 42; 5 63; 6 79; 7 30; 8 88
3
`` Ask pupils to look at the rubric and invite them to work out
what they have to do. Point at the word ‘calculate’ and ask
them what word in their language is similar to this one.
`` Invite the class to make the calculations and write the results.
`` Ask individual pupils to come to the board and write the
calculations and the results. Ask the class to spell the number
words.
Answers: 1 thirty; 2 twenty-five; 3 forty-eight; 4 ninety-six
4
`` Ask pupils to look at the rubric and invite them to work out
what they have to do.
`` Ask the class to read the sentences, count and complete with
the correct numbers.
`` When they have finished, invite them to work in pairs and
compare their answers. Check the answers as a class.
Page 6
Optional activities
2 03
Click here for photocopiable material (p11).
`` Revise numbers 1–100 with the class. Play a short matching
game. Write a few numbers on one side of the board and the
corresponding number words on the other side in random
order. Divide the class into two teams and ask members of
each team to match number and word.
1 Across: 1 seventy-six; 5 fifty; 6 eighty-four; 7 nineteen; 8 twenty-one
`` Tell the class that they are going to listen to people saying Down: 2 eighteen; 3 thirty-three; 4 sixty-nine; 5 forty-two
some numbers. They listen and write the numbers in the order
they hear them.
`` Play the track at least twice. Allow time for pupils to write the
numbers.
Unit 1 • p2
Lesson 2 2

`` Have pupils re-read Activity 1 and answer the questions.

Optional lesson starter
`` When they have finished, ask pupils to work in pairs and
Play a game to revise numbers. Ask individual pupils, How old compare their answers. Invite them to help each other with
are you? How old is your brother/sister? Invite them to ask other incorrect answers.
pupils sitting nearby. The pace should be lively. Then ask, Do
`` Invite individual pupils to ask and answer the questions.
you remember Rosalía? How old is she?
Answers: 1 No, she doesn’t. 2 Yes, she does. 3 No, she isn’t. 4 She’s from
Australia. 5 Yes, she is. 6 Yes, she can.
1 04

`` Tell pupils to open their books at page 7. Ask them to look at p5

the two characters in the pictures and find what their names
are. `` Focus on the question Does Rosalía have red hair? Invite the
`` Play track 04 once and invite them to follow in their books. class to answer. You can then ask them, What colour is her hair?
`` Have pupils pay attention to the pronunciation of some of the What colour is your hair?
new words. Highlight the pronunciation of ‘smart’ and ‘strong’. Answer: No, she doesn’t. She has brown hair.
Highlight the fact that there is no sound, eg: \e\ before \s\.
This is a typical mistake with words beginning with \s\ +
consonant. 3
`` Play track 04 again. Stop after each exchange and invite the
class to repeat. `` Invite pupils to work with a partner and describe themselves
`` Play each exchange again and ask volunteers to repeat and a friend.
individually. Focus on specific difficulty for Spanish speakers. `` Go round the classroom listening to pupils’ exchanges and
`` Focus on the new words. Ask, Who’s smart? Who’s strong? Invite helping out when necessary. Try to intrude as little as possible

•
Page 7 unless there is a communication breakdown.

•
pupils to give examples, eg: family members, popular TV or

•
film characters, friends.

! ! TIP
! TIP TIP
For new tasks, ask for volunteers first; those who are shy may feel
Tell the class that they may choose to describe a real friend or an
imaginary one. Sometimes children may feel rejected if a friend
It is difficult to detect pronunciation mistakes or who has not
intimidated if you insist and might shut off just out of fear. After chooses somebody else for the description.
repeated the lines with chorus answers. Use this technique first
one or two volunteers, call on others.
and then ask individual pupils to repeat.

Optional activity
Click here for photocopiable material (p12).

3 Teaching Notes Unit 1 • p3

Lesson 3 2

`` Invite pupils to look at the pictures and sentences. Ask them

Optional lesson starters
to give examples of a beach and the mountains to check
a. Revise clothes vocabulary. Show pictures of clothes and elicit understanding.
the words. `` Focus on the sentences and invite pupils to complete them.
b. Ask pupils to choose pictures of clothes or draw them. `` Circulate giving help and advice if necessary. Check for correct
They tell the class what they are wearing. spelling.

1 05 3
`` Bring pictures of the new clothes vocabulary. If possible, bring `` Invite pupils to work with a friend. They look at their answers
the actual clothes. in Activity 2 and talk about their clothes. Model the activity
`` Play track 05 once. Show each item of clothing to the class and with a pupil first.
invite the class to repeat. Ask volunteers to repeat the words,

•
`` Circulate listening to pupils’ conversations. Take notes of
one at a time. Check for correct pronunciation. mistakes for remedial work. Give help only if necessary.

! TIP
Optional activity
Some sounds may be difficult for pupils. Make sure they pronounce
the \dZ\ in ‘pyjamas’ correctly. Help them notice the difference Click here for photocopiable material (p13).
between the \dZ\ in ‘pyjamas’ and the \S\ in ‘shorts’. Remind them
of the pronunciation of \s\ before consonants, eg: ‘scarf’, ‘school’.

`` Play the track again and invite pupils to match the words to
the pictures. Check as a class. Page 8
2 sunhats 56; sunglasses 46; gloves 58; sweatshirts 17; pyjamas 12
Answers: a 6; b 4; c 1; d 7; e 3; f 8; g 2; h 5

`` Show each item of clothing to the class and say, eg: I’ve got a Time for a game
(sweater). I’m wearing (a hat).
`` Invite the class to pick a picture or an item of clothing and do Play the ‘Suitcase game’: put a pile of clothes and accessories, eg:
the same. hats, glasses, scarf, gloves, etc on the floor and an empty suitcase
or a large box. Tell pupils you are packing for a holiday. Ask pupils
in turn to come to the front. Pupil 1 chooses an item of clothing
p5 and says, eg: I’ve got a blue scarf, and places it in the box/suitcase.
Pupil 2 picks another item, eg: a pair of gloves, and says, I’ve got
`` Invite the class to go back to page 5 and find the answers to a blue scarf and red gloves, and puts the gloves in the suitcase.
the questions. Discuss as a class. Pupils continue the game, repeating the whole list of clothing
each time. If someone forgets an item from the list, they are out.

3 Teaching Notes Unit 1 • p4

Lesson 4
Optional activity
Draw a similar table on the board and elicit ideas from
Optional lesson starter
the class, eg: wear jeans, shorts, boots, etc. Ask pupils
Revise the time, the days of the week, parts of the day and to work in small groups and ask and answer questions
daily routines. Ask questions, eg: Do you get up at ...? Do you to complete the table, eg: Do you wear sunglasses on
go to school by bus? Invite pupils to tell the class what they Monday? They record their answers and share the
do during the day and during the week. Have pupils frame results with the class, eg: Julia never wears sunglasses.
incorrect statements so that their mates correct them. Pablo usually wears jeans.

1 06 2
`` Have pupils look at the pictures. Tell them to identify the
`` Invite pupils to re-read the text in Activity 1 and answer the
characters and the clothes.
questions.
`` Play track 06 once while the class reads the text. Play the
`` When they have finished, invite them to work with a partner
track a second time. Pupils listen and repeat. Make sure they
and compare their answers. Check as a class.
pronounce the words correctly.
Answers: 1 Yes, she does. 2 No, she doesn’t. 3 Yes, she does. 4 No, she
`` Ask comprehension questions, eg: Does Bouncer wear pyjamas
doesn’t. 5 Yes, she does.
in bed on Monday? And on Friday?
`` Focus on the table and ask the class to interpret it. What do
the ticks and crosses mean? 3
`` Read a sentence, eg: Tina always wears a school uniform
on weekdays. Ask, eg: Does she wear the school uniform on `` Tell the class to read the sentences and complete them with
Monday? On Tuesday? On Wednesday?... Point at the ticks as information about them.
you ask the questions. `` When they have finished, invite individual pupils to share their
Page 9 answers with the class.
`` Invite the class to decide how the ticks and crosses relate to
the text. Encourage them to discover the meaning of ‘always’, `` You may wish to draw a table similar to the one in Activity 1
‘usually’, ‘never’ and ‘sometimes’. on the board. Invite the class to copy it on a sheet of paper or
`` Provide examples so that pupils can infer the meaning of the
 Learning strategy in their notebooks/folders and record their information.
adverbs easily, eg: I have lunch at school on Mondays, Tuesdays, Invite the class to think how they can use a similar table to
Wednesdays, Thursdays and Fridays. I always have lunch at record other types of information, eg: how often they play
school. sports, watch a TV programme, etc. Optional activity
`` Have pupils focus their attention on the ‘Grammar Trip’ Click here for photocopiable material (p14).
section. Ask them to complete the sequence. Write the
complete sequence on the board for pupils to check. Ask the
class to give some examples about them or their family and
friends. Don’t hesitate to use L1 to check meaning.
Answers: usually; sometimes; always 3 1 True; 2 False; 3 False; 4 True; 5 False
4 1 never wears; 2 usually drinks; 3 sometimes has; 4 Does / scarf / No, she
doesn’t. 5 Does / milk / Yes, she does.

3 Teaching Notes Unit 1 • p5

Lesson 5
Optional lesson starter
Ask the class if they have a computer at home. Do they use
the Internet? What for? Focus on forms of communication.
What forms of written communication do they know: letters,
notes, SMS, emails? What form of communication do they
•
usually / sometimes / never use?
!
TIP `` When they have finished, invite pupils to work with a partner
Ask the questions in English. Do not expect the class to use the
target language when they answer as they may find it difficult
to express their ideas with the vocabulary they know. Echo their
answers in English and write key vocabulary, eg: letter, message,
note, on the board for them to see and remember. You may also
ask them to write some of this vocabulary in their notebooks/
folders for future reference.
1 `` Focus on the activity and have pupils choose the correct
`` Focus on the email. Ask pupils what kind of text it is: a letter,
an email, a note? Elict answers from the class.
`` Ask pupils to read the email. Ask them what helped them
decide the kind of text it is.
• N A P • `` la identificación, con la ayuda del/la docente, del tipo
EJE: EN RELACIÓN CON LA LECTURA
“La formulación de anticipaciones e hipótesis en relación
con el sentido del texto y el paratexto, antes y durante el
proceso de lectura, a partir de títulos, ilustraciones y otras
pistas temáticas y lingüístico-discursivas.”
“La comprensión y construcción de sentidos del texto
escrito apelando a diferentes estrategias. Esto supone:
`` la identificación del género;
`` el recurso a pistas que brindan los textos y su paratexto;
3 Teaching Notes
Page 10
de lectura requerida –global o focalizada– acorde con la
tarea comunicativa;
`` la confirmación o modificación de las anticipaciones e
hipótesis formuladas;”
`` Ask, What’s the difference between an email, a letter and an
SMS? Elicit ideas from the class.
`` Ask, Who’s writing/sending the email? Who is she writing to? What
are they writing about? How do we know? Point at the headings
to illustrate it and convey the meaning of To / From / Subject.
Focus on the opening and closing of the body of the email.
• N A P •
EJE: EN RELACIÓN CON LA LECTURA
“El inicio en la reflexión sobre algunas características de los
géneros discursivos trabajados.”
`` Ask about the meaning of the rubric. If necessary, explain that
there is one word they don’t need to use.
`` Allow enough time for the class to complete the email.
Circulate helping if necessary.
and compare their answers. Check as a class.
Answers: 2 I have; 3 he; 4 from; 5 He can; 6 favourite; 7 T-shirts; 8 usually;
9 has; 10 school; 11 homework; 12 friends
`` You may wish to invite pupils to work in pairs and ask and
answer questions about the email. Walk around and check.
2
words and answer the questions.
`` In pairs, have pupils ask and answer the questions. Circulate
listening to their conversations.
Answers: 2 Is; 3 Can; 4 Where; 5 How
Optional activities
1. Invite pupils to imagine they are Rosalía. They work
in pairs and write the answer to Emily’s email.
2. Click here for photocopiable material (p15).
5 1 No, he isn’t. 2 Yes, he does. 3 Yes, he does. 4 He can play the guitar.
6 Pupils’ own answers
Unit 1 • p6
Lesson 6
Optional lesson starter
Do a short review of numbers and clothes. Play a guessing game.
Scatter clothes around the class and play ‘I Spy’. Say, eg: I spy with
my little eye something blue/beginning with G. Pupils look around
and point to the correct item of clothing and say what it is. Invite
pupils to say what they can see for others to guess.
1 Tell pupils to refer back to Activity 1 and the previous lessons
`` Ask pupils who their favourite superhero is. If possible, bring
pictures of different superheroes or ask the class to bring
their own.
`` Invite pupils to look at the pictures and read the clues.
Tell them to guess the answers.
`` When they have finished, discuss as a class.
Answers: Spider-Man; Catwoman
 Learning strategy
Invite the class to explain what helped them decide. Ask them
if they have found unknown words and how they discovered
the meaning. Are there any words similar to those in their
mother tongue? Ask the class to find examples, eg: mask/
máscara, acrobatics/acrobacia, boxing/boxeo, etc. Explain that
one way of understanding the meaning of new words is by
trying to find similarities with their language.
• N A P • `` Focus on the rubric and ask the class what they have to do.
EJE: EN RELACIÓN CON LA LECTURA
“La aproximación a la comprensión de que un texto escrito
puede abordarse aunque no se conozca el significado de
todas las palabras que lo constituyen, y de que el sentido de
un texto no depende exclusivamente de las palabras que lo
conforman.”
3 Teaching Notes
• ! TIP
If necessary, remind them of the use of capital letters for names
and at the beginning of sentences and the use of the full stop.
`` Circulate helping if necessary. You may need to supply some
additional vocabulary. Write any new words on the board for
all the class to see.
 Learning strategy
of the unit for vocabulary. Encourage them to use new
vocabulary they have found in Activity 1.
`` Allow a reasonable amount of time to do this activity but
always time pupils as it helps them concentrate.
3
`` Have pupils work in pairs and play the guessing game.
`` Tell them to read their description to their partner. Other
pupils guess who the superhero is.
`` After they have finished, you may wish to extend the activity
and play the guessing game as a class with pairs challenging
the rest of the class.
Page 11
`` Invite pupils to describe each superhero in as much detail as
possible. You may need to supply some additional vocabulary.
• N A P •
EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL
“La participación en intercambios orales breves, a partir de
2 disparadores, para resolver una tarea comunicativa como, por
ejemplo, solicitar y brindar información; invitar a una persona
a una celebración, a formar parte de un grupo de trabajo en el
`` Tell pupils to write their answers as a paragraph and not as aula, a hablar sobre actividades del tiempo libre.”
individual sentences.
`` If you wish, write an example on the board for pupils to follow.
Optional activity
Click here for photocopiable material (p16).
Unit 1 • p7
Lesson 7
Optional lesson starters
a. Revise the vocabulary of clothes. Play a ‘Yes/No’ game using
pictures of the superheroes. Invite pupils to say a sentence
about a superhero they like or about the ones in Lesson 6.
Some sentences should be wrong. The class says, Yes or No.
Invite volunteers to correct the wrong sentences.
b. Remind the class of Rosalía. Go back to page 5 and ask
questions about the pictures. Bring a map of South America
and locate Bolivia on it. Is it far from the pupils’ country?
What countries are close to Bolivia?
1 `` Focus on the questions. Elicit answers from the class. Invite
`` Have pupils read Rosalía’s letter. Ask a few comprehension
questions, eg: Who is Rosalía writing to, a friend, a teacher, her
mother? How do you know? Does she have a pet? What is it?
`` Tell them to circle or underline the new words. Invite them to use
the context and the pictures to guess the meaning of the words.
`` Invite the class to describe Rosalía’s mother’s traditional dress.
`` If you wish, have pupils read out the letter so as to become
•
acquainted with the new vocabulary.
! TIP Page 12
Focus on the layout of the letter. Remind the class of the email
in Lesson 5. Ask them to compare both. Also focus on the use of
capital letters, exclamation and question marks. Encourage pupils
to think of the similarities and differences with Spanish.
• N A P • Alternatively, each pupil can write to Rosalía telling
EJE: EN RELACIÓN CON LA REFLEXIÓN SOBRE LA
LENGUA QUE SE APRENDE
“La reflexión, con la ayuda del/la docente, sobre algunos
aspectos fundamentales del funcionamiento de la lengua
extranjera que se aprende, por ejemplo:
3 Teaching Notes
`` Have them re-read the letter and answer the questions. Help
with additional vocabulary if necessary.
`` When pupils have finished, discuss the answers as a class.
Answers: 1 Yes, she does. 2 They can make sweaters, jackets and gloves. 3
She’s wearing traditional clothes./She’s wearing a hat and a skirt.
`` Pair-up pupils and have them ask and answer other questions
on the letter. Walk around and help when necessary.
`` Before dealing with the ‘Think twice’ section, direct pupils’
attention to the ‘Look!’ section and explain the meaning and
use of ‘why’ and ‘because’. Provide several examples for them
to understand the differences and similarities of both words.
Think twice
them to think what Bolivia is like, eg: There are high mountains.
Have pupils read the ‘It’s a fact!’ section and then ask, Why is a
llama useful? What can a llama do that other animal can’t?
`` Invite them to look for the information on the Internet or in
reference books in the school library.
`` Focus on the second question. What animals are most common in
their country or region? How useful are they? What can they do for
people? Elicit examples from the class.
`` Supply additional vocabulary as necessary.
Optional activities
`` la entonación como portadora de sentidos; 1. Invite the class to work in pairs and reply to
Rosalía’s letter. They can invent a personality and
`` la relación entre ortografía y pronunciación;
life for Emily and write as if they were her. Tell
`` el uso de signos de puntuación más usuales y comunes;
them to think about where Emily lives, her family,
`` el uso de conectores básicos en los diferentes textos a pet, etc. Circulate helping pupils as necessary.
trabajados.”
her about themselves.
2 2. Invite pupils to make a short dossier about llamas
and other useful animals in their own country,
eg: horse, cow, etc. Encourage them to search for
`` Direct pupils’ attention to the pictures and ask the class to
information on the Internet and in books. Display
describe what they see.
their work around the class or make a class album.
`` Focus on Activity 2 and invite the class to read the rubric.
Unit 1 • p8
Lesson 8
Optional lesson starter
Bring a map of the world. Ask pupils to locate their country and
Bolivia on the map. What do they remember about Bolivia? Ask
questions about what they have read in the unit and what they
may have found in books and/or the Internet. How is Bolivia
similar to or different from the pupils’ own country?
• N A P • final version of the text they have written.
EJE: EN RELACIÓN CON LA REFLEXIÓN INTERCULTURAL
“La percepción de particularidades culturales a partir
del encuentro con otra(s) cultura(s) observando sus
manifestaciones en la vida cotidiana: el tiempo libre y el
entretenimiento, la vestimenta, la música, la escuela, las
celebraciones, las comidas, entre otras.”
1 •
`` Ask pupils to look at the pictures on page 13 and say the
name of the country the people in the pictures are from. Invite
them to find Japan on the map. Ask them what they know
about Japan.
`` Have them read about the traditional clothes. Introduce new
vocabulary when necessary.
`` Have pupils work in groups and ask them to choose a country
they would like to do the project about.
`` When they have decided, invite them to look for information
in books or on the Internet.
2 You may wish to extend the activity by asking groups
`` Tell pupils to use the questions and the fact file as help to
focus and organize their search.
`` Have them complete the fact file with the information they
would like to use.
3 Teaching Notes
• ! TIP
Invite pupils to make a first draft of their text on a sheet of paper.
They can revise it and make any corrections and add information
as necessary. Then they can make a clean copy.
4
`` Give each group a sheet of poster paper.
`` They make their poster putting in pictures and copying the
5
`` Invite groups to display their poster and make a short
presentation explaining what they have done.
`` Invite the class to ask questions.
N A P •
EJE: EN RELACIÓN CON LA REFLEXIÓN INTERCULTURAL
“La consideración de la lengua oral y escrita como espacio
privilegiado para el aprendizaje de saberes relacionados
con otras áreas del currículum y la ampliación del universo
cultural.”
Page 13 “La participación en intercambios orales breves, a partir de
disparadores, para resolver una tarea comunicativa como,
por ejemplo, solicitar y brindar información…”
 Learning strategy
Explain that it is very useful to use the questions and the fact
file as a tool for selecting the information they need to use.
They are quite likely to find a lot of information so planning
Optional activity
ahead will make the task easier.
to prepare a presentation about the country they
3 have chosen. They can make posters or a Power Point
presentation if resources permit. Invite them to search
`` When they have finished searching for information, tell pupils to
write about the traditional clothes using the text about Japanese the Internet or look for information in the school library.
clothes as a model and using also the structures in this activity.
`` Circulate giving help if necessary.
Unit 1 • p9
Lesson 9
Optional lesson starter
Ask pupils to look at the pictures quickly and predict what
happens to the girl. Elicit ideas from the class. Help pupils with
new vocabulary. Accept answers in the pupils’ mother tongue
as they may find it difficult to express their ideas in English.
Echo their answers in English and invite them to repeat after
you. Write any key vocabulary on the board. You will need to
introduce words such as ‘organized’ and ‘prepared’.
1 07
`` Tell pupils to read the instruction and the question. Check that
they understand what they have to do.
`` Play track 07 at least twice while the class reads.
`` When they have finished, invite pupils to answer the question.
Answer: It’s in her house.
`` Have the class re-read the text and ask them to circle words
they don’t know. Encourage pupils to guess the meaning from
context.
2 Page 14
`` Focus pupils’ attention to the instruction. Have them read the
options and make sure they understand what they have to do.
`` Ask them to re-read the story and tick the correct option.
`` When they have finished, elicit answers from the class.
Encourage pupils to justify their choices.
Answer: 2 ✔
3 Teaching Notes
• N A P
EJE: EN RELACIÓN CON LA PRODUCCIÓN ORAL
“La participación asidua en situaciones propias del contexto
áulico, (saludar, solicitar aclaraciones, pedir, dar una opinión,
manifestar estados de ánimo, entre otros).”
3
`` Focus on the question. Have pupils look at the options and
reflect on their behaviour.
`` Ask them if they are like Jemma. Do they plan what they
have to do? Are they organized and prepared? Does anybody
help them prepare their things? Why is it important to be
prepared?
`` Invite them to answer. Highlight the importance of being
honest in their answers.
`` Invite them to share their answers with a partner and compare
what they do.
`` Have an open class discussion. Invite them to reflect on what
they can do to improve.
Optional activity
Invite pupils to write a few lines about what they
promise to improve, eg: I will... tidy up my room, prepare
my books before going to bed, etc. Bring a box or large
tin and ask them to fold their paper, write their name
on it and put it inside. Tell them they have two weeks/a
month, etc to improve. After that time, they can open
their papers and say if they have achieved their purpose.
• Progress Check 1
1 1 is; 2 She’s; 3 is; 4 hair; 5 eyes; 6 can
2 1 John always wears jeans. 2 He sometimes wears shoes. 3 He usually
wears a sweatshirt. 4 He never wears a skirt. 5 He sometimes wears
sunglasses./He always wears sunglasses at weekends./He never wears
sunglasses on weekdays. 6 He always wears pyjamas.
Unit 1 • p10
Unit 1 • Lesson 1

Find and circle. Then write in order.

tyt enoneh
f o r und
fi fty re d
eig y
ht y w e nt
s ix t ty t
ythir t n
y n i n et y s eve





PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p11

Unit 1 • Lesson 1

Complete the series. Write the numbers in letters.

  14  
➜   24  26
  31 32 
➜ 39   42 
 55 56  
➜  61 62  64
75  77  
➜  81  83 
 97  99 

What is your favourite number between twenty and one hundred? 

3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p11

Unit 1 • Lesson 2

Look and complete about Sarah and her friend Brian.

I’m .
I’m old.
I have .
I can .
This is my friend . He’s a .
He has .
He can .
He can’t .

3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p12

Unit 1 • Lesson 3

11
1 Find eleven words. Then match. 10

1 N M S U N H A T M S A B S
E O C S A A W Q N U J V W
A T H P U R J E A N S K E
Z T O H F F O R A G X K A

2 B O O T S S T T Y L Z O T
9
D L L H S D I S C A R F S
F R U G W G S H A S Q D H
K A N S E E X O S S A A I
3 K H I Z A R K R T E Z K R
I C F K T M K T R S W F T
8
G L O V E S J S L K D K S
J N R K R A N H O G E E T
U A M L M P Y J A M A S X

4
5 f6 7

2 Now write in the correct group. Some words can go in both.

4 0°

Hot weather Cold weather

3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p13

Unit 1 • Lesson 4

1 Choose a friend and ask. Tick (✔) or cross (✘). You write the last question.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

wear a sweatshirt

go to school by bus

get up at 8 o’clock

play football

play with friends

do homework

2 Now write about your friend. Use:

always  usually  sometimes  never









3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p14

Unit 1 • Lesson 5

Read Emily’s email to Rosalía in Lesson 5. Write a similar email to Rosalía telling
her about you, your family and your favourite superhero. Draw the photo you
want to include.

Rosalía
About me

Hi Rosalía,


3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p15

Unit 1 • Lesson 6

1 Interview a friend about his/her superhero. Then write about him/her.

Use these questions as a guide.

r?
What special clothes does he/she wea
What can he/she do?
What does he/she like?
What doesn’t he/she like?







2 Now create a comic using your friend’s superhero.

1 2

3
4

3 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 1 • p16