2

Talking about personal possessions

Unit
I Love Toys!
Boarding Pass Do You Have Blocks?

Warm-Up: In this lesson, students learn to name and talk about toys. Ask
students to name toys they have and make a list on the board.

CEFR A1.2: Can get an idea of the content

2
Unit

Talking about personal possessions

of simple informational material and short
I Love Toys! simple descriptions, especially if there is visual
support.
Boarding Pass Destination
Do You Have Blocks? You will talk about
toys you have. Discovering - Processing
1. Lina is at a toy store. Go to the Sticker Page and Memory Strategy: Using imagery
paste the toys. Then, listen.
1. This strategy helps students to recall
vocabulary through visual clues.
blocks
The use of stickers helps them to
remember the words more easily.
Using imagery

plane
doll car

Fun Fact
video games skates stuffed animals ball
bike
bowling pins Go over this section and explain that
Fun Fact
The name “teddy bear”
Teddy is a short version of the name
comes from the United
States President Theodore
Theodore.
(Teddy) Roosevelt!
You may want to explore the history of
2. Check the toys you have. Then, talk to a Grammar Bridge modern toys a little more deeply.
partner. I have a bike.
I don’t have a train. - The first jigsaw puzzle appeared in
1767.
I have I don’t have
- Legos appeared in 1950.
I have a video game.
I don’t have bowling - Barbie dolls appeared in 1959.
pins.

P rocessing - Creating
eighteen Metacognitive Strategy: Paying
18
attention
Simple Present Tense 2. Have students name the toys they
It is used to describe habitual activities. All verbs apart from verb ‘to be’ have. Then, go over the Grammar
use the auxiliary verb ‘do’ for the negative and question forms. Bridge and review the affirmative
Affirmative Negative Question
and negative sentences in the simple
I I I
present tense using only the pronoun
have don’t have Do have ‘I’. Go over the example provided and
You You you
He/ She/ It has a car. He/ She/ It doesn’t have a car. Does he/ she/ it have a car? have students say similar sentences
We We we with the other pronouns.
have don’t have Do have
They They they

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 Grammar and Vocabulary
3. Look close! What is it?
Grammar Bridge
CEFR A1.2: Can write simple phrases and It is a puzzle!
BUT:
sentences about themselves. a. It is __
a __________
puzzle . b. ___
It ___
is __
a ________.
bike I am a girl.

You are my friend.

He/She is a student.

P rocessing - Creating c. ___

It ___
is __
a _________
animal
stuffed
___________.
d. ___
It ___
is __
a ________.
plane

On the Way
Compensation Strategy: Using other
clues
3. Review the Grammar Bridge with e. ___
It ___
is __
a _________.
car f. ___
It ___
is __
a _________.
ball

students and make sure they 4. Listen and guess what each child’s
favorite toy is. I love dolls!
understand the use of the verb to be
in the first, second and third persons
singular. The purpose of this exercise
is to practice the structure It is...
Explain the use of the contraction it’s
a. It is a bike. b. It is a teddy bear. c. It is a plane.
to the students. It is a doll. It is a stuffed animal.
It is a ball.
It is a puzzle. It is a video game. It is a car.

5. Talk about your toys. Which one is your favorite?

On the Way
I have blocks, a bike I love…
Encourage students to say sentences and stuffed animals. My favorite toy is…
It is a…
using I love… to talk about things
they really like: I love puzzles, I love
soccer, etc. TRI P 40 60 80
I can talk about toys I have. 20 100
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nineteen
Workbook, page 12 19
P rocessing - Creating A ACTI
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Compensation Strategy: Inferring
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4. In this exercise, students have to use Organize students into pairs and have them
the context in order to infer what the play a guessing game by describing their
toy is. favorite toy using complete sentences similar
to the ones provided in activity 4.

CEFR A1.2: Can say simple phrases and

Audio Script
Creating
a. Mark: Hello! My name is Mark.
Mmm… well, I love soccer! My favorite
toy is a….
b. Lisa: I have a very special toy. His name
is Bob. Bob is brown and big.
c. Julian: I have many toys. I collect bears
and lions, especially. A special toy for me
is a…
sentences about immediate surroundings.
Cognitive Strategy: Practicing naturalistically
5. This activity gives students the opportunity to use the
structures studied in the lesson to express themselves more
freely. Make sure to go over the models provided before doing
the activity.
• It’s a good idea to go over the Trip Reflection section at this
point and check students’ overall ability to name and talk about
toys they have.

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 Fasten Your Seatbelt
Do You Have a Bike?

Warm-Up: The purpose of this lesson is to practice asking and answering

questions about possessions. Review the vocabulary words related to toys
by using drawings or pictures of various toys.

Fasten Your Seatbelt Destination

CEFR A1.2: Can ask and answer simple
Do You Have a Bike? You will complete questions, initiate and respond to simple
a conversation
about possessions. statements in areas of immediate need or on
1. You are Santa and a friend is an elf. Ask about very familiar topics.
Grammar Bridge
the toys. Draw the ones you don’t have.
Do you have a plane?
Yes, I do.
No, I don’t.
Discovering - Processing
Social Strategy: Cooperating with peers
Santa, do you have
a plane? 1. Have students look at Santa’s
No, I don’t.
workshop and name the toys they
see. Then, go over the Grammar
Bridge and practice asking some
simple questions such as: Do you have
a bike/ ball/ doll?, and have students
answer using short responses. After
that, in pairs, have them ask and
2. Check the toys you want for answer each other questions about
Christmas. Then, ask a friend about
the items in his/her list. the toys in Santa’s workshop and draw
blocks puzzle the missing ones.
Cultural Window
stuffed animals train
bike ball
doll bowling pins
P rocessing - Creating
Do you have blocks
in your list? Cognitive Strategy: Recombining
Yes, I do. In Spain the Three 2. In this activity, students practice
Do you have a bike Wise Men bring toys to
in your list? children. Who brings asking and answering questions in
toys to children in your the simple present tense more freely.
country?
No, I don’t. Make sure you go over the models
provided.
20 twenty

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Cultural Window
PH

Go to page 126, Discuss who brings presents to children in

activity 1. their countries.
Grammar Bridge
- Santa Claus brings presents to children
Questions and answers in the simple present tense in the United States.
for first and second personal pronouns:
- Father Christmas does it in England.
Question Short answer - Baby Jesus brings presents in Colombia
Aff. Neg. and Venezuela.
Do (I, You) have a train? - The Befana, a kind spirit, brings candy to
Yes, I do. No, I don’t.
children in Italy on January 6th.

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 Grammar and Vocabulary
3. Look at Luke’s room for 30
seconds. Then, cover it and
Discovering - Processing select the answer.
a. Does Luke have bowling pins?
Metacognitive Strategy: Paying
Yes, he does.
attention
No, he doesn’t.
3. This activity introduces questions and b. Does Luke have a ball?
short answers using the third person Yes, he does.
singular. Students need to focus on No, he doesn’t. Grammar Bridge

Paying attention
He has a car.
the toys in Luke’s room and recall this c. Does Luke have video games? He doesn’t have a train.
Does he have a doll?
vocabulary so that the structure is Yes, he does.
Yes, he does.
No, he doesn’t.
presented in a natural way. No, he doesn’t.

4. Who is he? Complete the conversation. Use the Tool Kit

Tool Kit, then, listen. • bike
CEFR A1.2: Can get an idea of the content Do you have
•
•
don’t
do (x3)
Yes, I do
___.
of simpler informational material and short Wow! Look at all
the toys! Do you
blocks and
_________ • blocks
video ________?
______ games • have
simple descriptions, especially if there is visual have a train? • video games
• doesn’t
support. • you
do
Yes, I ____!

Processing bike
What about a ________?
Of course!

Do ________
_____ you
Memory Strategy: Associating and I’m Santa Claus!
Ho! Ho! Ho!
have one?
_________

elaborating This is
Who are you? I know! Do you for you!
Thank you!
4. Have students look at the pictures and have a scarf?
No, I
describe the characters and situations don’t
_________.

they see. Can they guess what the story

is about? Who are the characters? (two doesn’t
Oh! He _________
TRI P have a scarf!
40 60 80
children and Santa Claus). After giving I can complete a conversation about possessions. 20
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Workbook, page 14 twenty-one

21
the story, have them listen to the story
and check their answers.
Fun Fact
A ACTI
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VI
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students include ‘The Snowman’ by Raymond Briggs, ‘T’was the

Ask students to write a Night Before Christmas’ by Clement Clark Moore, ‘The Elves and the
Christmas letter expressing Snowmaker’ by Grimm brothers, ‘Christmas at Orchard House’ (a
what gifts they would like. chapter of ‘Little Women’) by Louisa May Alcott.

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 Say It Again!
Toys and Stories

Warm-Up: In this lesson the /ｪ/ sound is practiced. Have students identify
the difference between the /ｪ/ sound and the /i:/ sound by pronouncing
pairs of words exaggerating these sounds: pig-bee, milk-deer, hit-heat.

Say It Again! Destination

Toys and Stories You will identify
and pronounce the
short /i/ sound. CEFR A1.1: Can follow songs, rhymes with
1. Sing and act out the song.
gestures and movements.
Cinderella and the pigs,

Discovering
Drink milk together: Sip, sip, sip!
The king and the witch
Share lollipops: Lick, lick, lick!
Lick, lick, lick! Memory Strategy: Using physical
Sip, sip, sip!
What a hit!
response
Using physical response

1. Through this strategy, students

practice the short /ｪ/ sound and
internalize new words by relating
them with specific meaningful
movements. First, have them look at
2. Read and mark the words that have the short /i/ the characters presented and describe
sound. Then, listen.
them. Have them repeat the song
using the following movements:
- Cinderella and the pigs, (Have students
show their foot as if they were
elf
rabbit yes no bike Cinderella and show the number
yes no yes no
three with their fingers.)
- Drink milk together: sip, sip, sip! (Have
students pretend they’re sipping from
a cup.)
- The king and the witch (Have students
minute children world make a crown on their heads by
yes no yes no yes no
putting their hand behind their head
22 twenty-two with fingers pointing up and then a
pointy hat with both their hands on
their head.)
CEFR A1.2: Can follow speech that is very slowly spoken and carefully
- Share milk and lollipops
articulated, with long pauses for him/her to assimilate meaning.
Lick, lick, lick! (Have students pretend
Processing to lick a lollipop.)
- Sip, sip, sip! (Have students pretend to
Memory Strategy: Representing sounds in memory
drink from a cup.)
2. Have students look at the pictures and say the words. Then What a hit!
have them listen carefully and check whether the word has the
short /ｪ/ sound.
• Go over the Trip Reflection section and check students’ ability
to identify and produce this sound while doing the activity.

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 Pronunciation
3. Go to the Cutout Page for the cards. Play “No, I
Don’t!” with a friend.
No, I don’t!
CEFR A1.1: Can ask and answer simple
questions in areas of immediate need or on
very familiar topics. I have bowling pins. Do
you have bowling pins?

Creating
3. How-To: Explain the rules of the game
and go over the examples provided
before playing. This game is played in 4. Use stickers and draw your own toy store. Then,
compare with a friend and report.
pairs. This game is a simplified version
of the ‘Go Fish’ game. I have video games in my toy
Rules: The purpose of the game is to get store. Lisa doesn’t have video
games. She has dolls.
the greatest number of pairs of cards.
• The cards have to be shuffled and
placed facedown. Each player takes
five cards from the pile and looks at
them, but doesn’t show them to other
player. If, by chance, the player has
a pair of exact cards he/she says: I
have pair of dolls/teddy bears/blocks
and places the pair of cards face up so
that the opponent sees that he/she
already has a pair of toys.
TRI P 40 60 80
• If the player doesn’t have a pair of I can identify and pronounce the short /i/ sound. 20
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twenty-three
23
the other player: “Do you have a teddy
bear/plane?”
• If the opponent has the toy the first A ACTI
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player needs, he/she must say: ‘Yes,
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I do’ and has to give it to him/her
immediately.
• If the opponent doesn’t have the
card the first player is asking for, he/
she must say: ‘No, I don’t!” and the first
player has to draw an additional card
from the pile of cards that are facing
down and wait for his/her next turn.
• If a player runs out of cards, the game
ends, and both students count their
pairs.
• The player that makes the largest
number of pairs wins the game.
game. Each student takes five cards. The point of the
game is to guess the card in the other player’s hand.
Students take turns asking each other ‘Do you have
a…?’ and answer ‘Yes, I do’ or ‘No, I don’t.’ If the answer
is yes, then the student gets to keep the card he/she
correctly guessed. The student who has the most
cards wins the game.
Creating
Cognitive Strategy: Recombining
4. In this activity, students are given the opportunity to design
and create their own toy store. Have them use the stickers
provided for this activity and draw other toys. Then, in pairs, ask
them to describe what they have in their toys stores to their
partner. Make sure to go over the example provided before
exchanging ideas.

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 CLIL Highway
Art
Story Time
Content Indicator Warm-Up: In this lesson, students will learn to identify the parts of a story.
Identifies the parts Read the text underneath the title as a class and encourage students to try
of a story. to identify the beginning, middle and end of well-known stories such as
Hansel and Gretel, Sleeping Beauty, and The Ugly Duckling, etc.

CLIL Highway
Art CEFR A1.2: Can understand very short, simple
Stories always have a beginning, a middle texts a single phrase at a time, picking up
and an end.
Destination familiar names, words and basic phrases and
You will identify
Story Time the parts of a
rereading as required.
story.

1. Look at different moments of famous stories. Write

beginning, middle or end.

Discovering - Processing
Identify concepts

Help Desk

1. How- To: Have students look at the

pictures and identify the stories (The
end
_______________ middle
_______________ beginning
_______________ Three Little Pigs, Little Red Riding Hood,
2. Identify the beginning, middle and end of the Wish: A hope Cinderella.) Do they remember what
story. Use the stickers. Then, listen and check. for something to
happen. the stories are about? Discuss how
Beginning
Elfie’s Wish each picture corresponds to a certain
Elfie is an elf. He lives at the North Pole Santa gives children toys. Hurray!
important moment in the story. The
and works at Santa’s workshop. He is very Christmas is over and all the children in Three Little Pigs: This is the middle of
happy. He makes toys. the world have a toy.
Elfie loves toys and wants the story because we already know
to have a toy…
who the characters are, but we don’t
Middle
know the end yet; Little Red Riding
“Wait a minute!”,
Hood: This is the very beginning of
Santa says, and the story, when we meet the main
looks in the big bag.
“There is a toy characters; Cinderella: This is the end
here! It’s not
possible! All the End of the story, when Cinderella finally
toys are with the
children now!” “It is “Elfie, this overcomes her problems and lives
teddy
a teddy bear,” Elfie
says. “What do we bear is happily ever after.
do now, Santa?” for you!”

24 twenty-four

Processing
Bloom’s Cognitive Skill: Identify concepts
2. Have students look at the pictures to try and guess
what the story is about. Who are the characters? (an
elf and Santa Claus). Does the story have a happy end?
(Yes, it does.)
• Go over the Help Desk section and make sure
students understand the meaning of the word ‘wish’.
• Have students read the story. As they read, ask the
following comprehension questions: Who is Elfie?
What does he do? What does Elfie love? What does
Santa do? What is inside the big bag? What do they do
with it? Do you think Elfie is happy?
• Tell them to use the stickers on the Sticker Page to
fill in the blank spaces in the illustrations of the story.
• Then, have them identify the beginning, middle and
end of the story. Students have to understand the
whole structure and content of the story in order to
determine key moments.

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Processing Reading and Writing
Metacognitive Strategy: Sequencing
events
3. Order the different events of the story.
3. This activity shows the same story but Santa goes around Elfie has a teddy “Oh, no! There is a Elfie, the elf, lives
the world and gives bear now. toy here!” at the North Pole.
uses different images and text. It gives the children toys.
4 3 1
students the opportunity to practice 2

identifying the different parts of a

story.

Creating 4. Write and draw a different ending for

the story.
Grammar Bridge
g

Elfie’s wish comes true.

4. How- To: In this activity, students
have to imagine and write a different “Wait a minute!” Santa says and
ending of the story ‘Elfie’s Wish’. The looks in the big bag. “There is a
toy here! It’s not possible! All the
idea is to use similar sentences to toys are with the children now!”

the ones provided in the original and “It is a __________________,”

Elfie says. “What do we do
complete the illustration with their now, Santa?” “Elfie,” Santa

own ideas. Review the Trip Reflection says. “___________________

_________________________
.
section with students and check if ary
yv
r s ma
_________________________
they are able to create an alternative An
swe
____________________
end that really provides a conclusion _________________.”
and not just an isolated event in the Santa’s Christmas
is over.
story.
• Go over the Grammar Bridge and
TRI P 60
practice using apostrophes to show 20
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100
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choose one of the cards from the Workbook, page 16 twenty-five

25
Cutout Page (see game, lesson 3,
exercise 3). Then, say This is Paula’s doll ACTI
A Watch the animated story of The Happy Prince (which
and write the sentence on the board. TR
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Have students do the same using a is presented in the Workbook) in this link: https://
friend’s name and the chosen card. www.youtube.com/watch?v=Tp7yEoISjXw. Even
though it presents grammar structures that haven’t
been introduced such as the simple past tense and
Grammar Bridge words students might not know, the images are very
clear and complement the story. There is also an easy
The apostrophe is a symbol used to song before the story is told that students can learn.
show possession. When using singular Ask students to watch the story and ask the following
nouns: add an apostrophe plus ‘s’ at the questions: Is the Happy Prince happy? (No, because he
end of the noun: Peter’s storybook. Mary’s sees people suffer). Does the bird take the ruby to the
bike. boy? (Yes, he does). What does the Prince give the man?
(He gives the man his eye). Is the girl on the street cold?
(Yes, she is). Are the Prince and the bird good friends?
COPIA (Yes, they become best friends). Is the Prince a good
TO
O person? (Yes, he is a very good person). Is the bird a
BL
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good friend? (Yes, he is). Are the jewels important for the
Prince to be rich? (No, the jewels are important to help
Go to page 126, activity 2. the poor people).

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 Checkpoint

Based on the Movers Cambridge Test.

Test-Taking Strategies
Checkpoint Metacognitive Strategy: Paying
attention
1. Make sure students recognize all the
1. Listen and check the toys that Sarah wants.
toys. Then, have them listen carefully
and check their understanding.

2. Use the Tool Kit to complete the conversation. Tool Kit Audio Script
• doesn’t
don’t .
No, I ______ • have (x5)
What do you • do Sarah: Dear Santa,
have ? • don’t
• does (x4) This is Sarah. This Christmas I want a doll
and a bike. I love animals! I have many
have
Do you _______ Yes, I do.
a ball? Do you ______
____ have stuffed animals, but I don’t have a teddy
a teddy bear?
No, he
bear. Do you have one? See you soon!
doesn’t .
_________ Sarah

_______
does he
Hey! What ______
have ? ________
Does Does he
_______
Processing
have a car?
he _______ have a bear?
_______ Yes, he
does .
_______
Memory Strategy: Placing new words
into a context
3. Read this part of a story. Circle the correct
answer.
beginning
2. Go over the Tool Kit. Then, have
This is the _________________________
Albert the Bear of the story. students use those words to
Albert is a little bear.
a. middle complete the story. In this activity,
He lives in a toy store.
There are many toys b. end you have the opportunity to assess
in that store.
c. beginning students’ understanding of questions
in second and third person singular.
26 twenty-six Workbook, page 18
Compensation Strategy: Using context
clues
3. Have students read the text and
decide whether that part of the story
corresponds to the beginning, middle
or end.

A ACTI
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This is a great opportunity to play a

vocabulary game involving the Picture
Dictionary, Unit 2. Go to page 89 for
more ideas.

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Souvenir! A Good Story!

Warm-Up: Bring some well-known fairy tales such as Goldilocks to class.

Ask students to identify the beginning, middle and end of the story. You
may use pictures if you want.

ADVANC
Stories are narrations that tell about adventures of different
IN

E!

characters. There are true, fantasy and mystery stories. The

Make sure students have Souvenir! writer creates the beginning, middle and end of the story.

A Good Story!
everything they need for the
project: pencil, eraser, and 1. Work in pairs. You need 3. Write your story. Use “Elfie’s
paper. a pencil, an eraser and Wish” as a model.
paper.

CEFR A1.2: Can write simple phrases and

sentences about themselves and imaginary
people, where they live and what they do.
2. Think about ideas for a
story. Make a list.
P rocessing - Creating 4. Illustrate your story with
drawings and present it to
1. to 4. How-To: Have students work in your class.

pairs. First, they should brainstorm ideas

for their story and make a list. Go over
the model provided and tell them to
use Elfie’s Wish as a model. Encourage
students to make a story map. This helps
them understand how to structure their
story. Use the chart below:
The name of the story is “The
Soccer Ball”. “Soccer Ball is a
small ball. He doesn’t have any
friends…”
21st Century Skills: Planning
Planning allows you to organize
ideas or activities, in order to
create coherent stories and
projects.

Setting of the story a. Before writing your story, did

Characters you brainstorm ideas?
b. Does your story have a
Beginning beginning, a middle and
Middle an end?

End c. Does your story have drawings

that illustrate the text?

Have students include drawings of the

twenty-seven
27
key moments of the story. Tell them to
present their story to the class.

21st Century Skills

Go over the 21st Century Skills section and talk about the
importance of Planning. Explain that for every project, the stage
of planning is essential to a well-structured product, in this case,
a story. Discuss the three questions provided with students. Ask
them for specific examples in which they have to plan beforehand
(before building something, before an arts and crafts project, before
a trip, etc).

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