TEACHER'S

BOOK

AMPARO ERNST KUSTER

JUST IMAGINE

Just Imagine 5
María Amparo Ernst Kuster

Teaching Commission
Gloria Zawadski Melgarejo (Argentina),
Nidia Durán Burgoa (Bolivia),
María Luisa Brieva Cajiao (Chile),
Carolina Peralta (Ecuador),
Roxana Luque Chilo (Perú),
Susana Alemán Cisnero (Perú).

Dirección y asesora pedagógica: Silvina Enrico

Edición: Yanela Ziegler
Corrección: Rocío Macena y Carolina Ramos Pruzzo
Diseño e ilustraciones: Karina Varela
Imágenes: Shutterstock (Banco de imágenes)

Esta Guía Docente pertenece al libro del alumno Just Imagine 5.

Ernst Kuster, María Amparo
Just imagine 5 / María Amparo Ernst Kuster / Dirigido por Silvina Enrico / Ilustrado por Karina
Varela. – 1ª ed. – Florida : Asociación Casa Editora Sudamericana, 2017.
118 p. ; il. ; 22 x 30 cm.

ISBN 978-987-701-658-1

1. Inglés. 2. Educación (Nivel inicial). I. Enrico, Silvina, dir. II. Varela, Karina, ilus. III. Título.
CDD 372.65

Table of contents .................................. 5
Theoretical background .................................... 8
The book .................................................... 9
Description................................................. 9
Chapter organization.................................. 9
Sections ..................................................... 9
Icons .......................................................... 10
Appendix ............................................................. 11
• Integrated Workbook ............................. 11
• Special Days .......................................... 11
• Cut-outs ................................................. 12
• Stickers ................................................. 12
Student's website ............................................... 12
• Audio tracks for home practice............... 12
• Interactive games: ................................. 12
• My flashcards! ................................ 12
• Home sweet home! ......................... 12
• The odd one out.............................. 12
• Interactive vocabulary pages ................. 12
• Printable projects................................... 12
• Printable worksheets ............................. 12
• Online Teacher's resources .................... 12
Chapter 1: This is me!
• Lesson 1 ................................................. 14
• Lesson 2 ................................................ 15
• Lesson 3 ................................................ 16
• Lesson 4 ................................................ 17
• Lesson 5 ................................................ 18
• Lesson 6 ................................................ 19
• Project 1 ............................................ 20
• Lesson 7 ................................................ 20
• Lesson 8 ................................................ 21
• Worksheet 1 ...................................... 22
TEACHER’S BOOK
Chapter 2: Me at school!
• Lesson 1 ................................................. 23
• Lesson 2 ................................................ 24
• Lesson 3 ................................................ 25
• Lesson 4 ................................................ 27
• Lesson 5 ................................................ 28
• Lesson 6 ................................................ 28
• Project 2 ........................................... 29
• Lesson 7 ................................................ 29
• Lesson 8 ................................................ 30
• Worksheet 2 ..................................... 31
Chapter 3: Me and my family!
• Lesson 1 ................................................. 32
• Lesson 2 ................................................ 32
• Lesson 3 ................................................ 34
• Lesson 4 ................................................ 34
• Lesson 5 ................................................ 35
• Lesson 6 ................................................ 35
• Project 3 .......................................... 36
• Lesson 7 ................................................ 36
• Lesson 8 ................................................ 37
• Worksheet 3 ..................................... 38
Chapter 4: Me and my healthy body!
• Lesson 1 ................................................. 39
• Lesson 2 ................................................ 40
• Lesson 3 ................................................ 41
• Lesson 4 ................................................ 41
• Lesson 5 ................................................ 41
• Lesson 6 ................................................ 43
• Project 4 .......................................... 44
• Lesson 7 ................................................ 44
• Lesson 8 ................................................ 45
• Worksheet 4 ..................................... 46
JUST IMAGINE
Chapter 5: Me and the pets!
• Lesson 1 ................................................. 48
• Lesson 2 ................................................ 49
• Lesson 3 ................................................ 49
• Lesson 4 ................................................ 50
• Lesson 5 ................................................ 51
• Lesson 6 ................................................ 52
• Project 5 .......................................... 53
• Lesson 7 ................................................ 53
• Lesson 8 ................................................ 53
• Worksheet 5 ..................................... 54
Chapter 6: Me, my clothes
and the weather!
• Lesson 1 ................................................. 55
• Lesson 2 ................................................ 56
• Lesson 3 ................................................ 57
• Lesson 4 ................................................ 58
• Lesson 5 ................................................ 58
• Lesson 6 ................................................ 59
• Project 6 .......................................... 60
• Lesson 7 ................................................ 60
• Lesson 8 ................................................ 61
• Worksheet 6 ..................................... 62
Chapter 7: Me and what I do!
• Lesson 1 ................................................. 63
• Lesson 2 ................................................ 64
• Lesson 3 ................................................ 65
• Lesson 4 ................................................ 65
• Lesson 5 ................................................ 66
• Lesson 6 ................................................ 67
• Project 7 ........................................... 68
• Lesson 7 ................................................ 68
• Lesson 8 ................................................ 69
• Worksheet 7 ..................................... 70
• Special days .......................................... 70
• Bibliography .......................................... 72
• Acknowledgements ............................... 72
 TEACHER’S BOOK

TABLE OF CONTENTS

Functions: Language: Vocabulary: Content Language:

• Identifying oneself • What's your name? • Greetings: • Numbers.
and others. • My name is Sol/ • Hello, Sol!/Hello, • Bible story: I am
• Describing oneself. Santiago. Santiago! special!
• Identifying parts of • I am Sol/Santiago. • Goodbye, Sol/ • Project: Body
the body and gender. • Who is she? Sol. Santiago. tracing!
• Identifying left and • Who is he? Santiago. • Nice to meet you. • Value: Being
right. • Are you a boy or a • Nice to meet you, respectful!
• Counting from 1 to 5. girl? A boy. too.
• Is she a boy or a • Feelings: happy,
girl? A girl. angry, sad, tired.
CHAPTER 1: • How are you? • Face: eyes, nose,
• I am happy/angry/ mouth, ears.
THIS IS sad/tired. • Body parts: head,
ME! • What is this? An hands, fingers, hair,
PAGE 8 arm. foot/feet.
• What are these? • Numbers: 1-5.
Legs.
• This is my right
hand, and this is my
left hand.
• I have got two eyes.
• I have got one nose.
• How many eyes?
Two.
• How many fingers?
Five.
Functions: Language: Vocabulary: Content Language:
• Identifying parts of • I am at school. • Parts of the • Art: Colours.
the school. • I am in the school: school, • Bible story: The
• Describing location. classroom. classroom, Garden of Eden!
• Identifying and des- • I am in the playground. • Project: Sort the
cribing school objects. playground. • School objects: school objects!
• Identifying colours. • What is this? It is a schoolbag, pencil • Value: Giving
• Identifying school bag. case, book, crayon, thanks for
CHAPTER 2: suggestions. • What colour is this? pencil and scissors. everything
• Recycling: counting It is red. • Furniture: table, you can see!
ME AT from 1 to 5. • Where is the book? chair.
SCHOOL! On the table. • Colours: red, blue,
PAGE 16 • Where is the crayon? yellow, green.
In the pencil case. • Actions: sing,
• How many books are pray, sit down,
there? Two. stand up, open,
• Let's sing/pray/sit close, eat.
down/stand up/eat/ • Prepositions of
open the book/close place: at, in, on.
the book, please. • Recycling:
Numbers: 1-5.
JUST IMAGINE

Functions: Language: Vocabulary: Content

• Identifying family • Who is this? She • Family members: mum Language:
members. is my mum/sister/ (mother), dad (father), • Family tree.
CHAPTER 3: • Identifying rooms of grandma. He is sister, brother, baby, • Bible story:
the house. my dad/brother/ grandpa, grandma. Moses' family!
ME AND • Describing location. grandpa. • Rooms: kitchen, living • Project:
MY • Identifying furniture.
• Describing furniture.
• Where is your
mum/dad? In the
room, bedroom, bathroom.
• Furniture: sofa, mirror,
Handprint
family portrait!
FAMILY! • Recycling: Counting bedroom. bed/s, fridge, chair/s, • Value:
PAGE 24 from 1 to 5. • What colour is table. Enjoying your
the sofa? It's red. • Recycling: Colours: family!
• How many chairs red, blue, yellow, green.
are there? Four. Numbers: 1-5.

Functions: Language: Vocabulary: Content

• Identifying fruits, • What is this? This • Fruits and vegetables: Language:
vegetables, drinks is an apple. apple/s, banana/s, • Healthy stuff
and some foods. • What are these? pear/s, orange/s, grapes, for my body.
CHAPTER 4: • Expressing likes and These are carrots. pineapple/s, tomato/es, • Bible story:
ME dislikes. • I like pears. I carrot/s, potato/es. The five loaves
• Ordering food. don't like apples. • Drinks: water, milk, juice. of bread and
AND MY • Counting from 1 to 10. • Do you like red • Food: sandwich, fish, the two fish!
HEALTHY apples? Yes, I do./ salad, bread. • Project: My
No, I don't. • Colours: orange, violet/ healthy body!
BODY! • I want a purple. • Value: Taking
PAGE 32 sandwich. • Numbers: 1-10. care of my
• How many • Recycling: Colours: red, body!
carrots are there? blue, yellow and green.
Seven.

Functions: Language: Vocabulary: Content

• Identifying and • It's a cat. • Pets: dog, cat, parrot, Language:
describing pets. • Is it a dog? Yes, it rabbit, turtle, fish. • Animals
• Comparing size. is./No, it isn't. • Size: big, small. and animals'
• Receptive language: • Is the fish big or • Colours: brown, black, sounds.
CHAPTER 5: Identifying small? Small. pink, white. • Bible story:
ME AND the sounds • What colour is • Recycling: Colours: red, David protects
animals make. the dog? Brown. blue, yellow, green, orange, the animals!
THE Identifying pets and • How many dogs violet/purple. Numbers: • Project: Pets
PETS! their food.
• Recycling: counting
are there? There
are eight.
1-10. and their food!
• Value: Taking
PAGE 40
form 1 to 10. • What does a dog care of pets!
say? Woof.
• What does a cat
drink? Milk.
 TEACHER’S BOOK

Functions: Language: Vocabulary: Content

• Identifying clothes • What is this? It is • Clothes: pants, shorts, Language:
and colours. a T-shirt. T-shirt, coat, dress, socks, • The weather.
• Describing • What are these? shoes, trainers, boots. • Bible story:
location. They are pants. • The weather: sunny, Noah's ark!
• Describing what a • What colour is cloudy, rainy, snowy, windy. • Project:
person is wearing. the dress? It is • Recycling: Favourite
• Identifying pink. Colours. weather chart!
different types of • What colour are Furniture. • Value: Being
CHAPTER 6: weather. the trainers? They Prepositions of place: tidy!
• Describing weather are blue. on, in.
ME, MY and clothing. • Where are the Numbers: 1-10.
CLOTHES • Recycling: pants? On the
counting from 1 to chair.
AND THE 10. • What is she
WEATHER! wearing? She is
PAGE 48 wearing pants.
• What is the
weather like? It is
rainy.
• It is snowy. He
is wearing a coat
and boots.
• How many
T-shirts are there?
There are nine.
Functions: Language: Vocabulary: Content
• Identifying shapes • What is this? It is • Shapes: circle, triangle, Language:
and colours. a circle. square, rectangle. • Shapes.
• Sorting objects • What colour is • Things and shapes: round • Bible story:
CHAPTER 7: according to shape. the triangle? Red. table, square book. Joseph!
• Identifying • What are these? • Classroom instructions: • Project:
ME AND classroom They are square sit down, stand up, share Shape collage!
WHAT I DO! instructions. books. the crayons, clear the table, • Value: Being
PAGE 56 • Recycling: • How many open/close your book, say obedient!
counting from 1 to rectangles are goodbye.
10. there? Ten.
• Sit down on your
chairs, please.

WORKBOOK: PAGE 65

SPECIAL DAYS: PAGE 95

CUT OUTS: PAGE 101

STICKERS: PAGE 113

JUST IMAGINE
THEORETICAL BACKGROUND
The Teacher's book provides notes for the teacher,
strategies and techniques. These integrate the whole
program and offer carefully-developed lesson plans
that will ensure well-balanced classes. Both “Just
Imagine” and “Just Imagine Teacher's book” provide
useful activities and ideas specifically designed to
teach English to young learners. The Student's book
and the Teacher's book suggest different ways of
working with kids using new alternatives in order
to integrate students' abilities by using a real and
simple English teaching strategy.
The Teacher's book intends to encourage English
teachers to nurture empathy on students and to help
them care for the feelings of others. The idea is to
train and develop the part of the brain that makes
human beings act responsibly towards other people's
emotions. In other words, it is to understand how
things affect the way another student feels.
As English teachers, we should develop empathy
and care for others through the use of songs, body
movements, values taught in each chapter, Bible
stories and different group dynamics used in the
classroom.
The general purpose of this book is to increase
awareness of a variety of issues related to teaching
English to young learners, such as:
• the importance of early intervention.
• the idea that activities are part of a process and
not an instant success.
• the importance of playing games as a tool that
enhances real learning and development.
• the support and importance of a cooperative
environment between the school and the English
teacher to open new ways of approaching English
learning and teaching.
• the rights of children with developmental delays.
• the role of parents and professionals in the
child's development.
CHARACTERISTICS OF YOUNG LEARNERS
Every child is unique. Therefore, each child's
development is different and complex. Children
develop through a generally predictable sequence of
steps; however, they do not proceed through these
steps in the same way. Besides, this development is
greatly influenced by the environment and the life
experiences each child has.
The following information is just a brief comment
on general characteristics that are expected at the
age of five.
General characteristics
Five-year-old learners undergo a time of great
change. They are happy, uncertain, oppositional, yet
simple, cute and ready to learn, help, and obey.
A complex development takes place within them,
and it is called “the three step-by-step real areas.”
Here they move, breathe and achieve learning goals
daily. These areas are the social, the physical, and the
cognitive.
In the social area, learners are ready to be helpful
and follow rules, but later they have a tendency to
confrontation, so teachers must be consistent and
empathetic.
In the physical area, learners can hop, run, jump and
skip with ability. Their balance helps them to have a
better control of their movements, whether big or small;
so teachers must offer ways to help them use those
skills.
In the cognitive area, learners are able to count,
copy and repeat activities, identify and name different
things, think before acting, and explore artificial and real
materials; therefore, teachers must be ready to apply
enriching ways to put into practice all these abilities.
Young learners are generally sociable, adding to
the spontaneity and creativity they bring on their own.
This stage of their lives comes with space to listen, to
use gesticulations, facial expressions and movement. It
opens spaces that allow students to interact with their
teachers and classmates and it also allows good and
natural oral ways of learning to take place through real
and experiential activities.
Learning a second language:
Young learners pick up a new language much more
quickly than older ones, since they are under the
influence of their own temperamental and motivational
factors. Young learners are persistent and egocentric,
they think in a more literal and concrete way. They
cannot generalise and they have an animistic way
of thinking in which objects are alive or have human
characteristics. Also, they can stay focused; they are
active and motivated by curiosity.
Bearing this in mind, teachers should use a warm
and calm approach. They need to offer trust and build
healthy bonds of confidence through collaborative
ways of teaching. They have to care for their students
and explain situations to them, as well as provide a
secure environment.

Moreover, teachers have to explain procedures in a
brief, simple way, allowing manipulation of objects and
realia, adding positive reinforcement, asking questions
to reveal feelings and perceptions.
Teachers are allowed to use simple stories and
drawings, to play with dolls and puppets, to do
experiential activities inside and outside the classroom,
and to do activities that stimulate the five senses.
THE BOOK
DESCRIPTION
Just Imagine is ideal for pre-school children
studying English. It is contextualized in the integration
of faith, teaching and learning. It has been especially
thought out for 5 year olds. Just Imagine provides
beautiful pictures, songs and creative activities to
capture the imagination of very young learners. It
immerses children in authentic English to help them
acquire a second language naturally. It also helps
students build other developmental skills appropriate
to their age and activate different intelligences.
STUDENT'S PACK
Student's Book includes
• Seven topic-based chapters.
• Integrated Workbook.
• “Special Days” Worksheets.
• Student's Cut-outs.
• Stickers.
Student's website resources
• Audio tracks for home practice.
• Printable worksheets and projects.
• Interactive games and vocabulary pages.
ON LINE TEACHER'S RESOURCES
• Teacher's Book.
• Flashcards.
• Storytelling Cards.
• Printable worksheets and projects for student's
extra practice.
• Audio Tracks.
Each chapter has been organised according to
a careful selection of topics, which are presented
in context. The syllabus has been designed to suit
students' age and level of cognition. Language is
recycled throughout the chapters to allow students to
TEACHER’S BOOK
practise it in different situations. Thus, students have
different opportunities to consolidate what they have
learnt. Each chapter is developed in eight lessons.
However, this will depend on many factors, such as the
amount of hours of classes you have per week and/or
the students' progress. All chapters focus on children's
daily experiences.
Chapter organisation
The chapters are topic-based. The topics in each
chapter are introduced through multiple intelligence
activities that may be carried out in the students'
native tongue or used to present vocabulary that will
be seen throughout the chapter. You will find topics
such as the relationship with peers, school, family, and
food, among others.
Each chapter is divided into sections, these being:
“Chapter overview, Language development, Content
language, Bible story, and Revision.”
Sections:
Chapter overview:
Here the topic, the target language, the vocabulary and
values are presented in context through a short and
simple dialogue, a catchy song and/or through different
types of activities involving listening, thinking and
observational skills.
Language development:
Here students (SS) can practise the vocabulary and
the new structures through engaging and challenging
activities in which they will have the opportunity to
develop their language and thinking skills through
different types of activities.
JUST IMAGINE
Content language:
Here students (SS) will have the opportunity to learn
English by incorporating and associating concepts from
other subjects, such as Math, P.E., Natural science, Art,
Social studies, Geography, etc. SS will learn specific
vocabulary and, as their teacher, you will have the chance
to activate the students' previous knowledge of the
world.
Bible Story:
Here students (SS) can listen to stories from the Bible.
They will have the opportunity to learn more about Jesus
and His love as well as to develop social and Christian
values. The language is also presented in context. The
stories are provided in the Teacher's book along with each
corresponding chapter. These stories should be retold
by the teacher, which allows the teacher to adapt the
language to the level of the group. There are also different
activities to check students' understanding of the story.
Review:
Suggestions for review and assessment are offered at the
end of each chapter of the Student's book and Workbook.
Here students (SS) can review, recycle, and integrate
the target language introduced in previous lessons. The
activities included in this section will help SS activate the
key vocabulary and language from the chapter. This is a
good opportunity to detect weak areas that might need
extra attention. This section can be used for individual
assessment. The activities included here will help
evaluate individual progress and ascertain in what stage
of the learning process students are.
Activities:
In each chapter, there are warm-up activities
suggested in the Teacher's book to connect the new
topic and the target language to the previous chapters.
Most activities have a communicative purpose,
which allows SS to use language to communicate
with each other. The activities are varied in order to
cater for different learning styles and to promote the
development of multiple intelligences. Even though
the emphasis is on spoken language, some activities
are designed to help students become familiar with
the written language through simple activities, such
as tracing or matching. The variety of activities will
generate different patterns of interactions and group
dynamics. Thus, students will have the opportunity
to work individually at their own pace, in pairs or in
groups, to develop interpersonal intelligence as well as
social values, such as sharing, cooperating and being
patient.
Games:
There are different language games suggested in
the Teacher's book. Kids enjoy playing and they are
highly motivated during games, which allows them to
lessen their anxiety. Games are used with the purpose
of achieving educational aims. They allow SS to
interact with others in a fun way, promoting dynamic
exchanges.
 TEACHER’S BOOK

Games with an educational purpose have the

following characteristics: Glue the cut-outs and crafts.
• A level of freedom,
• The possibility of providing joy,
• Challenges.
Collage.
Interactive games online:
There are three interactive games online that SS
can play in the computer lab or at home. The aim of Find the reference to do activities in
these games is to provide extra practice for SS and WB the workbook.
help them reinforce and review the target vocabulary
while enjoying English learning.
Web content: It refers exclusively to
Icons: “ACES Educación” digital content.
The icons have been created to help children Access the link: aceseducacion.com
understand what they are expected to do in each
activity or task presented in the book. Icons can
be easily interpreted and in this way they facilitate Appendix
student's autonomous learning. There is an appendix included in the book.
Here you will find:

Practise and develop listening skills Integrated Workbook:

or find extra activities in the Web.

Circle, trace, draw, match, tick, and/or

complete.

Say, repeat or imitate onomatopoeic

sounds, words, phrases, vocabulary, or
interact with your peers or teacher. Here students (SS) will find extra practice to
reinforce and review what they have learnt.
The Integrated Workbook is divided into seven
chapters. Each chapter is four pages in length.
Sing or chant.
Special Days:

Colour pictures or drawings.

Identify and point to pictures while

listening.

Special activities are designed to highlight special events,

Use the stickers to complete
the missing part of pictures.
Cut out items from the cut-out section
or cut different materials when dealing with
Projects or Special Days.
such as “World Water Day,” “Easter” and “Christmas,”
in order to raise students' awareness of certain
environmental issues and to help SS develop Christian,
social and moral values. The main objective of these
activities is to allow students (SS) to express their feelings
and wishes in the target language, to learn specific
vocabulary related to these events, to promote students'
artistic skills and to promote the development of values.
JUST IMAGINE
Cut-outs:
The cut-outs have been designed to help students (SS)
develop motor skills and observational skills while they
find out what is missing in the main picture. Thus, SS are
encouraged to use and reinforce the target vocabulary.
Teachers should clearly explain what SS are expected to
do with the cut-outs before they start cutting them.
Stickers:
Stickers are used to practise key vocabulary in each
chapter. Students (SS) must observe what is missing
and then choose the appropriate sticker and place it
correctly. Since this kind of activity adds more fun to the
class, student's language learning will become more
memorable.
Student's website:
Web content:
It refers exclusively to “ACES Educación” digital
content or its related websites. It may be accompanied
by a brief description and a link or a QR code to easily
ONLINE TEACHER'S RESOURCES
access content from the pages.
Students will find:
• Audio tracks for home practice: This link will offer
students (SS) all the listening material included in
the Student's book: dialogues, chants and songs.
• Interactive games: There are three online
interactive games: “My flashcards!” - “Healthy
food” - “The odd one out.”
• My flashcards!: This game has been designed
to help students practise, reinforce and classify
vocabulary related to school objects, colours,
parts of the house, and family members. It will be
beneficial for students to play the game at the end
of chapters 1, 2 and 3.
• Healthy food!: This is a memory game. It has
been designed to help students recall vocabulary
related to food, drinks, fruits and vegetables. It
will be beneficial for students to play the game at
the end of chapter 4.
• The odd one out: This game has been designed
to help students identify the word/picture that
does not belong to the same category. It will be
beneficial for students to play the game at the end
of the course since it has been designed to review
the vocabulary taught during the whole year.
• Interactive vocabulary pages: There are three
interactive vocabulary pages, one for chapter 3,
another for chapter 5 and the other for chapter 7.
SS will have the opportunity to learn and practise
the target vocabulary by means of pictures,
written words and pronunciation association. SS
should scroll over an image, look at the written
word, listen to it and repeat it.
• Printable worksheets: There are seven full-
coloured worksheets (1 per chapter). These have
been designed to provide students with extra
practice. The worksheets can be used as Mock
Tests. SS should download the worksheets and
complete them or bring the worksheets and
complete them in class.
• Printable projects: There is a suggested project in
each chapter.
• Teacher's Book: It provides teaching notes for
each lesson, including the scripts for all the
listening activities. Each lesson is fully developed
in the Teacher's book. It contains…
1. The table of contents of the chapter.
2. The objectives, target language, vocabulary,
grammar, and functions to be taught during the
chapter.
3. Teacher's notes.
4. Warm-up activities per lesson, extra activities
and ideas for extra practice as well as
suggested games.
5. The answer key to each activity.
• Flashcards: Each chapter is accompanied by a
set of flashcards to illustrate key vocabulary. The

flashcards can be downloaded and printed; they
are available on line. Key vocabulary is recycled
throughout each chapter. Vocabulary words are
presented as separate lexical items and practised
along with structures. To present vocabulary,
teachers are encouraged to model language and
lead students in choral and individual repetition.
• Storytelling Cards: This is another methodological
resource provided in this series. There are four
stories, which will include the target language and
the values developed in chapter 1, 2, 4 and 6. The
stories are provided in the corresponding chapters
and the teacher should retell them. Each story is
accompanied by six “Storytelling Cards” that are
available online. The cards can be used to build a
“Big Story Book” or to construct a cube where the
cards are glued on each side.
Storytelling is really beneficial for young learners
of a second language. Stories which rely on words
offer a major and constant source of language
experience for children. Children are always
willing to listen to stories either in their mother
tongue or in a foreign language. When children
listen to a story, they try to find meaning in it.
If they find it, they are rewarded with their own
understanding and are motivated to improve
even more. When children listen to stories in
their mother tongue they try to understand what
the story is about. The same happens when they
listen to stories in the foreign language. Thanks
to the atmosphere stories create and to the
students' willingness to understand them, SS are
exposed to the foreign language and they learn
it in a non-conscious and natural way. Moreover,
the experience of the story encourages them to
give answers aloud. It is natural to express our
likes and dislikes as well as to exchange ideas and
associations related to the story. This way, stories
can be a part of the other related activities.
To teach literature, show SS the “Storytelling
Cards” and ask them to predict what the story
is going to be about. This may be done in the
students' native tongue. Then, tell the story
and point to the illustrations that will help SS
TEACHER’S BOOK
understand each part. Next, focus on key words
and help SS deduce the meaning from the context.
It is essential that SS realise that they do not have
to understand everything. Finally, do activities that
will help SS express their reactions to the story.
• Printable worksheets for student's extra practice:
There are seven full-coloured worksheets (1 per
chapter). The worksheets have been designed
to provide students with extra practice. The
worksheets can be used as Mock Tests. The
activities of each worksheet are explained in the
corresponding chapter and the answer key is
provided as well.
• Printable projects: There is a suggested project in
each chapter and it is clearly developed.
Projects give students the opportunity to be
creative, to share ideas with their peers and to
interact linguistically and socially with others.
Working with projects implies that students (SS)
have to search for information about a specific
topic and solve a task. According to “task-based
learning,” realness should be seen through
the outcomes. In other words, tasks should be
designed to bring the classroom and real life
closer. Learners work together with their peers
and, in some cases, parents are invited to take
part in these activities to solve a problem, to
interpret and follow instructions in a recipe, to
play a game or to share and compare experiences
(Willis, 1996). Needless to say, projects provide
SS with the opportunity to integrate everything
they have seen during the development of the
chapter. It is also a good time to make SS practise
different values, such as being cooperative and
respectful to their classmates. Projects also allow
the teacher to introduce the concept of service. SS
should be able to help each other during the task.
They must be conscious that it is very important
to help others and follow the example Jesus gave
when He lived among human beings.
• Audio Tracks: This link will offer you all the
listening material you will need for the Student's
book, including all the songs and chants. To teach
these, play the track for exposure. Then model the
JUST IMAGINE

words and the actions without the music and have

students repeat chorally. Then play the track again Remember that music is fun and songs and chants increase
concentration, attract students' attention and improve
and ask SS to join in. memory.

CHAPTER 1: THIS IS ME!

Functions: Language: Vocabulary: Content Language:
• Identifying oneself • What's your name? • Greetings: • Numbers.
and others. • My name is Sol/ • Hello, Sol!/Hello, • Bible story: I am
• Describing oneself. Santiago. Santiago! special!
• Identifying parts of • I am Sol/Santiago. • Goodbye, Sol/ • Project: Body
the body and gender. • Who is she? Sol. Santiago. tracing!
• Identifying left and • Who is he? Santiago. • Nice to meet you. • Value: Being
right. • Are you a boy or a girl? • Nice to meet you, respectful!
• Counting from 1 A boy. too.
CHAPTER 1: to 5. • Is she a boy or a girl? • Feelings: happy,
A girl. angry, sad, tired.
THIS IS • How are you? • Face: eyes, nose,
ME! • I am happy/angry/ mouth, ears.
PAGE 8 sad/tired. • Body parts: head,
• What is this? An arm. hands, fingers, hair,
• What are these? Legs. foot/feet.
• This is my right hand, • Numbers: 1-5.
and this is my left hand.
• I have got two eyes.
• I have got one nose.
• How many eyes? Two.
• How many fingers?
Five.

Aims: LESSON 1: Chapter overview! P. 8

At the end of this chapter, students will be able to:
• Greet each other.
• Introduce themselves.
• Answer simple questions.
• Practise structures.
• Sing new songs and say chants.
• Understand and follow simple instructions.
• Know that God created us.
Target language:
• Production: I'm…/Hello/Hi/Goodbye/Bye-bye.
• My name is Sol/Santiago; I am Sol/Santiago; I am
a boy/girl; I am fine; An arm/Legs.
• What's your name?/Are you a boy/girl?/How are
you?/What is this?/What are these?/How many
eyes have you got?
Objectives:
At the end of this lesson, students will be able to:
• Greet and introduce themselves.
• Apply musical strategies.
Target language:
• I'm…/Hello/Hi/Goodbye/Bye-bye.
WARM UP:
Invite students (SS) to a place in the classroom
that they consider special for the welcoming part
at the beginning of the class. Phrases such as
“Welcome, students. Come on in” can be used. Start
the class by saying “Hello” to your SS. Make them
greet each other. You can make a circle and SS say
“Hello” to the their classmates on the right and then
to the ones on the left.

Activity 1: Listen and sing. Then look and trace.
P. 8
Play the song “Hello” and sing it using gestures to
express the idea of greeting. Sing as many times as
necessary.
After singing the “Hello” song, introduce the
puppets called Sol and Santiago. Move around and
share the puppets with SS. Then, invite SS to open
their books at page 8 and do the activity in which they
have to identify the puppets in the picture and say
their names. After that, SS trace the words “Hello”
with a crayon or pencil.
Chapter 1: Track 2: Page 8: This is me. Activity 1:
Listen and sing. Then look and trace.
Hello!
Hello, Hello.
Hello.
How are you today?
Hello, Hello.
Hello.
How are you today?
EXTRA ACTIVITY:
“Greetings experiential activity”
Objectives: Students will reinforce:
• Key vocabulary to greet each other: Saying
“Hello” in a natural way.
• The structure they have just learnt.
Materials:
• Water colours and a large white paper.
Development:
Spread the watercolour paints on a flat
recipient to get a rainbow picture.
Ask SS (or help them) to take off their
sneakers/shoes and socks and ask them to
stamp their feet.
Ending the Lesson:
Close the activity by making a circle with SS and
singing the “Hello” song.
LESSON 2: Language development! P. 9
Objectives:
At the end of this lesson, students will be able to:
• Greet and introduce themselves.
• Identify who is Sol and who is Santiago.
Target language:
• Hello, my name is Sol/Hello, my name is Santiago.
TEACHER’S BOOK
Recycled language:
• Hello.
WARM UP:
Invite SS to a special place in the classroom. You
can use phrases such as “Welcome students, come on
in,” etc. Use the puppets and make a mini dialogue
between them introducing the new structure: “My
name is…”
Activity 2: Listen and sing. Then identify, circle and
colour. P. 9
Ask SS to listen and sing the “Hello, friend” song.
Then, tell SS to do the activity. Say: “Open your
books at page 9, find this page“ and show them the
activity they have to find. Ask SS to listen carefully:
Eg.: “Hello, my name is Sol.” “Hello, my name is
Santiago.”
While they are working and listening to the
sentences, SS identify Sol and Santiago's pictures.
Make SS circle with a pencil the names of the
characters based on the pictures. Invite SS to colour
them with crayons, pencils or another colouring
element.
Ask boys to practise Santiago's sentences and girls
to practise Sol's sentences. Ask some volunteers to
say them aloud in front of the class.
Answer key:
Chapter 1: Track 3. Page 9. Activity 2: Listen and
sing. Then identify, circle and colour.
Hello, friend!
Hello, Santiago,
Hello!
How are you today? Hello, Sol,
Hello!
How are you today?
JUST IMAGINE
WORKBOOK:
Activity 1: Look and answer. Then colour. P. 67
Ask SS to open their workbooks at page 67 and tell
them to be ready to start the activity. Say:
“Hello, this is a sunny day.” Explain that on this
sunny day there is a girl hidden inside the picture.
“Can you see her?” (Emphasise the clue: her) Some SS
will get the association of “her” with the girl hidden
behind the bushes and ivy quickly, but some will need
more time.
If SS haven't found her, help them do it. If they
have, congratulate them by saying: “Well done! Sol is
there, remember she is Sol. Let's colour the picture.”
Answer key:
She is Sol.
EXTRA ACTIVITY: “Who am I? Experiential
activity”
Objectives: The students will reinforce:
• The structures to introduce themselves:
Hello, my name is…
Game: Guess who is who.
Objectives:
• To greet and say my name.
• To reinforce the structure they have just
learnt.
Materials:
• A scarf made of a piece of cloth.
Development:
Choose a student and cover his/her eyes with a
scarf. Ask him/her to try to touch a classmate's
head and hair and discover who he/she is. The
rest of the SS should make a circle to make the
activity easier. Do this with all the students.
When they discover their partners, ask the one
who has been discovered to say the sentence
aloud:
Eg. My name is Juliana.
My name is Pedro.
Ending the Lesson:
Greet SS by saying: “Bye bye,” and before saying
this, ask SS to mention the names of two classmates: a
girl and a boy. This way, you will be working with facts,
not only words.
LESSON 3: Language development! P. 10
Objectives:
At the end of this lesson, students will be able to:
• Greet and introduce themselves.
• Remember who is Sol and who is Santiago.
• Identify who is a girl (Sol) and who is a boy
(Santiago).
Target language:
• I am a girl. I am a boy.
• Hair, eyes, nose, etc.
Recycled language:
• Hello, my name is Sol/Hello, my name is Santiago.
WARM UP:
Invite SS to a special place in the classroom. You
can use phrases such as “Welcome students, come on
in,” etc. Bring different pictures of boys and girls. Give
a picture to each student. Write on the board “Boy”
and “Girl.” Start by sticking the picture of a girl under
the “Girl” title and say: “Girl,” “I am a girl” and do the
same with the picture of a boy. Then, encourage SS to
look at their pictures and stick them under the correct
title.
Activity 3: Look and stick. Then listen and sing. P. 10
Prepare some pictures of faces (it could be Sol
and Santiago's) with some “mistakes” on them. For
example: a face with no eyes, a face with no nose,
etc. Ask SS to tell you what's wrong with the pictures.
After completing this activity, tell them to open
their books at page 10 and ask: “What's wrong with
this picture?” (Possible answer: no hair). Introduce
the new vocabulary: “hair.” You may talk about
the different types of hair you see in the classroom
(length, colour, etc.)
Ask SS to guess whose faces these are (Sol and
Santiago). Tell them to find the stickers at page 113 and
stick them on the right pictures in order to complete
them. This will help SS focus on describing a person
and it will also help them to work with deductive
learning techniques. If you want to, you can add more
words to the vocabulary you are teaching. All activities
must be flexible.
Eg. “Look, Santiago has short straight hair. He is a
boy. Can you circle Santiago's face?”
“Look, Sol has long wavy hair. She is a girl. Can you
circle Sol's face?”
 TEACHER’S BOOK

Sing the song “Who are you?” While you are Recycled language:
singing the song with SS, invite them to point to the
• Hello, I am a girl.
pictures of Santiago and Sol when they are mentioned:
• I am a boy.
A boy (they point to Santiago), a girl (they point to Sol).

Chapter 1: Track 4: Page 10. Activity 3: Look and HOW ARE YOU TODAY?
stick. Then listen and sing.
WARM UP:
A boy, a girl! Work in a collaborative way. The idea is to invite
Hello, Santiago,
hello. SS to look carefully at some circles that are stuck
Who are you? on the floor. These circles represent faces that show
A boy. happiness, sadness, anger or tiredness. Say: “HAPPY
Oh yes, oh yes! FACE! Where is the happy face?” Go towards that face
and ask: “Can you come to the happy face?” Help SS
Hello, Sol, understand what is expected of them and go with
hello. them to the circle that has the happy face. Then smile
Who are you?
at them and ask them to do the same so they learn to
A girl.
Oh yes, oh yes. reproduce some of the facial expressions this activity
intends to teach. Repeat the same procedure with the
Hello, Cinnamon, other expressions.
hello.
Who are you? Activity 5: Say and match. P. 11
Woof, woof… Invite SS to sit down and talk about kids' facial
A pet, oh yes. expressions with the help of miming.
Say, for example: “Look at my face now. Pay
Activity 4: Look and circle. Then draw. P. 10
attention. What am I trying to say with my face? Look!”
Work with the new words and ask SS to complete and mime a happy face. SS will probably say: “Feliz,
the faces by drawing the different parts with crayons. contenta” and you will nod and say: “Yes, happy” and
You may use the previous pictures to refer to the add: “I am happy. How are you today?” One student
parts of the face that are missing. Ask SS to complete may say: “I am happy. We are happy.”
the faces. Then ask them to circle “boy” or “girl”, SS reproduce through miming what the teacher is
depending on what they are. doing and say the words: happy, nice, sad, tired. Then,
tell SS to match the kids' faces to the eye expressions.
EXTRA ACTIVITY: Answer key:
You may use the same activity from the previous
lesson, but in this case you should add: “I am a
girl” or “I am a boy” at the end.

Ending the lesson:

Greet SS by saying: “Bye bye.”

LESSON 4: Language development! P. 11

Objectives:
At the end of this lesson, students will be able to:
• Say how they feel.

Target language:
• I am happy, angry, sad, and tired.
JUST IMAGINE
WORKBOOK:
Activity 2: Look and match. P. 68
Invite SS to open their books at page 68 and help
them find the activity. First, ask them to reproduce
the eye expressions, one by one. (If you have a mirror,
take it and work with it showing the different eye
expressions.) Then, hand out pencils and ask SS to
match Mateo's eye expressions to the corresponding
pictures. Check each expression by asking SS to share
their answers all together in a collaborative way.
Answer key:
EXTRA ACTIVITY:
“Look, listen and do”
Objectives: The students will reinforce:
The structures:
I am tired/I am happy/I am bored/I am sad.
Game: Be ready!
Objectives:
• To express: I am happy/bored/sad/tired.
• To say these sentences.
Development:
Ask SS to stand up and mention one number from
one to five, for example: “TWO happy faces.”
Invite SS to make groups of two and say: “Ok, in
groups of two show happy faces.” SS do this and
show happy faces to the rest of the class. Then
“FOUR tired faces” (another example) and SS
have to move and form groups of four showing
tired faces. The idea is to emphasise or reinforce
the concept of “eye/face expressions” and to use
numbers from one to five, too.
Ending the lesson:
Before they say goodbye, ask SS to mime what they
have learnt in class. There will probably be a variety of
eye expressions.
LESSON 5: Language development! P. 12
Objectives:
At the end of this lesson, students will be able to:
• Learn parts of the body.
Target language:
• I have got short hair. I have got long hair. Eyes,
ears, nose and mouth.
• How many eyes? How many fingers? Others: head,
fingers, foot (feet).
• The girl has got a nose. The boy has got a mouth.
Recycled language:
• I am a boy/I am a girl.
WARM UP:
Use “Simon says” to start the presentation of
vocabulary related to parts of the body. Start with
the vocabulary that is in the picture (boy and girl.)
For example, Simon says: “Point to a girl/boy.” Then
introduce the vocabulary HAIR, EYES, NOSE, MOUTH,
EARS by doing the same. Simon says: “Touch your
nose, hair,” etc.
Activity 6: Look, say and draw. Then listen and sing.
P. 12
Ask SS to identify the vocabulary mentioned before
and to relate it to the drawings in the centre of page 12.
Say:
“The boy has short hair. Can you see?” Ask the boys
in your class to draw the short hair.
“The girl has long hair. Can you see?” Ask the girls
in your class to draw the long hair.
“They have got one nose. Can you see?” Both girls
and boys draw one nose on the body drawings.
“They have got two eyes and two ears.” Ask them
to draw that, too.
After that, tell SS they are going to sing a song
about this. Reinforce the vocabulary about the different
parts of the body.
Play, sing and touch the different parts of the body
that they have learnt.
Chapter 1: Track 5: Page 12. Activity 6: Look, say and
draw. Then listen and sing.
A girl, a boy!
I have short hair.
I speak in a “deep” way,
Who am I? Who am I?
I am a boy. I am a boy.

I have long hair.
I speak in a “kind” way,
Who am I? Who am I?
I am a girl. I am a girl.
WORKBOOK:
Activity 3: Look, count and say. Then cut and glue.
P. 69
Invite SS to open their workbooks at page 69 and
guess where the parts of the body are hidden. When
SS are doing the activity, play the song “Who am I?”
so you reinforce vocabulary and structures. Once they
have discovered all of them, review numbers 1 to 5,
referring to the parts of the body. Repeat this as many
times as you consider necessary.
Then invite SS to go to the cut-out section, page
105, and cut all the drawings related to this activity and
glue them in the correct place. Help them do it.
Answer key:
Use of stickers
EXTRA ACTIVITY:
Invite SS to make an experiential activity going
to another classroom (arrange time and kind of
activity with the other teacher previously to the
activity itself ).
At that moment, SS are inside the new
classroom. Ask SS to see and identify girls and
boys and encourage them to count till number
5. Some of them will count till 10(ten) or may
be more, don't stop them. The idea is to make
it real, in other words, to see girls and boys
sharing time together.
Ending the lesson:
Before SS say goodbye, ask them to sing the song
“Who am I” again.
LESSON 6: Content language! P. 13
Objectives:
At the end of this lesson, students will be able to:
• Count till number 5 (five).
TEACHER’S BOOK
Target language:
• One, two, three, four, five.
Recycled language:
• One nose, one mouth, two ears, two eyes…
WARM UP:
Invite SS to a special place in the classroom. You
can use phrases such as “Welcome students, come
on in,” etc. You may start the class by reviewing the
previous game related to numbers.
Activity 7: Listen and sing. Then look, count and
match. P. 13
Play the song about numbers (Track 6: “Till 5”)
When it finishes, ask SS if they remember what they
did in the previous activity, the class before.
Many SS will probably answer in Spanish that
they were identifying girls and boys and counting up
to number 5. If they say all of this in Spanish, do not
worry. Make sure you repeat everything they say in
English and congratulate them for remembering that.
Add questions such as:
“How many girls did you see? Let's see if we
remember numbers… One, two, three, four, five and
six.”
“How many boys did you see? One, two, three, four,
five and six.”
Every day, every class, is an opportunity to refresh
what they have learnt and repeat and try English.
Then, ask SS to see how many girls and boys are
inside the classroom. Use SS' fingers and yours to
count together aloud. Then go to the book and ask
them to see carefully the different drawings of the
fingers and match them to the correct numbers. Help
them if necessary.
Answer key:
JUST IMAGINE

Chapter 1: Track 6: Page 13. Activity 7: Listen and

sing. Then look, count and match. EXTRA ACTIVITIES:
Presenting their projects!
Till 5!
One, two, three, Each group presents its body and explains the
four, five. different parts they drew on it. Encourage SS to
Clap, clap, clap. Clap, clap, clap. use English. Ask them to count all the parts of
One, two, three, the body they have already done.
four, five.
Five fingers I have.
Clap, clap, clap. Clap, clap, clap.
Clap, clap, clap. Ending the lesson:
Say goodbye to SS repeating the “Numbers song.”

PROJECT 1:
BODY TRACING! LESSON 7: Bible Story! “I am special!” P. 14
Objectives: Objectives:
• To help SS develop fine motor skills. At the end of this lesson, students will be able to:
• To help SS practise the parts of the body. • Be familiar with a story from the Bible.
• To allow SS to review vocabulary related to their • Identify characters from a story.
bodies and faces. • Know that Jesus is our Creator.
Materials: • Sing a prayer song.
• White paper. Target language:
• Coloured crayons.
• I am special to God. You are special to God.
• Black crayons.
Recycled language:
Tell SS to work in groups and go to the playground
together. • I am a boy/I am a girl.
Each group copies their partner's figure on the
white paper using black pencils or a dark marker.
I AM SPECIAL!
When they finish, they colour the parts of the body WARM UP:
they have learnt during the activities with coloured
Invite SS to a special place in the classroom. Use
crayons.
phrases such as: “Welcome students, come on in.”
Activity 1: Make a body-tracing portrait. Story: I am special! P. 14
Steps: Ask SS to… Of all the things God made, what He is most proud
of is you. You are the masterpiece, His most precious
1. Lie down on the paper.
2. Have a classmate trace, with a dark marker, the possession. God made the sun, the animals, the
body of another classmate that is lying down. nature, and He declared that YOU are extraordinarily
3. Draw parts of their body, such as eyes, nose, special to him.
mouth, legs, arms. Colour them. You are special to God, to your family, to your
friends and to me. To be special means that we must
Describe their portrait.
be respectful towards others and share time and good
things with others, too. Be special!

Tell the story and finish it by emphasising the

importance of being special to God, to our family, to
our teacher, to our classmates, and by emphasising the
importance of respecting and loving one another.

Activity 8: Draw, colour, listen and sing. P. 14
Ask SS to draw themselves and colour their
drawing. Then, all together sing the song: “I am special
for God.”
Chapter 1: Track 7: Page 14. Activity 8: Draw, colour,
listen and sing.
Special for God
I am special,
I am unique,
I know I am special,
because God made me.
EXTRA ACTIVITIES:
Ask SS to think about their families and the
time they share together and ask them to draw
some of those moments on a white paper.
Allow them to carry their drawings home. Also,
give examples of how you in your daily life
can “be respectful to others.” Play the song “I
am special for God” while they are doing this
activity.
VALUE: Being respectful!
Chat with SS about the importance of being
respectful with others and give examples from the
classroom moments you always have. For example:
If you offer them a time to play, emphasize the idea
of sharing objects, talk politely, smile while they
play and be a nice to a boy or girl. The examples
have to be real so they can realise that what you
teach is happening in their lives and at the moment
you are teaching this story and this value.
Ending the lesson:
Finish the class by singing “I am special for God”
and making a short prayer.
LESSON 8: Review! P. 15
Objective:
At the end of this lesson, students will have:
• Practised, reviewed and reinforced all the
language seen in this chapter.
Target language:
• Hello, my name is Sol/Hello, my name is Santiago.
• I am happy, angry, sad, and tired.
• One nose, one mouth, two ears, two eyes…
• One, two, three, four, five.
TEACHER’S BOOK
WARM UP:
Invite SS to a special place in the classroom. Use
phrases such as “Welcome students, come on in,” etc.
You may use this time to review all the topics learnt
during this chapter. Pictures can be used to check.
Activity 9: Guess and draw. P. 15
Hand out the books and ask SS to open them at
page 15. Show the page so SS use it as a guide.
Ask SS to be ready and to listen carefully to what
you are going to say.
Say:
“I see Sol. She is a girl. Say hello to Sol.” “Hello,”
say the SS.
“I see Santiago. He is a boy. Say hello to Santiago.”
“Hello,” say the SS.
“Look! There are other girls and boys. Let's count
them.”
Possible answers are: one, two, three, four and five.
Say: “Yes. Let's count them again. One, two, three,
four, and five.”
Now, hand out pencils to SS and ask them to listen.
SS have to be ready to draw the parts of the body on
the girls and boys whose faces are empty.
For example: The girls have got two eyes (two eyes,
repeat the number), the girls have got a nose (one
nose, repeat the number.) Also, the girls have got a
mouth (one mouth, repeat the number.) Now, I see a
boy, too. He has got two eyes (two eyes, emphasise the
number), he has got one nose (one nose, emphasise
the number), he has got one mouth (one mouth,
emphasise the number.)
By the end of the activity, SS will have drawn a
complete face (two eyes, one nose, and one mouth)
and practised parts of the face and numbers.
Also, this is a good opportunity to add face
expressions such as happy, sad, tired and angry.
Finally, ask SS to draw themselves in the middle of
the page and while they are drawing themselves, play
the song “Special for God” (Track 14) and invite them
to sing along. Reinforce the concept that every human
being is special to God.
JUST IMAGINE

• I have got one mouth.

WORKBOOK: • I have got two ears.
Activity 4: Choose, mime and talk. Then make a Then, ask SS to draw what they hear and complete
collage. P. 70 the parts on the girl's face.
Tell SS to open their books at page 70 (show SS the When SS finish, tell them to match those parts to
page as a guide) and say: “Let's talk about this page. the correct names.
What can you see?” Finish the activity with some songs from this
Allow SS to say what they think and after a while, chapter.
give the answers. Eg. Sol is playing with Cinnamon.
Play with them as follows:
“Sol helps her Mum pick up the clothes and
she plays with numbers (1, 2, 3, 4, 5) and with face
expressions such as happy, sad, tired, angry.”
So, choose a student and say:
“Look at the picture and choose a T-shirt.” For
example, the student chooses the third one from left
to right. Then you say: “OK, this is T-shirt number 3
(three). Repeat after me: 3 (three).”
Then, refer to the student you picked before and
say: “For this T-shirt, I invite you to make a happy face”
and the rest of the SS repeat the happy face.
Do the same with the rest of the T-shirts and add
numbers and face expressions.
Finally, tell SS to make a collage and snip coloured STORYTELLING:
papers. Use glue to stick them on the paper. Play the Use the storytelling cards available on line:
songs you sang through this chapter and invite SS to “Storytelling cards Chapter 1”
sing along while they work with the collage.
Story: Counting till five!
EXTRA ACTIVITY: Picture 1:
Use some of the games you played for this Sol and Santiago are in the yard. Sol says: “Look,
chapter to reinforce what SS have learnt. You Santiago! I've got one nose.” Santiago says: “And
may use the pictures of the faces to remember I've got one mouth.”
and practise numbers.
Picture 2:
Sol says: “And I've got two eyes: one and two.”
Ending the lesson: Santiago says: “And I've got two ears: one and
This is a good time to sing the song “Special for two.”
Santiago says: “Ahhhh, good job, Sol. We can
God” and to ask SS to keep their happy faces when mention different parts of the face in English.”
they say good bye and leave the classroom.
Picture 3:
“Look, Sol,” Santiago says. “I have got two feet:
one, two.”
WORKSHEET 1: Sol says: “I've got two legs.”
COMPLETE SOL'S FACE! Picture 4:
Activity: Listen to the teacher, draw and colour. Then Sol says: “Cinammon, come in! Cinammon has got
match. legs, too!”
Santiago asks: “How many…?”
Say each sentence twice: Sol says: “Let's count! One, two,three, four.
Cinemon has got four legs!”
• I have got two eyes.
• I have got one nose.
 TEACHER’S BOOK

Picture 5: Santiago asks: “How many fingers…?”

Sol says: “Look, Santiago! I've got two hands. This is
my right hand and this is my left hand.”
Picture 6:
Then Sol says: “Look, Santiago! I've got fingers in my
hand!”
Sol says: “Let's count my fingers!”
Santiago says: “One, two, three, four and five. Five
fingers.”
Sol says: “I'm happy. We can count to five in English.”
Santiago says: “Thank you, Jesus, for my body!”

CHAPTER 2: ME AT SCHOOL!
Functions: Language: Vocabulary: Content Language:
• Identifying parts of • I am at school. • Parts of the • Art: Colours.
the school. • I am in the school: school, • Bible story: The
• Describing location. classroom. classroom, Garden of Eden!
• Identifying and des- • I am in the playground. • Project: Sort the
cribing school objects. playground. • School objects: school objects!
• Identifying colours. • What is this? It is a schoolbag, pencil • Value: Giving
• Identifying school bag. case, book, crayon, thanks for
CHAPTER 2: suggestions. • What colour is this? pencil and scissors. everything
• Recycling: counting It is red. • Furniture: table, you can see!
ME AT from 1 to 5. • Where is the book? chair.
SCHOOL! On the table. • Colours: red, blue,
PAGE 16 • Where is the crayon? yellow, green.
In the pencil case. • Actions: sing,
• How many books are pray, sit down,
there? Two. stand up, open,
• Let's sing/pray/sit close, eat.
down/stand up/eat/ • Prepositions of
open the book/close place: at, in, on.
the book, please. • Recycling:
• Numbers: 1-5.

Aims: LESSON 1: Chapter overview! P. 16

At the end of this chapter, students will be able to:
• Describe locations.
• Identify and describe school objects.
• Use prepositions of place: in – on.
• Identify colours.
• Use commands.
• Give thanks for everything they can see.
Target language:
• I am at school/I am in the classroom/I am in the
playground.
• What is this? It is a school bag.
• Where is the book? On the table/Where is the
crayon? In the pencil case.
• What colour is this? It is red.
• How many books are there? Two.
• Let's sing/Let's pray/Open the book, please/
Let's eat.
Objectives:
At the end of this lesson, students will be able to:
• Describe locations.
• Apply musical strategies.
Target language:
• I am at school/I am in the classroom/I am in the
playground.
WARM UP:
Invite SS to a special place in the classroom. You
can use phrases such as “Welcome students, come on
in,” etc.
Tell SS that they are going to make a tour at school.
Show SS the different places such as the classroom,
the playground (background or front yard) and the
school entrance. This is called “an experiential activity
of learning English” in which real things teach SS that
English is real and simple.
JUST IMAGINE
Another way to present this vocabulary is to just
use photos or pictures. Stick them on the board and
ask SS to repeat. The pictures should be about a
classroom, a playground and a school entrance.
Activity 1: Listen, point and number. P. 16
Ask SS to look at the pictures and say, of all the
places they have learnt, which places are shown in the
book.
Tell SS to number them (from 1 to 3) and write
the numbers in the white bubbles. Then, ask them
to listen. Play Track 8 so that they listen to the three
places they have explored recently.
Answer key:
1. School.
2. Classroom.
3. Playground.
Chapter 2: Track 8. Page 16: Me at school. Activity 1:
Listen, point and number.
Narrator:
Number 1: Look! This is the school.
Number 2: This is the classroom.
Number 3: This is the playground.
Activity 2: Listen and sing. P. 16
Ask SS to listen to the song “At School” and
together they learn the words and do the movements.
The VAK (visual, auditory and kinesthetic) activity here
is awesome!
Repeat it as many times as you feel necessary.
Chapter 2: Track 9. Page 16: Me at school. Activity 2:
Listen and sing.
At school!
Stand up, this is your school. Ohhh! I see, I see.
Jump up, this is your playground. Ohhh! I see, I see.
Sit down, this is your classroom. Ohhh! I see, I see.
WORKBOOK:
Activity 1: Look and match. P. 71
Ask SS to go to page 71. Hand out some pencils
and tell your SS to look carefully at the places on
the right and match Sol and Santiago to the school
places (playground, classroom, and entrance) by using
different paths to see where they go.
Answer key:
Sol: classroom.
Santiago: playground.
EXTRA ACTIVITY:
Beach ball game! Experiential activity.
Objectives: The students will reinforce:
• Vocabulary related to places at school.
Materials:
• Beach ball.
• Wet erase marker.
Development:
Write the school places on the different
colour panels of the beach ball. These are:
playground, classroom, and school entrance.
SS take turns tossing the ball to one another
and acting out/saying the vocabulary that
one of the SS' thumbs lands on. (Other SS
can guess which drawing is being acted if you
choose the “acting out” choice)
Ending the lesson:
Close the activity by asking SS to make a cue of
boys, another one of girls and ask them some of the
words learnt in class today.
LESSON 2: Language development! P. 17
Objectives:
At the end of this lesson, students will be able to:
• Identify school objects.
Target language:
• What is this? It is a schoolbag.
• What is this? It is a book/crayons/pencil/scissors.
Recycled language:
• Classroom.
WARM UP:
Invite SS to a special place in the classroom. You
can say phrases such as “Welcome students, come on
in,” etc. Show SS a schoolbag and put some objects
inside (book, crayons, pencil, and scissors) for them
to discover. Ask some volunteers to take an object and
present the new words.
Activity 3: Listen, sing and colour. P. 17
Tell SS to listen to the “School objects” song. When
it finishes, ask SS if they recognised any of the school
objects in the song.
Example:
Let's see.
 TEACHER’S BOOK

The song says schoolbag: “Oh, look, this is a Answer key:

schoolbag.” Show the picture from the activity or Schoolbag: 1
show a real object and add: “Look, what is this? It is a Books: 3
schoolbag.” Crayons: 5
The song says pencil case: “Oh, look, what is this? Pencils: 4
It is a pencil case.” Show the picture from the activity Scissors: 2
or show a real object and add: “Look, what is this? It
is a pencil case” and go on with the rest of the school EXTRA ACTIVITY:
objects. Then, tell SS to colour the school objects with School objects ‘puzzle.' Experiential activity
chalks, crayons, markers, and others. A possibility here Objectives: The students will reinforce:
is to play the “School object” song again while SS do • Numbers and school objects.
the activity just to reinforce school objects names. Materials:
• White cards.
Chapter 2: Track 10. Page 17. Activity 3: Listen, sing • Crayons.
and colour. Development:
Bring the “Number puzzle” and hand it out to
School objects
each student.
What is this? What is this?
Invite SS to listen carefully and draw school
Tell me please, tell me please!
objects based on the number you are going to
It's a school bag, it's a school bag.
say.
Can you see? Can you see?
Some examples:
What is this? What is this?
“Draw a pencil case in piece number 3.”
Tell me please, tell me please!
“Draw crayons in piece number 2.”
It's a pencil, it's a pencil.
When SS finish doing all the drawings in the 5
Can you see? Can you see? different pieces, invite them to play with those
What is this? What is this? puzzles in a collaborative way.
Tell me please, tell me please!
It's a crayon, it's a crayon.
Can you see? Can you see?
What are these? What are these?
Tell me please, tell me please!
They're scissors, they're scissors.
Can you see? Can you see?

Activity 4: Look and circle. Then draw. P. 17

HOW MANY…?
SS look carefully at the schoolbag. Ask them to
listen to some questions. This activity is to reinforce
the numbers they know from the previous chapter.
• How many schoolbags do you see? One (1)
• How many books do you see in the schoolbag? Ending the lesson:
Three (3) Before saying goodbye, ask SS to say some of the
• How many crayons do you see in the schoolbag? words they have learnt during that class. When SS
Five (5) mention the words, congratulate them by using praising
words, such as: Well done, good, very good, right!
• How many pencils do you see in the schoolbag?
Four (4)
• How many scissors do you see in the schoolbag?
Two (2) LESSON 3: Language development! P. 18

When they get the answers, they circle them and

Objectives:
they write numbers (from 1 to 5) in the white boxes, At the end of this lesson, students will be able to:
according to the amount of each school object. • Identify colours.
JUST IMAGINE

• Review school objects. red, yellow blue and green

red, yellow, blue and green.
Target language:
• Yellow/Red/Blue/Green.
WORKBOOK:
Recycled language:
Activity 2: Look, draw and colour. P. 72
• Classroom and school objects. Invite SS to open their books at page 72 and show
WARM UP: this page to them so they can find the activity more
Greet SS and show them three coloured circles easily. First, use a deductive way and ask SS what
with the idea of refreshing primary colours. Try to get they think they are going to do in this activity. Show
answers like: RED, YELLOW, BLUE and GREEN. appreciation for each answer they give.
Invite SS to draw school objects from the classroom
Activity 5: Listen and sing. Then say and colour. P. 18 and to colour them with the primary colours.
Play the “School objects” song they learnt the
previous class and talk about the school objects they Answer key:
can remember. Invite SS to discover what is happening Answers will vary.
on page 18.
A possible answer is: The schoolbag and school
EXTRA ACTIVITY:
objects are in black and white. We (SS) have to paint Find and say aloud
them with colours.
Game: “Simon says” changed to a student's
Tell SS to listen and sing the “Colours” song. When name from the classroom.
it finishes, ask and add these questions pointing to the Objectives: The students will reinforce:
activity: • The colours: yellow/red/blue/green.
“What colour is this? What colour is the schoolbag? • Finding colours in the classroom objects.
It is red.” • Saying them aloud.
“What colour is this? What colour are the scissors? Materials:
They are yellow.” • Classroom objects.
“What colour is this? What colour is the crayon? • Students' clothes.
It is blue.” Development:
“What colour is this? What colour is the pencil? Use colours SS have near them and play with
It is blue.” them. In other words, use real colours from the
classroom or from SS (it could be from their
Go on with the rest of the objects. Then, invite SS to clothes). Use the introduction known as “Simon
colour the schoolbag and the school objects, too. says” but changing this name to one of your
students' and play the game using that name
Add commands such as:
from then on.
“Let's colour the schoolbag.”
Example:
“Let's colour the school objects all together.”
Choose Victor and say: “Victor says: Schoolbag.”
“Let's colour with RED/YELLOW/BLUE/GREEN.”
Then, add: “What colour is the schoolbag?”
SS answer: “Blue.”
Answer key:
Schoolbag: red.
Book: yellow. Ending the lesson:
Pencil case: red.
Crayon and Pencil: blue. SS greet each other and then they make a wave
Scissors: yellow. using their hands and their heads, and they pronounce
different colours. For example: red, yellow, blue – blue,
Chapter 2: Track 11. Page 18. Activity 5: Listen and
yellow, red. Repeat this as many times as you want.
sing. Then say and colour.
Colours!
I see colours everywhere.
I see colours here and there.
Red, red, blue, blue,
yellow, yellow, green, green,

LESSON 4: Language development! P. 19
Objectives:
At the end of this lesson, students will be able to:
• Identify prepositions of place: in/on.
• Review school objects.
Target language:
• Where is the schoolbag? On the table.
• Where is the book? In the schoolbag.
• The schoolbag is ON the table.
• The book/scissors/pencil case/crayons is/are IN
the schoolbag.
• What colour is this? It is red/blue/yellow/green.
Recycled language:
• Schoolbag, book, crayons, pencil, scissors, table,
chair.
WARM UP:
Invite SS to a special place in the classroom. Use
phrases such as “Welcome students, come on in,” etc.
Bring realia to class to explain the new prepositions
and to review school objects. Show SS a pencil case
and elicit the name. Then, show a pencil and put it
inside the pencil case. Explain the preposition “in”
and say: “The pencil is IN the pencil case.” Then, put it
“above”/outside the pencil case and say: “The pencil
is ON the pencil case.” Repeat the same procedure
with different objects.
Activity 6: Listen and stick. P. 19
Work in groups no matter the number of SS. The
idea is to invite SS to look carefully at the picture and
explain the meaning of IN/ON.
Say: “Let's open our books at page 19” (and show it
to them as a guide)
This way, start using the school objects and add the
preposition IN and ON.
Eg. “Oh… The book is ON the table. Look! Where is
the book? ON the table.”
Eg. “Oh… Look! There is a pencil case, too. Where is
the pencil case? ON the table.”
To reinforce this new concept, say: “The book is ON
the table. The pencil case is ON the table.”
Now, for the use of IN, go back to page 18, and show
the difference between ON and IN, using the examples
of the crayons and scissors.
“Look at the schoolbag. It is ON the table.
But look at the crayon. It is IN the schoolbag.
TEACHER’S BOOK
Look at the scissors. They are IN the schoolbag, too.”
Move from page 18 to 19, showing the differences
between IN and ON. Now, when SS finish the activity,
ask them to guess which objects are missing. Ask SS to
go to the stickers section (page 113). If they need help
with the stickers, please be available to help them.
Explain that they will listen to a few sentences and
they have to stick the pictures according to what they
hear.
Answer key:
The school bag is on the chair.
The red crayon is in the pencil case.
The blue crayon is on the desk.
The scissors are in the pencil case.
Chapter 2: Track 12. Page 19. Activity 6: Listen and
stick.
Number 1: The school bag is on the chair.
Number 2: The red crayon is in the pencil case.
Number 3: The blue crayon is on the desk.
Number 4: The scissors are in the pencil case.
WORKBOOK:
Activity 3: Listen to the teacher and match. P. 73
Say: “The pencil is IN the schoolbag.
The book is ON the table.
The pair of scissors are ON the table.
The crayons are ON the floor.”
SS listen to the sentences above, repeat them
aloud and complete the activity by drawing the school
objects in the correct places. If you say: “The book is
ON the table” SS will have to draw a book on the table.
Answer key:
JUST IMAGINE

Ending the lesson: Stand up--Sit down.

Remind SS that it is good to work together. Greet Stay away from your lunch box--Let's have lunch.
them with a smile. Open your eyes--Close your eyes.
Close your book--Open your book.
Don't speak--Speak.

LESSON 5: Language development! P. 20 Answer key:

Objectives:
At the end of this lesson, students will be able to:
• Learn commands.

Target language:
• Let's sing.
• Let's pray.
• Open the book.
• Let's eat.

Recycled language:
• School objects.

LET'S DO IT!
EXTRA ACTIVITY:
WARM UP: Let's mime!
Invite SS to a special place in the classroom. Use Objectives: The students will reinforce:
commands such as: “Let's enter/Sit down.” You may Commands.
also play a game introducing these new commands Materials:
Pictures, in case you need them.
(like Simon says.)
Development:
Activity 7: Look, say and match. P. 20 Use your body and voice to do the activity.
Some examples:
Tell SS to open their books at page 20 and find the Sit down.
activity together. Stand up.
SS pay attention, repeat and mime. Open your book.
Examples: Close your book.
Let´s pray (Mime this with your hands, putting them Let's eat/Take out your lunch.
Invite SS to listen carefully to what you are
together and if you have the chance, pray.)
going to say and ask them to copy. Repeat this
SS' possible answer is that they mime as if they are activity as many times as SS need in order to
going to say a prayer. reinforce commands.
More examples:
“Sit down.
Stand up.
Ending the lesson:
Open your book.
Close your book. Just choose some commands and go over them.
Let's eat/Take out your lunch.
Speak, Laura!/Don't speak, Laura!”
Once you finish this miming activity, invite SS LESSON 6: Content language! P. 21
to do the matching game in which they have to find
the opposites of the different actions they have just Objectives:
learnt. For example: “Sit down” (the opposite being At the end of this lesson, students will be able to:
“Stand up.”) • Identify the colours from nature.
From left to right: • Count from 1 to 5.

Target language:
• Colours: yellow/red/blue/green.
• Recycled language:
• Playground, school entrance, and classroom.
• Numbers: one, two, three, four, five.
WARM UP:
Invite SS to follow you to the playground. While
they are walking, sing the “Colours” song.
Activity 8: Look, find, and colour. P. 21
Try to do this activity outside the classroom
(playground, backyard, front yard, or a small corner,
but it is important that you do it outside.)
Tell SS that they have to find and collect leaves,
little sticks and flower petals they see around. Then,
show how to make an outline from a leaf. See the
example of the kid doing it and make SS copy him.
(Bring realia, too, but if SS can find, collect, and do
this activity by themselves, it will be an unforgettable
experience.)
Review colours and use the nature around you to do
this activity.
Ask SS to count to 5 using their fingers. This is also
a good activity to integrate with art.
You are working with a VAK activity (Visual, Auditory
and Kinaesthetic way of learning vocabulary) and, for
them, it is an awesome way of learning.
PROJECT 2:
SORT THE SCHOOL OBJECTS!
Objectives:
• To help SS develop fine motor skills.
• To help SS refresh vocabulary related to school
objects.
Materials:
• Scissors.
• Glue.
Invite SS to work in a collaborative way. Explain the
activity. Hand out scissors for all SS and tell them to
cut the squares that have different school objects and
glue them in the corresponding coloured papers.
When they finish, choose one of the songs you have
practised with them and sing along.
Activity 1: Sort and enjoy.
TEACHER’S BOOK
Steps:
1. Place an assortment of red, yellow, blue and green
school object pictures on the floor or on the table.
2. Place a sheet of red, blue, yellow and green
construction paper on the floor or on the tables.
3. Have SS sort the school object pictures according
to their colours on different sheets of construction
paper.
4. Have SS share the activity with the rest of the
group.
Ending the lesson:
Say goodbye to SS and repeat the “School song.”
LESSON 7: Bible Story! “The garden of
Eden!” P. 22
Objectives:
At the end of this lesson, students will be able to:
• Give thanks for everything they can see.
Target language:
• Thanks, God, for everything I can see.
Recycled language:
• I am a boy/girl.
• Colours.
THE GARDEN OF EDEN!
WARM UP:
Invite SS to a special place decorated for this
activity and ask them to carefully listen to the story
“The garden of Eden.”
Open the scene and try to help them use their
imagination for the following activity.
Story:
God created the whole world and called it the
Garden of Eden. He made all kinds of trees, bushes,
flowers, fruits, vegetables and animals from the sea,
the ground, and the sky.
One day, He made Adam (a man) and Eve (a woman)
and they lived happily together.
It was a wonderful garden.
Activity 9: Look, say and colour. P. 22
Tell the story and finish it by emphasising the
importance of being thankful for everything we have
JUST IMAGINE
around us and everything we can see.
Invite SS to guess which parts of the drawing are
in black and white and tell SS to colour them till the
picture is complete.
Then all together say the colours they have used to
complete the black and white pictures.
Example:
The sun is yellow.
The flowers are blue/red/yellow.
The grass/field is green.
EXTRA ACTIVITY:
Ask SS to follow you to the playground and ask
them to identify all the colours they can see.
VALUE: Being thankful!
Chat with students about the importance of being
thankful for the things around them. Be thankful for
the nature, for colours.
Ending the lesson:
Finish the class with a short prayer giving thanks for
the things you can see around you.
LESSON 8: Review! P. 23
Objective:
At the end of this lesson, students will have:
• Practised, reviewed and reinforced all the
language seen in this chapter.
Target language:
• I am at school/I am in the classroom/I am in the
playground.
• What is this? It is a school bag.
• Where is the book? On the table/Where is the
crayon? In the pencil case.
• What colour is this? It is red.
• How many books are there? Two.
• Sit down. Listen. Let´s pray. Open your schoolbag/
Open the pencil case, etc.
SCHOOL OBJECTS!
WARM UP:
Invite SS to a special place in the classroom. Use
phrases such as “Welcome students, come on in,” etc.
Activity 10: Look, cut and glue. P. 23
Hand out the books and ask SS to open them at
page 23. Show them the page so they use it as a guide.
Ask SS to look at the pictures of the schoolbag and
the pencil case and ask them what happened to them.
A possible answer is: “The schoolbag and pencil
case are empty.”
So, invite SS to go to the cut outs section, page 101,
and cut the pictures for this activity and glue them in
the right places. Some of them go in the schoolbag and
others go in the pencil case.
Decide together, work together, and help each other.
WORKBOOK:
Activity 4: Look, find and circle. Then say. P. 74
Tell SS to open their books at page 74 (show SS the
page as a guide) and say: “Let's talk about this page.
What can you see?”
Allow SS to say what they see and invite them to
listen to the sentences you are going to say. When they
find the different things that are mentioned, tell them
to circle them.
“Sol and Santiago are in the playground.
The books are ON the toys table.
The schoolbag is ON the rug.
The pencil is ON the table.
A pair of scissors is ON the table, too.
A red crayon is IN the pencilcase.
Answer key:
Ending the lesson:
Greet SS happily and review something you liked
from this previous activity.
 TEACHER’S BOOK

Picture 2:
WORKSHEET 2: Sol says: “Let's sit on the grass. I'm tired.” The grass
WHAT IS IN THE SCHOOL BAG? is green.

Activity: Look and match. Then trace. Picture 3:

Ask SS to match the objects that go in the Sol says: “Look! I've got new school objects.”
schoolbag. Then, tell SS to trace the words. Finish the Santiago says: “What have you got in your pencil
activity with some songs from this chapter. case?”

Answer key: Picture 4:

Sol opens the pencil case and says: “I've got
scissors, a pencil and… crayons.
Santiago asks: “How many crayons have you got?”
Sol says: “I've got four! Let's count them: one, two,
three, four!”
Santiago asks: “What colour are your crayons?”
Sol says: “I've got a red crayon, a blue crayon, a
green crayon and a yellow crayon!”

Picture 5:
Santiago asks: “Where is your pencil, Sol?”
Sol answers: “It's… in the pencil case!

Picture 6:
Santiago says: “Well, Sol, I've got two sandwiches in
the basket.”
STORYTELLING: Sol says: “Mmmm. Let's eat the sandwiches!”
Santiago says: “Good idea! Let's pray first!”
Use the storytelling cards available on line:
Sol prays: “Dear Jesus, thank you for the sandwiches.
“Storytelling cards Chapter 2”. In Jesus' name, Amen.”
Story: A colourful picnic day!

Picture 1:
Sol and Santiago are in the backyard. Santiago says:
“I'm happy today! It's a nice day for a picnic.”

CHAPTER 3: ME AND MY FAMILY!

Functions: Language: Vocabulary: Content
• Identifying family • Who is this? She • Family members: mum Language:
members. is my mum/sister/ (mother), dad (father), • Family tree.
CHAPTER 3: • Identifying rooms of grandma. He is sister, brother, baby, • Bible story:
the house. my dad/brother/ grandpa, grandma. Moses' family!
ME AND • Describing location. grandpa. • Rooms: kitchen, living • Project:
MY • Identifying furniture.
• Describing furniture.
• Where is your
mum/dad? In the
room, bedroom, bathroom.
• Furniture: sofa, mirror,
Handprint
family portrait!
FAMILY! • Recycling: Counting bedroom. bed/s, fridge, chair/s, • Value:
PAGE 24 from 1 to 5. • What colour is table. Enjoying your
the sofa? It's red. • Recycling: Colours: red, family!
• How many chairs blue, yellow, green.
are there? Four. Numbers: 1-5.
JUST IMAGINE

Aims: people having lunch.

At the end of this chapter, students will be able to: Tell SS to circle the names you say: “mother,
• Identify family members. father, etc.” and ask SS to look at the picture one
more time. Then, ask them to listen and sing.
• Identify rooms of the house.
• Describe location. Chapter 3: Track 13. Page 24. Activity 1: Look and
• Identify and describe furniture. circle. Then listen and sing.
• Count from 1 to 5. A family is a family!
A family is a family.
Target language: Father or mother and me.
• Who is this? She is my Mum/my sister. He is my A family is a family.
Brother or sister and me.
Dad/my brother.
A family is a family.
• Where is your Mum/Dad? In the kitchen/In the Grandpa or grandma and me.
bathroom/In the living room. A family is a family.
We are a happy family.

LESSON 1: Chapter overview! P. 24 Extra activity:

Objectives:
At the end of this lesson, students will be able to:
• Identify family members.
Target language:
• Who is this? She is my Mum/sister/grandmother.
He is my Dad/brother/baby/grandfather.
WARM UP:
Greet SS and introduce the new vocabulary using
the “Family members” flashcards. You can also bring
some photos of your own family and display them on
the board.
VOCABULARY 1
Interactive vocabulary page. Aceseducacion.com
If you have the opportunity, ask your SS to go to
the computer lab. If not, you may use a laptop in the
classroom.
Use the interactive vocabulary page to introduce
the vocabulary and to practise pronunciation.
Activity 1: Look and circle. Then listen and sing. P. 24
Introduce Santiago's family (father, mother,
grandmother, grandfather, sister, brother and baby)
and provide context: “Santiago's family is spending
some time together.” Then, explore the scene and
go over the members of the family as many times
as necessary. Also, encourage students to work in a
collaborative way, and allow SS to guess who are the
Play with apples (Picture as a guide)
Objectives: The students will reinforce:
• Vocabulary about family members.
• The building up of a nice family tree.
Materials:
• Red and green papers.
• Students' pictures.
• Scissors and glue.
Development:
Prepare notes for the parents of your SS to ask
for the materials they will need.
SS bring pictures of their families and build a
big apple tree together.
Steps:
1. Hand out the apples to all SS (one per
student).
2. Ask them to stick their own family pictures
(the ones they brought to class) on the red
apples.
3. Hand out green papers and ask SS to cut
circles simulating green leaves.
4. Stick them at the top of the apples and
finish the activity hanging the apples on
the wall section.
Ending the lesson:
Have SS sing the “Family song” and say goodbye.
LESSON 2: Language development! P. 25
Objectives:
At the end of this lesson, students will be able to:
• Review family members.
• Identify family members.

Target language:
• Who is this?
• She is my Mum. She is my sister.
• He is my Dad. He is my brother.
• He is my grandfather and she is my grandmother.
Recycled language:
• Sol (Santiago's friend) and Cinnamon (Santiago's
pet)
WARM UP:
SS are invited to a special place in the classroom.
Bring a glass of water and sprinkle little drops on SS'
hands so that they can feel the droplets. If it is raining,
use this as a valuable opportunity. Ask SS to feel the
raindrops.
Activity 2: Listen and sing. Then stick. P. 25
Start inviting SS to listen to the “Family song” and
sing it with them.
Tell SS to go to page 24 and ask SS the vocabulary
about family members that they learnt before.
The purpose of this activity is to check what they
remember. Then tell them to go to page 25 and explain
that all of sudden, it started to rain and Santiago's
family had to go back to the house. Start to sing the
“Rain” song. Stand up and walk to another part of the
classroom because of the “rain.” Ask SS to follow you
and imitate you. Bring a bottle of water and sprinkle
little drops on SS' hands.
When you have already done this, invite SS to move
to the stickers' section, page 113-115, and find the
correct stickers for this activity. Ask them to stick them
on the white figures to complete the drawing. While
SS are doing this, play the “Family” and “Rain” songs
again to reinforce vocabulary.
Chapter 3: Track 14. Page 25. Activity 2: Listen and
sing. Then stick.
Rain!
Listen! Tip tip tip tip.
Listen! Tipi tipi tipi tipi tipi
Are the little rain drops
Are the little rain drops
Tip tip tip tip tip
Tipi tipi tipi tipi tipi tipi.
Into the house we'll go!
WORKBOOK:
ACTIVITY 1: Draw, colour and say. P. 75
MY FAMILY TREE!
TEACHER’S BOOK
Tell SS to listen to the “Family” song and while SS
are listening to it, ask them to draw their own families
inside the white fruits.
Guide them to start the activity by themselves.
(Don't worry about the position inside the fruits; just
allow them to draw their family members inside the
fruits they choose.)
Answer key:
A student draws himself in the fruit that is at the
bottom.
This student draws his baby brother on the right, at
the top.
Another student draws his baby brother on the left, in
the middle.
Different alternatives are possible.
EXTRA ACTIVITY: Rain experiential activity!
Objectives: The students will reinforce:
• Vocabulary from the “Rain” song.
• The relationship between the weather and
family members from this part of the story.
Materials:
• Noodles.
• Sand.
• A plastic bottle.
Development:
Prepare family notes to ask for the materials
each student will need.
SS bring them and build together the “rain
bottle.”
Ask SS to follow you and build it together as
you do the “rain bottle.”
Steps:
1. Open the plastic bottle.
2. Fill it with a little sand and some noodles.
3. Close it tightly (help them if necessary).
4. Move it from one side to the other
producing the “rain sound”.
Ending the lesson:
JUST IMAGINE
Before SS leave, ask who remembers some family
members' names and invite them to say them aloud.
LESSON 3: Language development! P. 26
Objectives:
At the end of this lesson, students will be able to:
• Review family members.
• Introduce the rooms of the house.
Target language:
• Where is Santiago's grandfather/grandmother/
mother?
• In the living room.
• In the kitchen.
Recycled language:
• Grandfather/grandmother/mother.
• Prepositions IN/ON.
• Numbers 1-5.
WARM UP:
Invite SS to a special place in the classroom.
Prepare a house entrance with papers or newspapers.
Use simple questions to introduce the new vocabulary.
Prepare different objects that SS can find in each part
of the house. Ask SS in which room they can find these.
For example, a knife and a fork (kitchen).
Activity 3: Identify, draw and colour. P. 26
Introduce the activity by singing the “House” song.
Invite SS to explore the scene and ask SS the
following:
“Where is Santiago's grandfather? Let's see. Look! He
is IN the living room. He is ON the sofa.
Where is Santiago's grandmother? She is IN the
living room. She is near the sofa.
Where is Santiago's mother? Look! She is IN the
kitchen. She is next to the chair.”
Then invite SS to draw their faces and colour
them. Also, encourage SS to count how many family
members there are in the house scene. (Review
numbers 1 to 5.)
LESSON 4: Language development! P. 27
Objectives:
At the end of this lesson, students will be able to:
• Review family members.
• Introduce the rooms of the house.
Target language:
• Where is Santiago's grandfather/grandmother/
mother?
• In the bedroom.
• In the bathroom.
Recycled language:
• Grandfather/grandmother/mother.
• Prepositions IN/ON.
• Numbers 1-5.
WARM UP:
Invite SS to a special place in the classroom. Use
the same paper house that you have shown your SS in
the previous class so that they can review the parts of
the house and you can introduce the new vocabulary.
Ask SS which room they can see.
Activity 4: Identify, draw and colour. P. 27
Ask SS to follow the activity on this page. Ask:
“Where is Santiago's sister? Let's see. Look! She is IN
the bathroom, looking at the mirror.”
“Where is Santiago's father? And where is
Santiago's brother? Let's see. Look! He is IN the
bedroom. He is ON the bed.”
“Oh! And Santiago's brother is IN the bedroom,
too.”
Count to 5 or more if it is necessary, using the
objects/persons from the picture. Then colour them.
Ending the lesson:
Sing one of the songs presented in this chapter and
say goodbye.
WORKBOOK:
ACTIVITY 2: Imagine and draw. P. 76
IMAGINE MY HOUSE!
Invite SS to open their books at page 76 and show
them the activity so they can use it as a guide.
Ask SS to tell you what their house looks like.

Encourage them to use the vocabulary they have
learnt. Tell SS to think about their houses and draw
them (including the parts of the house they can
identify after the previous activity.)
Give examples from your house so they have an
idea of what to say:
I have a bedroom. (Draw it on the whiteboard so
they can see.)
I have a kitchen. (Draw it near the bedroom so they
see another option of how and where they can draw it.)
Your drawings must be simple and clear.
Answer key:
They draw different parts of the house.
LESSON 5: Language development! P. 27
Objectives:
At the end of this lesson, students will be able to:
• Learn about furniture.
Target language:
• Furniture: sofa, mirror, bed/s, fridge, chair/s.
• How many chairs are there? Four.
• What colour is the sofa?
• It is red.
Recycled language:
• Parts of the house.
SPOT THE DIFFERENCES!
WARM UP:
Invite SS to sit down and show them realia related
to house furniture (the specific vocabulary of this
activity.) For example: a chair, a pillow, a carpet, etc.
Activity 5: Find and circle the differences. Then
count. P. 28
Ask SS which of the objects they have learnt appear
in the pictures. For example, ask: “Can you see a
pillow/chair? Look at the second picture, the one that
is at the bottom of the page” and point to these objects
while you say this.
“Look at the dining room! There is a table. One
table. A fire place/sideboard/etc. and there are chairs.
Let's count them (1 to 4)/books/windows.”
“Look at the living room! There is a table. There is a
television/a lamp. There are sofas. Count them.”
TEACHER’S BOOK
“Look at the kitchen! There is a fridge (count it)/a
cooker/a dishwasher/a dish rack.”
“Look at the bedroom! There is a bed (count it)/a
pillow/a painting/a bedside table.”
This activity is long and it might be a little dense
with all the new concepts they have to relate, so be
flexible and use all the time you need to make the
most of this activity.
Then, invite SS to spot the differences between the
two pictures and circle them. Allow them to count the
differences they have found.
WORKBOOK:
ACTIVITY 3: Look and match. Then say. P. 77
WHERE IS IT?
Invite SS to go to page 77. Review the vocabulary
that is presented through the pictures at the bottom
and mention the objects one by one, repeating them
aloud.
SS have to look at them carefully. They have to find
them and match them to the part of the house they
belong to.
Answer key:
The fridge matches with the kitchen.
The bed matches with the bedroom.
The chairs match with the kitchen.
The sofa matches with the living room.
The mirror matches with the bathroom.
Ending the lesson:
Review the new vocabulary and say goodbye.
LESSON 6: Content language! P. 28
Objectives:
At the end of this lesson, students will be able to:
• Talk about their family members.
Target language:
• Grandfather, grandmother, father, mother, brother,
sister, baby. (Others if you want to.)
Recycled language:
• Numbers 1-5.
JUST IMAGINE

MY FAMILY! Development:
1. Invite students' families to work in this open-class
WARM UP: activity.
Invite SS to a special place in the classroom. Use 2. Ask everybody to stamp handprints on the white
phrases such as “Welcome SS, come on in,” etc. Add the paper building a family portrait.
invitation to stand up and start with the “Family” song. 3. Then, write names below the handprints, such as:
Ana (mother), Pedro (grandfather.)
Activity 6: Draw, show and say. P. 29 4. Share the handprint family poster with your class.
This is an open experiential activity with the family.
Prepare and send all the previous notes inviting SS'
relatives and family to do it. For this activity, SS have
EXTRA ACTIVITY:
to draw their family members on their fingerprints Families come in all shapes and sizes!
and show and talk about them with the rest of their
The students will reinforce:
classmates. • Vocabulary related to family members.
Example: She is my mother/This is my mother Materials:
(showing to classmates, relatives and friends in • Bubble wrap.
general) • Scotch tape.
It can be done student by student or you can just Development:
pick a few SS, depending on the time you have. Ask SS 1. Invite SS to take off their shoes and socks
to complete the activity. and play in groups.
2. SS have to pass through the bubble wrap
barefoot and mention family members
PROJECT 3: while they walk.
3. The idea is for them to see how nice it feels
HANDPRINT FAMILY PORTRAIT! to go through that experience and to help
them link this experience to their families.
Objectives:
• To help SS develop fine motor skills.
Ending the lesson:
• To help SS practise the vocabulary related to
Sing the “Family” song and greet each other.
family members.
• To help SS share some time with their families and LESSON 7: Bible Story! “Moses' family” P. 30
make them known to their classmates.
Objectives:
Materials: At the end of this lesson, students will be able to:
• White paper. • Be familiar with a story from the Bible.
• Watercolours. • Identify characters from a story.
• Brushes.
Target language:
Steps: • Moses' mother, brother, Moses as a baby, etc.
1. Invite your family to class.
2. Along with your family, Recycled language:
stamp handprints on the • I am a boy/I am a girl.
white paper, building a family
portrait. MOSES' FAMILY!
3. Then, write names below
the handprints. WARM UP:
4. Share the handprint family Invite SS to a special place decorated with
poster with your class. something related to Moses' story and start this
special moment by saying: “It's story time.” Show
some objects related to the story: a baby, a basket, etc.
Ask SS if they know what the story is about. Give them
time to remember the story.

Story:
A long time ago, a baby called Moses was put in a
basket and left in the river. Moses' mother left the river
with a heavy heart.
Pharaoh's daughter found the basket with Moses
inside and she took care of him for many years. Then,
Moses grew up as an Egyptian prince but he never
forgot he was a Hebrew. He was happy in the palace.
Activity 7: Make a collage. P. 30
Tell the story and finish it emphasising the
importance of spending quality time with family.
Invite SS to cut little small coloured papers to make
a collage covering Moses' family tree branches.
Ask SS to give examples of how they can spend
quality time with their families.
VALUE: Spending time together!
This value is closely related to the previous ones.
Ending the lesson:
Finish the activity by sharing the collages SS
have done.
LESSON 8: Review! P. 31
Objective:
At the end of this lesson, students will have:
• Practised, reviewed and reinforced all the
language seen in this chapter.
Target language:
• Who is this? She is my mum/sister/grandmother.
• He is my dad/brother/grandfather.
• Where is your mother/father/grandfather/
grandmother/brother/sister?
• In the kitchen/In the bathroom/In the living room.
• Furniture: sofa, table, sideboard, television,
mirror, bed/s, fridge, chair/s.
• How many chairs are there? Four.
• What colour is the sofa?
• It is red.
MY HOUSE!
WARM UP:
Greet SS and invite them to focus on the picture you
are going to show.
TEACHER’S BOOK
Activity 8: Listen, point and sing. Then colour. P. 31
Invite SS to listen carefully to the following parts of
the house. Say them twice and ask them to point.
“There is a bathroom” (most SS recognise the
picture of a bathroom)
“There is a living room” (most SS recognise the
picture of a living room)
“There is a bedroom” (most SS recognise the
picture of a bedroom)
“There is a kitchen” (most SS recognise the
kitchen)
Then, invite them to listen to the song “This is my
house.” Repeat the parts of the house you have just
gone over in the previous activity. SS sing the song and
colour the drawings.
Chapter 3: Track 15. Page 31. Activity 8: Listen, point
and sing. Then colour.
This is my house!
It starts with any word,
it finishes with room, room, room…
It is a house, THIS IS MY HOUSE.
There are different rooms, rooms, rooms.
There is a bathroom.
There is a living room.
There is a bedroom,
and a kitchen too
There is a bathroom.
There is a living room.
There is a bedroom,
and a kitchen too.
There are different rooms, rooms, rooms.
It is a house, THIS IS MY HOUSE.
WORKBOOK:
Activity 4: Follow the path and say. P. 78
WHERE ARE THEY?
Explain the activity in a few steps:
First, invite them to open their books at page 78.
Second, explore the pictures. Each picture is about
a room of the house and the furniture they have learnt
in previous activities.
Third, invite SS to listen carefully to the sentences
you are going to say.
Some examples:
“Santiago and his grandfather are in the living room.
JUST IMAGINE
Santiago's brother is in the bathroom.”
Fourth, repeat the sentences again. While you are
mentioning them, ask SS to point to them.
Fifth, sing with your SS the songs from this
chapter (“Family” song, “House rooms,” etc.)
Answer key:
Santiago and his grandfather are in the living room.
Santiago's brother is in the bathroom.
Santiago's father and mother are in the bedroom.
Santiago's sister and grandmother are in the kitchen.
EXTRA ACTIVITY:
Building a house together!
Picture as a guide:
Objectives: The students will reinforce:
• The importance of spending time with their
families by building a part of the house they
have learnt in this chapter.
Materials:
• Cardboard.
• Colours.
• Scissors.
• Glue.
Development:
Bring pieces of cardboard in order to build
with your SS the part of the house you choose.
Work in a collaborative way, with SS fixing and
sticking the pieces to build the house. Review
vocabulary.
GRANDMA
MUM
SISTER
Ending the lesson:
Sing a song.
WORKSHEET 3:
MY FAMILY TREE!
Activity: Cut and glue. Then say. P. 3
Ask SS to cut the pictures of the family members
and glue them in the correct place. Help SS associate
words and pictures. Then ask SS to point to each
picture and name the family member they see.
Reinforce the value: “Spend time together!”
(Remember that each activity from the chapter is
related to the rest of the book)
GAME 1:
Interactive game: My flashcards!
This game has been designed to help students
practise, reinforce and classify vocabulary related to
school objects, colours, actions (or commands), and
food. It will be beneficial for students to play the game
at the end of chapter 1, 2 and 3.
SS have to click on the different flaschards and
drag them to the correct box. Each box represents a
different category (actions, colours, school objects,
and food) and they have to see which drawing fits
best in each box. Whenever they make a mistake, the
flashcard will automatically return to the maze and
they will have to try again until they place it in the
correct box.
GRANDPA
DAD
BROTHER
ME
 TEACHER’S BOOK

CHAPTER 4: ME AND MY HEALTHY BODY!

Functions: Language: Vocabulary: Content
• Identifying fruits, • What is this? This • Fruits and vegetables: Language:
vegetables, drinks is an apple. apple/s, banana/s, • Healthy stuff
and some foods. • What are these? pear/s, orange/s, grapes, for my body.
CHAPTER 4: • Expressing likes and These are carrots. pineapple/s, tomato/es, • Bible story:
ME dislikes. • I like pears. I carrot/s, potato/es. The five loaves
• Ordering food. don't like apples. • Drinks: water, milk, juice. of bread and
AND MY • Counting from 1 to • Do you like red • Food: sandwich, fish, the two fish!
HEALTHY 10. apples? Yes, I do./ salad, bread. • Project: My
No, I don't. • Colours: orange, violet/ healthy body!
BODY! • I want a purple. • Value: Taking
PAGE 32 sandwich. • Numbers: 1-10. care of my
• How many • Recycling: Colours: red, body!
carrots are there? blue, yellow and green.
Seven.

Aims: WARM UP:

At the end of this chapter, students will be able to: Invite SS to sit near a special table with real fruits,
• Identify fruits, vegetables, and some drinks. vegetables and water. Dedicate a short time to talk
about these.
• Express likes and dislikes.
• Count from 5 to 10. Activity 1: Listen, sing and circle. Then stick. P. 32
Introduce the topic of fruit and vegetables inviting
Target language:
SS to smell different fruits and vegetables. (Artificial
• What is this? ones are another option.)
• This is an apple. When SS are taking turns to smell them, start
• What are these? introducing the vocabulary. For example, say:
• These are carrots. “Look, this is an apple. Ana, come and smell it!”
(Use commands)
• Do you like yellow bananas/red apples? Yes, I do.
“Look, this in an orange. Roberto, come and smell
• Do you like milk? Yes, I do/No, I don't. it.” (Use commands)
• How many carrots are there? Seven. Use these options above and repeat them with all
the fruits and vegetables you brought to class.
After that, play the song about fruit and vegetables,
listen to it and sing along.
LESSON 1: Chapter overview! P. 32
Pause it every now and then when the different
Objectives: fruits and vegetables are mentioned and show the real
fruits and vegetables to SS when these are mentioned.
At the end of this lesson, students will be able to:
The idea is to link the realia to the names that appear
• Identify fruits, vegetables and some drinks. in the song.
Target language: Play the song again and ask SS to circle the
different fruits and vegetables that are mentioned
• What is this? in the song. Then, tell SS to go to the sticker section,
• This is an apple. page 115, and put the stickers in the correct place in
• What are these? order to complete the activity.
• These are carrots.
JUST IMAGINE
Chapter 4: Track 16. Page 32: Me and my healthy
body! Activity 1: Listen, sing and circle. Then stick.
Healthy fruits!
Eat some fruit, fruit, fruit.
It's good for you, you, you!
Bananas, apples and grapes.
Pineapples and oranges are great!
Eat some fruit, fruit, fruit.
It's good for you, you, you.
EXTRA ACTIVITY: Drinking orange juice
Objectives: The students will reinforce:
• Vocabulary about fruit.
• The action of tasting real fruit.
Materials:
• Real oranges.
• A wooden table.
• A plastic knife.
• An orange juicer.
• Plastic glasses.
Development:
With the help of the teacher, SS squeeze and
prepare the orange juice. Then, they taste it.
Emphasise the importance of drinking healthy
juice.
Ending the lesson:
Close the activity by singing one of the new songs.
LESSON 2: Language development! P. 33
Objectives:
At the end of this lesson, students will be able to:
• Understand “like and don´t like.”
• Review the names of colours.
Target language:
• Do you like yellow bananas/red apples? Yes, I do.
• Do you like milk? Yes, I do/No, I don't.
Recycled language:
• Colours: red/yellow/blue/green.
I LIKE… I DON'T LIKE…
WARM UP:
Invite SS to take turns and pick different fruits
and vegetables from a basket you brought to class.
Add happy and sad faces to accompany the sentences
“I like” or “I don't like…” when you say them.
Activity 2: Listen and sing. Then colour, circle and
say. P. 33
Play the song about fruit and invite SS to sing it
aloud.
Ask SS to repeat fruit names from the song and add
others. Then say: “One red apple, one yellow pear, one
orange and one violet grape.”
Invite SS to paint the drawings following the
number guide. You may draw a big-sized fruit as an
example and complete it with SS. Ask: “What colour
is number 4? Violet! Paint all numbers 4 violet.”
Then ask: “What colour is number 5? Green.” Invite a
volunteer to colour number 5 in your drawing.
Now, when SS finish with the painting, ask the
following questions about likes and dislikes regarding
different fruits by using the happy and sad faces. With
their pencils, they have to make a circle that shows the
answer that best suits them. Answers can vary.
Example:
Do you like red apples?
Yes, I do/No, I don´t.
Do you like yellow pears?
Yes, I do/No, I don´t.
Do you like oranges?
Yes, I do/No, I don´t.
Do you like grapes?
Yes, I do/No, I don´t.
You may reinforce this with the song. Play it one
more time and ask SS to make a happy face whenever
they hear “like” and a sad face whenever they hear
“don't like.”
Chapter 4: Track 17. Page 33. Activity 2: Listen and
sing. Then colour, circle and say.
What I like!
I like fruit, I like fruit.
It's delicious and healthy, too.
I like apples, I like pears,
I like apples, I like pears.
I don't like oranges,
I don't like grapes.
What a pity!
What a shame!
Ending the lesson:
Greet SS and before they leave, ask them some
questions about different fruits, using “like” and
“don't like.” Mime a happy face when they answer in
a positive way (Yes, I do) and a sad face when they
answer in a negative way (No, I don't.)

LESSON 3: Language development! P. 34
Objectives:
At the end of this lesson, students will be able to:
• Identify fruits and vegetables.
• Recognise colours on fruits and vegetables.
• Express likes and dislikes.
Target language:
• What is this?
• It is an apple.
• What is this?
• This is a potato.
• Do you like tomatoes/peppers/carrots/potatoes?
• Yes I do/No, I don´t.
Recycled language:
• Colours.
WHAT'S THIS? WHAT COLOUR IS IT?
WARM UP:
Bring some happy and sad faces in different colours
(the colours learnt by SS through these chapters.)
Hand them out and talk about them, describe the faces
using “happy” or “sad” and use “like” and “don´t like”
to reinforce their meaning.
Activity 3: Trace and colour. Then draw or
P. 34
Open the activity by inviting SS to answer the
questions. Then complete the fruits and vegetables
following the black lines. Ask the following questions:
“What is this?” (pointing to the tomatoe). “It is a
tomatoe,” SS answer.
“What is this?” “It is a pepper.”
“What is this?” “It is a carrot.”
“What is this?” “This is a potato.”
Then, ask the following questions:
“What colour is it?” (pointing to the tomato) SS
answer: It is red.
“What colour is it?” (pointing to the pepper) SS
answer: It is green.
“What colour is it?” (pointing to the carrot) SS
answer: It is orange.
“What colour is it?” (pointing to the potato) SS
answer: It is brown. (Add this new colour)
Finally, invite SS to mark their preferences referring
to the different fruits and vegetables on this page.
SS have to draw a happy or a sad mouth on the faces
according to their taste.
TEACHER’S BOOK
Then ask: “Do you like tomatoes/peppers/carrots/
potatoes?”
Possible answers: “Yes, I do/No, I don´t.”
WORKBOOK:
Activity 1: Look, draw, and colour. P. 79
WHAT COLOUR…?
Invite SS to look at the rainbow because it has lots
of fruits and vegetables of different colours inside.
Invite SS to colour the fruits and vegetables with
the colours on the right that correspond to each
section of the rainbow.
Before they colour, you could ask:
“What colour are the apples? They are red.”
“What colour are the strawberries? They are red.”
“What colour are the carrots? They are orange.”
“What colour are the oranges? They are orange.”
“What colour are the bananas? They are yellow.”
“What colour are the grapes? They are violet.”
“What colour are the peppers? They are green.”
“What colour are the pears? They are green.”
“What colour is the pineapple? It is brown.”
“What colour are the potatoes? They are brown.”
Answer key:
SS paint strawberries and apples with red.
SS paint carrots and oranges with orange.
SS paint bananas with yellow.
. SS paint grapes with violet.
SS paint peppers and pears with green.
SS paint potatoes and pineapple with brown.
Ending the lesson:
Say goodbye to SS while singing the “What I like”
song.
LESSON 4: Language development! P. 35
Objectives:
At the end of this lesson, students will be able to:
• Recognise “like” and “dislike” questions.
• Answer “like” and “dislike” questions.
Target language:
• Do you like pineapples?
• Do you like peppers?
• Do you like pears?
• Do you like carrots?
JUST IMAGINE

Recycled language: Tell SS to form two groups: girls and boys. Girls
• Fruits and vegetables. will complete Sol's chart/questionnaire about
different fruits, and boys will complete Santiago's
DO YOU LIKE…? chart/questionnaire about vegetables. SS, looking
at the different fruits and vegetables that appear in
WARM UP: the drawings, have to tick what they like or what they
Prepare a circle with many windows that say “like” don't like.
and “don't like” and with drawings of the fruits and Once they finish doing the activity, ask those
vegetables the SS have learnt. Play with SS. Move questions using “Do you like…?”
and stop the windows in different turns and reinforce Examples:
vocabulary using questions with “Do.” For example: Girls' questions:
“Do you like yellow bananas?” Do you like bananas?
Activity 4: Cut, listen and draw. P. 35 Do you like grapes?
Do you like apples?
Ask SS to open their books and go to page 101.
Do you like oranges?
Once they find the page, ask them to use the scissors
Do you like strawberries?
and cut the happy and sad faces. When they finish,
Do you like pineapples?
explain that they are going to listen to some questions
Do you like pears?
and they have to place the faces in the correct place.

Answer key: Boys' questions:

Do you like tomatoes?
Pineapple: yes.
Peppers: no. Do you like peppers?
Pears: no. Do you like carrots?
Carrots: yes. Do you like potatoes?

Chapter 4: Track 18. Page 35. Activity 4: Cut, listen
and glue.
Teacher: Sam, do you like pineapples?
Sam: Yes, I do.
Teacher: Ann, do you like peppers?
Ann: Pough! No, I don't.
Teacher: Sam, do you like pears?
Sam: Mmm, no, I don't.
Teacher: Ann, do you like carrots?
Ann: Yes, I do.
Activity 5: Tick. Then ask and answer. P. 35
Prepare the same chart on the BB. Use a poster, a
happy face and a sad face. Ask SS the same question:
“Do you like…?” According to what SS say, tick under
the faces for each fruit/vegetable. Then, tell SS that
they are going to do the same in their books.
Answer key:
Answers may vary according to SS' tastes.
WORKBOOK:
Answer key:
Answers may vary.
EXTRA ACTIVITY:
Like or don´t like! Experiential activity.
Objectives: The students will reinforce...
• Fruits and vegetables.
• Like and dislike options/Preferences.
Materials:
• A plastic bowl with water
• Real fruits and vegetables: pepper, orange,
apple, carrot, lemon.
Development:
Call SS to make a circle and pay attention to
the experiential activity.
Pour water inside the plastic bowl or inside a
fish tank and ask this question:
“Do you like peppers?”
Possible answers: Yes, I do/No, I don´t.
Look at the pepper when it enters the water.
Say: “Look!”
Add the rest of the vegetables and fruits and
complete the experiential activity with SS.

Activity 2: Look and tick. Then say. P. 80

Ending the lesson:
DO YOU LIKE…? Sing a song from this chapter along with your SS
before they leave the classroom.
 TEACHER’S BOOK

LESSON 5: Language development! P. 36 WORKBOOK:

Objectives: Activity 3: Cut, colour and glue. P. 81
At the end of this lesson, students will be able to:
• Learn drinks and some food with vegetables from I WANT…
a menu. Invite SS to find this activity and show them there
• Answer questions with “like” (Yes, I do) and is an empty dish in which they have to put a delicious
menu. So, tell SS to go to the cut out section (page
“don´t like” (No, I don´t.)
105) and cut the pictures for this activity. There are five
Target language: pictures of different food: an orange, a pepper, a grape,
a sandwich, and a salad.
• Do you like orange juice/water/milk? Once SS cut the pictures, tell them to stick the ones
• Yes, I do/No, I don´t. they like. Introduce this part using these words: “I
• Do you like lettuce and tomato salad/fish with want to eat a salad and a grape.”
potatoes/vegetarian sandwiches?
Answer key:
• Yes, I do/No, I don´t.
SS stick different alternatives of foods (the five
Recycled language: pictures) to make a delicious menu of their choice.

• Fruits and vegetables.

• Answers for “like” and “don´t like” (Yes, I do/No,
I don´t). Ending the lesson:
Review some vocabulary that you learnt during this
WARM UP: class and say goodbye.
Bring a restaurant menu that you made and use
it to introduce choices among which SS show their
preferences regarding food and drinks. Also, bring
a table, a tablecloth, plastic dishes, glasses, forks, LESSON 6: Content language! P. 37
spoons, etc. to decorate the area as a real restaurant.
Objectives:
Activity 6: Listen and stick. P. 36 At the end of this lesson, students will be able to:
Ask SS to listen carefully and stick the pictures in • Talk about numbers from 1 to 10.
the correct places. • Review fruits and vegetables.
Answer key: • Review colours.
Santiago: sandwich, milk.
Target language:
Sol: salad, orange juice.
• How many strawberries/carrots/pears/peppers/
Chapter 4: Track 19. Page 36. Activity 6: Listen and bananas/potatoes are there?
stick.
• Five (picture of strawberries)
Narrator: What do you want to eat, Santiago?
Santiago: I want a sandwich, please! • Nine (picture of carrots)
Narrator: What do you want to drink, Santiago? • Six (picture of pears)
Santiago: Mmm, I want some milk, please. • Eight (picture of green peppers)
Narrator: What do you want to eat, Sol?
Sol: I want salad, please. • Seven (picture of bananas)
Narrator: What do you want to drink, Sol? • Ten (picture of potatoes)
Sol: I want orange juice, please.
Recycled language:
• Numbers from 1 to 10.
JUST IMAGINE
HOW MANY…?
WARM UP:
Bring flashcards of numbers (up to 10) and use
them to review numbers. Play with them in a round,
sing the fruits and vegetables song and use the
numbers to integrate all concepts.
Activity 7: Look and circle. P. 37
First, ask SS to go to page 37 and explain the
activity. Tell SS to listen to the questions, count and
answer.
“How many strawberries are there?”
“How many carrots are there?”
“How many pears are there?”
“How many peppers are there?”
“How many bananas are there?”
“How many potatoes are there?”
Count the items with SS. Say answers aloud.
Then, ask SS to circle the correct number.
Answer key:
Strawberries: 5
Carrots: 9
Pears: 6
Peppers: 8
Bananas: 7
Potatoes: 10
PROJECT 4
MY HEALTHY BODY!
Objectives:
• To help SS develop fine motor skills.
• To help SS practise vocabulary related to fruits.
• To help SS work in a collaborative way.
Materials:
• The drawing, on a big scale.
• Pictures about fruits and vegetables.
• Papers.
• Pencils, colours, glue, scissors.
Steps:
1. Look at the picture display on the board.
2. Colour and cut different food items.
3. Glue the healthy food items on the poster.
4. Go to the front and describe what food items you
like.
Development:
Explain to SS that they are going to make a picture of
a healthy body. In advance, prepare the body poster
and some fruits. You may bring copies of fruits for
them to colour or some magazines. Then, ask them to
cut and glue the foods in the poster. Finally, ask each
group to present their picture in front of the class.
EXTRA ACTIVITY:
Fruit guessing!
Objectives: The students will reinforce...
• Fruit names.
Materials:
• Plastic bottles/pots.
• Real fruit/Fruit juice.
Development:
Invite SS to take turns, smell and guess (with
their eyes covered) the fruit scents and say the
names aloud.
With the help of their classmates, give some
clues, such as colours, to help them if they
can't tell which fruit it is.
Do the same with the rest of the bottles you
brought. Enjoy this activity!
Ending the lesson:
Invite SS to sing a song from this chapter and say
goodbye.
LESSON 7: Bible Story! “The five loaves of
bread and the two fish” P. 38
Objectives:
At the end of this lesson, students will be able to:
• Be familiar with a story from the Bible.
• Identify different food in this story.
• Practise numbers from this story.
Target language:
• Fish and bread.
• Numbers from 5 to 10.
Recycled language:
• Colours.

THE FIVE LOAVES OF BREAD AND THE TWO
FISH!
WARM UP:
Invite SS to sit near the landscape picture you
brought for the special story about “The five loaves of
bread and the two fish.” Bring some real fish and bread
if you have the chance to do so, and also bring green
leaves or stones to catch SS' attention when you tell
the story.
Activity 8: Find and circle. Then count. P. 38
Open the scene and help SS use their imagination
when you tell the following story:
When Jesus told the gospel of the Kingdom of
Heaven, lots of people gathered around Him to hear
what He would say.
It was getting dark and people were hungry. One
disciple came to Jesus and said: “It is too dark! Let´s
go back to town and eat.”
One little boy had a basket with five loaves of bread
and two fish and he carried it to Jesus.
Jesus raised it up to heaven and blessed the food and
the miracle happened. Thousands of people ate and
were satisfied. Nothing is impossible for God.
While you are telling the story, stop to teach the
new vocabulary, such as loaves of bread and fish and
explain the meaning by showing pictures or real food.
After the story, give SS some time to talk about it.
Then, tell them to open their books at page 38. Ask SS
to find the 5 loaves of bread and the 2 fish. When they
find them, ask SS to circle them with markers. Count
them aloud several times.
EXTRA ACTIVITY:
Talk about healthy meals and the blessing of
eating/drinking them. It is a blessing to eat
and drink good things. Share this concept with
others.
VALUE: Sharing!
This value is closely related to the previous
one in chapter 4.
Ending the lesson:
Ask SS if they have shared a meal with someone
this week.
TEACHER’S BOOK
LESSON 8: Review! P. 39
Objective:
At the end of this lesson, students will have:
• Practised, reviewed and reinforced all the
language seen in this chapter.
Target language:
• What is this?
• This is an apple/a pear/a watermelon/an
orange/a pineapple/a grape/a pepper.
• Milk/water/orange juice.
• What are these?
• These are carrots/strawberries/bananas/
tomatoes/potatoes.
• Do you like yellow bananas/red tomatoes/red
strawberries/oranges?
• Yes, I do.
• Do you like milk/water/orange juice?
• Yes, I do/No, I don't.
• How many pears/apples/watermelons/
strawberries/oranges/grapes/bananas/
pineapples/tomatoes/peppers/carrots/potatoes
are there?
HEALTHY FOOD!
WARM UP:
Open this activity by reviewing songs learnt in this
chapter. Mime and use body movements to make the
experience more memorable.
Activity 9: Look and circle what you like. Then say.
P. 39
Tell SS to find this activity. Then, explain it.
First, SS have to look carefully at the different fruits
and vegetables that appear in this activity.
Second, circle the fruits you like with a blue marker.
Third, circle the vegetables you like with a green
marker.
SS show their preferences and share them with the
rest of the class.
JUST IMAGINE

Ending the lesson:

WORKBOOK:
Before they leave, invite SS to mime and make
Activity 4: Look, count, and draw the number. P. 82 happy and sad faces when you ask questions about
different fruits and vegetables.
HOW MANY…? Example:
Tell SS to find this activity. Once they are ready, with “Do you like red apples?” Yes, I do (SS reproduce a
pencils in their hands, ask the following questions: happy face)
“How many red tomatoes are there?” There are 2. “Do you like green peppers?” Yes, I do (SS reproduce
a happy face)
“How many yellow bananas are there?” There are 4.
“How many orange carrots are there?” There are 7.
“How many green pears are there?” There are 7.
“How many red and green watermelons are there?” WORKSHEET 4
There are 3. HOW MANY…?
“How many brown potatoes are there?” There are 4.
“How many orange oranges are there?” There are 9.
“How many red strawberries are there?” There are 10.
“How many green peppers are there?” There are 6.
“How many red apples are there?” There are 5.
While SS are listening to the questions, they start
counting the different fruits and vegetables and, with
your help, they write the numbers in the correct place.
SS have drawings of the different fruits and vegetables
on the right as a guide.

Answer key:
Red tomatoes: 2. Brown potatoes: 4.
Yellow bananas: 4. Orange oranges: 9.
Orange carrots: 7. Red strawberries: 10.
Guide SS through each row of fruit or vegetable
Green pears: 7. Green peppers: 6.
items and help them count how many there are in
Red and green Red apples: 5. each row.
watermelons: 3. Tell SS to look and count, and explain that they
have to circle the correct amount or draw the missing
EXTRA ACTIVITY: What's on my plate? ones.
Objectives: The students will reinforce... Example:
• The importance of sharing healthy food with If you say: “3 potatoes,” SS have to draw one more
others.
Materials:
next to the three potatoes because it says 4. After that,
• Common pencils. they circle only three.
• Coloured markers. If SS don't have to add more items, help them circle
Development: the ones the number refers to. For example: There are
Ask SS to listen carefully and draw the 3 pears. SS just have to circle 3 pears and that's all.
sentences they hear. Ask them to guess what
fruit/vegetable/drink it is. Answer key:
Examples: 3: circle 3 pears.
It is one fruit./It is red./It is a red apple. 1: circle 1 apple.
SS' answer: They draw a red apple. 4: draw 1 potato.
They are two vegetables./They are green. 2: draw 1 strawberry.
I like green peppers. 6: circle 6 bananas.
SS' answer: They draw two green peppers. 5: draw 2 carrots.
It is a drink./It is orange./I like orange juice. 7: circle 7 peppers.
SS' answer: They draw an orange juice.
Give thanks for the blessing of eating and
drinking healthy food.
 TEACHER’S BOOK

GAME 2
Healthy food!
This is a memory game. It has been designed
to help students review vocabulary related to food,
drinks, fruits and vegetables. It will be beneficial for
students to play the game at the end of chapter 4.
STORYTELLING:
Use the storytelling cards available on line:
“Storytelling cards Chapter 4”.
Story: In my grandmother's kitchen.
Picture 1:
“Smile, Sol,” Santiago says. He takes a funny picture
of Sol in the kitchen.
Picture 2:
Sol says: “I'm very happy in my grandma's kitchen.
I eat some delicious fruit.”
Santiago says: “Really? Show me your favourite
food.”
Sol says: “Come in, Santiago, let's see.”
Picture 3:
“These are bananas. They are sweet.
These are green apples. I like green apples.
This is a yellow pepper. I love yellow peppers.
This is a carrot. I love carrots.”
Picture 4:
Sol: “I love fruit and vegetables. Let's prepare
orange juice.”
Santiago: “Mmm, yes, please, Sol! I want orange
juice!”
Sol: “Ok, let's put on an apron…”
Picture 5:
Santiago asks: “How many oranges are there, Sol?”
Sol says: “Let's count the oranges. One, two, three,
four, five, six, seven and eight oranges.”
Picture 6:
Sol and Santiago thank Jesus for all the fruit.
Sol says: “Thank you, Jesus, for this delicious orange
juice and for all the fruit.”
Santiago says: “Mmm, delicious!”
Sol says: “Thank you for your help, grandma!”

CHAPTER 5: ME AND THE PETS!

Functions: Language: Vocabulary: Content
• Identifying and • It's a cat. • Pets: dog, cat, parrot, Language:
describing pets. • Is it a dog? Yes, it rabbit, turtle, fish. • Animals
• Comparing size. is./No,it isn't. • Size: big, small. and animals'
• Receptive language: • Is the fish big or • Colours: brown, black, sounds.
CHAPTER 5: Identifying small? Small. pink, white. • Bible story:
ME AND the sounds • What colour is • Recycling: David protects
animals make. the dog? Brown. Colours: red, blue, the animals!
THE Identifying pets and • How many dogs yellow, green, orange, • Project: Pets
PETS! their food.
• Recycling: counting
are there? There
are eight.
violet/purple.
Numbers: 1-10.
and their food!
• Value: Taking
PAGE 40
form 1 to 10. • What does a dog care of pets!
say? Woof.
• What does a cat
drink? Milk.

Aims: Target language:

At the end of this chapter, students will be able to: • Pets: dog, cat, fish, parrot, turtle, rabbit.
• Describe pets. • Size: big, small.
• Describe size.
• New colours: brown, black, pink, green.
• Is it a dog? Yes, it is.
• There is a dog/cat/fish/turtle/rabbit/cow.
JUST IMAGINE

• Is the dog big or small? Small. Example:

• What colour is the dog? Brown. “This is a parrot. Look!” Allow SS to touch it or look
• How many dogs are there? There are eight. at it (depends on whether you are working with realia
or with pictures.) Walk around and show the parrot
• What does a dog say? Woof, woof.
to each student. Repeat the word “parrot” and say:
“There is one parrot.” Then, mention its colours if you
want to.
LESSON 1: Chapter overview! P. 40 After that, invite SS to find the pets in the activity.
Go to the sticker section, page 117, and ask SS to
Objectives: complete the activity.
At the end of this lesson, students will be able to: Play the song about pets and ask SS to point to the
• Describe pets. different pets. Sing the song twice or more times to
learn it and enjoy it.
Target language:
Chapter 5: Track 20. Page 40. Activity 1: Look and
• Is it a dog/cat/fish/parrot/rabbit/turtle/cow? stick. Then listen, point and sing.
• Yes, it is. My Pets!
Pets, pets, pets!
WARM UP: Some are big, some are small
Invite SS to go to a special place in the classroom But I love them all!
and start the class by showing toy pets. (Bring a dog, Cats, rabbits and dogs.
a cat, a fish, a parrot, a turtle and a rabbit. If you have Turtles, parrots and fish.
the opportunity, bring real pets. This will make a Cats, rabbits and dogs.
memorable class.) Turtles, parrots and fish.
Pets, pets, pets!
Some are big, some are small,
but I love them all!
VOCABULARY 2
Interactive vocabulary page. Aceseducacion.com
EXTRA ACTIVITY: Play with fish!
If you have the opportunity, ask your SS to go to
Objectives: The students will reinforce:
the computer lab. If not, you may use a laptop in the
• Vocabulary about pets.
classroom. Materials:
Use the interactive vocabulary page to introduce • White paper.
the vocabulary and to practise pronunciation. • Fish drawings of different colours.
• Glue.
Activity 1: Look and stick. Then listen, point and Development:
sing. P. 40 Hand out fish of different colours and white
Introduce the scene where Sol and Santiago are papers divided in columns.
travelling. They are going to the house of Santiago's SS have to listen carefully to the colour and
relatives. number you are going to say and put the
Say: “They are happy (refreshing vocabulary) and amount of fish you mention on the right column
(also based on the colour you mention.)
also tired because they had to wake up early to enjoy
Then, give SS some minutes to glue the
that day in the countryside, in the mountains.” different fish.
Adapt the story to the place your SS' live in and tell
them that while Santiago and Sol enjoy the trip to the
countryside, they are really interested in searching
for new animals. Make SS think about nature, how
Ending the lesson:
great it is, how God created it and how He created all Close the activity by singing the pets song and say
the animals. Emphasise the fact that they have to love goodbye.
them.
While you are presenting the story, introduce pets,
one by one, adding colours. Count them (reviewing
colours and numbers from previous chapters.)

LESSON 2: Language development! P. 41
Objectives:
At the end of this lesson, students will be able to:
• Review pets names.
Target language:
• Is it a dog? Yes, it is.
• Is it a parrot? Yes, it is.
• Is it a fish? Yes, it is.
• Is it a cat? Yes, it is.
• New colours: brown/pink/grey.
Recycled language:
• Colours: red/yellow/blue/green.
PETS!
WARM UP:
Invite SS to a special place in the classroom. Use
the toys to review the names. You may cover a part of
the names, so SS guess the pets.
Activity 2: Look and trace. P. 41
Ask SS to open their books at page 41. Point to the
dog and say: “Is it a dog? Is it a brown dog? Yes, it is.”
Then, point to the parrot and ask: “Is it a parrot? Is it a
green parrot? Yes, it is.” And finally, point to the cat: “Is
it a cat? Is it a grey cat? Yes, it is.”
Once you have finished asking the questions, invite
SS to trace the parts of the bodies that are missing. Tell
SS to follow the dots and complete the drawings.
When SS finish tracing, tell them to colour the pets
following the pattern on their left. Add the new colours
(pink, brown, white) to the ones you have taught
before.
Ending the lesson:
Greet SS and repeat aloud the pets refreshed today.
LESSON 3: Language development! P. 42
Objectives:
At the end of this lesson, students will be able to:
• Identify pets by their names.
• Recognise some new colours.
TEACHER’S BOOK
Target language:
• There is a pink and brown fish.
• There is a brown rabbit.
• There is a red and blue parrot.
• There is a grey cat.
Recycled language:
• Colours: red, yellow, blue, green.
MORE PETS!
WARM UP:
Invite SS to guess what is inside a big box. (Inside
the box there should be toy pets or pictures of the
pets that will be presented in this activity). Use this
guessing game to present the vocabulary. Start by
saying the size, colour, etc. of the pet until they guess
correctly.
Activity 3: Listen and tick. Then say. P. 42
Bring a poster similar to the one presented in the
book. Ask SS which pets they recognise. You can use
the teacher's flashcards available on line instead.
Ask some volunteers to come to the front and
tick the ones they know. You may add more. Say
sentences such as: “There is a parrot that is red and
blue. There is a grey cat. There is a pink fish. There is
a brown rabbit,” etc.
Then, ask SS to open their books at page 42.
Explain that they are going to hear 3 animals and they
have to tick them.
Answer key:
1: Dog. 2: Parrot. 3: Cat.
Chapter 5: Track 21. Page 42. Activity 3: Listen and
tick. Then say.
Number 1: (dog sound) Yes, it's a dog.
Number 2: (parrot sound) Yes, it's a parrot.
Number 3: (cat sound) Yes, it' s a cat.
WORKBOOK:
Activity 1: Colour, look, and say P. 83.
IS IT A DOG?
Ask SS to colour the pets using the colours that are
already marked by dots or little stains.
When they finish, ask questions such as: “Is it a red
parrot? Yes, it is. What colour is it?” Do the same with
the rest of the pets.
JUST IMAGINE
Answer key:
Parrot: blue, red, yellow and green.
Fish: pink.
Cat: brown.
Turtle: green and brown.
Dog: brown and black.
Rabbit: pink and black.
Ending the lesson:
Greet SS with different pet sounds.
LESSON 4: Language development! P. 43
Objectives:
At the end of this lesson, students will be able to:
• Describe size.
Target language:
• Small and big.
• Is the dog big or small? Small
Recycled language:
• Pets' names.
BIG-SMALL
WARM UP:
Invite SS to a special place in the classroom. Bring
pictures, small and big, of pets that are mentioned in
this chapter in order to present the following activity.
Show SS a small pet and say: “Look! This parrot is
small” and then: “Look at this parrot. It's big.” Do the
same with the rest of the pets you brought and repeat
the procedure several times so they get the idea of BIG
and SMALL.
Activity 4: Look. Then cut and glue. P. 43
Invite SS to open their books at page 43. Point to
the dog and say: “The dog is big!” Then point to the
fish and say: “The fish is small.” Then invite SS to see
the other pets and classify them as big or small. Tell
SS to go to the cut out section, page 101. Show SS the
pictures, point to them and ask SS to say the names.
Then point to the rabbit and ask: “Is the rabbit big
or small?” Elicit answers. Do this with the rest of the
pictures. Once SS have identified which pets are big
and which are small, ask SS to cut the pictures and
stick them in the correct place. Then reinforce the use
of “Big,” “Small” and “There be” by pointing to the
picture and encouraging SS to describe it.
Say:
“Look at the first picture. There is a BIG dog.”
“Look at the second picture. There are small fish in
the water.”
Then help SS say:
“There is a big cat near the dog.
There is a small rabbit near the fish.
There is a small turtle near the flowers.”
Invite SS to repeat the sentences when they have
finished sticking the pictures. Play with echo.
Say:
“There is a big cat near the dog.” SS repeat the
sentence aloud.
“There is a small rabbit near the fish.” SS repeat the
sentence aloud.
“There is a small turtle near the flowers.” SS repeat
the sentence aloud.
WORKBOOK:
Activity 2: Look and match. P. 84
BIG small
Tell SS to find this activity in their books. Review
the meaning of “big” and “small” and start doing the
activity. They have to look at the animals: fish, dog,
rabbit, parrot, cat, and turtle, and place them in the
correct square according to their size.
Answer key:
Big animals go inside the big red square: dog and cat.
Small animals go in the small blue square:
fish, rabbit, parrot, and turtle.

EXTRA ACTIVITY: Touch and spy. Experien-
tial activity.
Objectives: The students will reinforce:
• Pet sizes.
• Pet names.
Materials:
• A plastic box with pieces of coloured papers.
• Plastic pets of different sizes.
Development:
Call SS to make a circle and play.
In turns, SS have to introduce their hands into
the plastic box and find different pets between
the coloured papers.
When SS find them, they have to say the name
of the pet aloud and its size.
For example: Victor is the student and he found
a small tortoise and so he says: “This is a small
tortoise” and he shows it to the rest of the SS.
SS find the rest of the pets hidden in the
plastic box.
Ending the lesson:
Sing the song “My pets” with SS and say goodbye.
LESSON 5: Language development! P. 44
Objectives:
At the end of this lesson, students will be able to:
• Review colours in pets.
• Use receptive language.
• Identify pet sounds.
• Review numbers from 1 to 10 by answering
questions.
Target language:
• What colour is the fish/turtle/parrot/rabbit/dog/
cat?
• It is red/green/brown/blue/white/black.
• What colour are the fish/turtles/parrots/rabbits/
dogs/cats?
• They are red/green/brown/blue/white/black.
• What does a dog say? Woof, woof.
• What does a cat say? Meow, meow.
• What does a parrot say? Squawk, squawk.
• How many parrots are there? How many turtles/
cats/dogs/fish/rabbits are there?
• There are two. There are four/five/nine/ten.
TEACHER’S BOOK
Recycled language:
• Colours: red, blue, yellow, green, pink, brown,
grey, black, white.
• Numbers from 1 to 10.
HOW MANY…?
WARM UP:
Invite SS to a special place in the classroom. Start
the class by playing the new song about pet sounds:
“Going around”
Activity 5: Colour, listen and sing. P. 44
Ask SS to open their books at page 44. Ask some
questions related to the animals that appear in the
story. For example: “What colour is the fish?” SS
answer: “Blue.” Tell them to colour all the fish blue.
Follow this procedure with the rest of the animals
(turtle, parrot, rabbit, cat and dog.) While SS are
working, repeat the “Going around” song.
When they finish, ask SS to make a circle and listen
to the song again. Pause it after each sound. After that,
invite SS to sing the song again in a rhythmic way,
adding movements.
Chapter 5: Track 22. Page 44. Activity 5: Colour,
listen and sing.
Going around!
Going around, going around,
I see a cat, it says: “meow, meow, meow.”
Going around, going around
a dog barks, it says: “woof, woof, woof.”
Going around, going around,
I see a parrot, it says: “squawk, squawk, squawk.”
Going around, going around,
I see a turtle, a rabbit and a fish.
Going around, going around
I learn so much going around!
Activity 6: Look, count and draw the number. P. 44
All together, in a collaborative way count how many
pets there are in the picture, asking the following and
also practising some answers:
“How many parrots are there? How many turtles/
cats/dogs/fish/rabbits are there?”
“There are two. There are four/five/nine/ten.”
With your help, SS write the numbers inside the
boxes.
JUST IMAGINE

Answer key: • Rabbits like carrots.

Fish: 9. • Turtles like apples and strawberries.
Turtles: 4.
Parrots: 1. Recycled language:
Rabbits: 10.
• Fruits, vegetables and drinks.
Dogs: 4.
Cats: 5.
PETS AND MEALS!
WARM UP:
WORKBOOK: Tell SS to pay attention to the fruits, vegetables
Activity 3: Cut and glue. Then count and draw the and drinks you brought to class. Play a short
number. P. 85 guessing game with the things you brought to make it
remarkable.
HOW MANY…? Activity 7: Follow the path and say. P. 45
Tell SS to go to the cut out section (page 107). Show
First, tell SS to go to this page and explain the
SS this page so they can find it more easily.
activity. Make SS follow the path to find out the food
SS cut all the animals pictures and stick them on
each animal likes.
the empty spaces at page 85.
Then, ask SS to repeat the sentences in order to
Once they have finished doing this first part, invite
check the activity.
them to count how many animals there are in the
“Cats like milk. Rabbits like carrots. Turtles like
boxes and help them write the correct numbers in the
apples and strawberries.”
empty boxes from the left.
Ask:
“How many turtles are there? There are 6 (six).” PROJECT 5
“How many dogs are there? There are 7 (seven).”
“How many fish are there? There are 8 (eight).” PETS AND THEIR FOODS!
“How many cats are there? There are 9 (nine).”
Objectives:
“How many rabbits are there? There are 10 (ten).”
• To help SS develop fine motor skills.
Answer key: • To help SS practise a pet name and its food.
Turtles: 6 • To help SS work in a collaborative way.
Dogs: 7
Fish: 8 Materials:
Cats: 9
Rabbits: 10 • Papers.
• Pencils.
• Pictures of pets.
Ending the lesson:
• Pictures of pets' foods.
Greet SS using some vocabulary practised today.
• Glue.
• Scissors.
• Paper fastener.
LESSON 6: Content language! P. 45
Activity 1: Make a wheel of pets and their foods.
Objectives: Explain to SS that they are going to make a wheel.
At the end of this lesson, students will be able to: Ask them to follow the steps.
• Talk about pets and the foods they like.
Steps:
• Review fruits, vegetables and drinks.
1. Draw and cut out a big wheel. Then draw and cut
Target language: a smaller wheel.
2. Cut out the pictures of the pets and glue them on
• Cats like milk. the big wheel.

3. Cut the pictures of different foods and drinks and
glue them on the small wheel.
4. Join the two wheels with a paper fastener. Turn
the top wheel and describe what the animals eat or
drink.
EXTRA ACTIVITY:
Feed the dog!
Objectives: The students will reinforce:
• Numbers and colours.
Materials:
• Little coloured bones for puppies.
• A bowl or box for each table.
• Pictures of a dog bowl for each student.
Development:
Ask SS to take bones from the bowl based on
the number and colour you say.
SS listen carefully to the sentences and do the
activity.
Example:
Laura's dog eats two red bones. (SS' response
should be to choose two red bones and put
them inside the drawing of the bowl.
This is a very entertaining activity. Enjoy it! SS
love it. (Instead of bones, you can bring cereals
of different sizes and play with them, too.)
Ending the lesson:
When SS start to leave the classroom, invite them
to do so by mentioning a pet they have learnt during
this chapter.
LESSON 7: Bible Story! “David protects the
animals” P. 46
Objectives:
At the end of this lesson, students will be able to:
• Be familiar with a story from the Bible.
• Identify animals.
• Practise numbers.
Target language:
• Sheep.
• Numbers from 1 to 10.
Recycled language:
• Colours.
TEACHER’S BOOK
DAVID PROTECTS THE ANIMALS!
WARM UP:
Invite SS to a special place decorated for this
lesson, which will be about David in the field taking
care of the sheep. You can bring sheep toys to recreate
the story.
Activity 8: Look and say. Then cut, glue and make a
collage. P. 46
Open the scene and help SS to imagine what
happens while you tell the story.
Story:
David was a little boy, the youngest of Jesse's eight
sons. He was a shepherd boy because he took care
of his father's sheep. He worked day and night taking
care of them. He loved sheep and enjoyed singing
songs for them. He used to count them and protect
them every day. David was known in the courts of the
Lord as “a man after his own heart.”
Once you finish telling the story, invite SS to go to
the cut out section and cut the sheep figures.
SS glue them in the correct place to complete the
story. Then, they make a collage with real cotton. Also,
invite SS to count sheep with their fingers.
EXTRA ACTIVITY:
Talk about different ways of feeling safe at
home, in our neighbourhood, and share your
ideas with others.
VALUE: Taking care of animals.
Ending the lesson:
Ask SS to reproduce sheep sounds as a special
“bye bye” while they are leaving the classroom.
LESSON 8: Review! P. 47
Objective:
At the end of this lesson, students will have:
• Practised, reviewed and reinforced all the
language seen in this chapter.
Target language:
• Pets: dog, fish, parrot, turtle.
• Size: big, small.
• New colours: brown, black, pink, green.
JUST IMAGINE

WHAT'S WRONG? WORKSHEET 5

WARM UP: TAKE CARE OF ANIMALS!
Ask SS to make a big circle. Explain that they have
to imitate the sounds of the animals you are going to Activity: Look at the code and colour.
say. Guide SS to do the activity. Ask SS: “What colour is
number 1?” SS answer:
Activity 9: Look and circle. P. 47 “Brown.” Tell SS to colour all numbers 1 brown. Do the
Explain to SS that they have to look carefully at same with the rest of the numbers.
the direction of the pets' heads inside the column on
their left. After that, tell SS to circle the one that is
not looking at the same direction. Then, check results
individually and after that, ask SS about the pets: their
names, sizes, colours and sounds. Count them.

WORKBOOK:
Activity 4: Trace and colour. P. 86

MY PETS!
Tell SS to go to page 86 and show them the activity
“My pets” as a guide for them.
SS have to trace the animals: fish, turtle, dog,
and cat, and complete their bodies. Once they
have finished tracing, ask SS to colour them with
watercolours.
Play the “Animals” song while SS are doing the
activity.
EXTRA ACTIVITY:
Handprint pet.
Objectives: The students will reinforce:
• The importance of taking care of pets.
Materials:
• Their handprints.
• Watercolours/coloured chalks.
Development:
Invite SS to make a lot of handprints using
different watercolours and then cut them and
prepare them as swing birds.
Once SS have that ready, hand out a parrot
face and ask SS to stick their handprints on the
“neck” so as to make the parrot's body.
After that, SS stick parrots on the palm tree in
the direction they want, left or right, and finally
talk about their colours, sounds, sizes and the
importance of taking care of animals wherever
we are, no matter the size or colour.

Ending the lesson:

Invite SS to share the previous activity with their
families.
 TEACHER’S BOOK

CHAPTER 6: ME, MY CLOTHES AND THE WEATHER!

Functions: Language: Vocabulary: Content
• Identifying clothes • What is this? It is • Clothes: pants, shorts, Language:
and colours. a T-shirt. T-shirt, coat, dress, socks, • The weather.
• Describing • What are these? shoes, trainers, boots. • Bible story:
location. They are pants. • The weather: sunny, Noah's ark!
• Describing what a • What colour is cloudy, rainy, snowy, windy. • Project:
person is wearing. the dress? It is • Recycling: Favourite
• Identifying pink. Colours. weather chart!
different types of • What colour are Furniture. • Value: Being
CHAPTER 6: weather. the trainers? They Prepositions of place: tidy!
• Describing weather are blue. on, in.
ME, MY and clothing. • Where are the Numbers: 1-10.
CLOTHES • Recycling: pants? On the
counting from 1 to chair.
AND THE 10. • What is she
WEATHER! wearing? She is
PAGE 48 wearing pants.
• What is the
weather like? It is
rainy.
• It is snowy. He
is wearing a coat
and boots.
• How many
T-shirts are there?
There are nine.

Aims: • How many T-shirts are there? There are nine.

At the end of this chapter, students will be able to:
• Identify clothes and colours.
• Describe location.
• Learn vocabulary related to clothes.
• Describe what a person is wearing.
• Identify different types of weather.
• Describe weather and clothing.
• Where are the pants? On the chair.
LESSON 1: Chapter overview! P. 48
Objectives:
At the end of this lesson, students will be able to:
• Identify clothes and colours.

Target language: Target language:

• Clothes: pants, shorts, T-shirt, coat, dress, socks,
shoes, trainers, boots.
• The weather: sunny, cloudy, rainy, snowy, windy.
• What is this? It is a T-shirt.
• What are these? They are pants.
• What is she wearing? She is wearing pants.
• What is the weather like? It is rainy.
• It is rainy. He is wearing pants and boots.
• What colour is the T-shirt? It is green.
• What colour are the pants? They are brown.
• What is this? It is a dress/It is a T-shirt.
• What are they? They are shoes/They are boots.
• What colour is the dress? It is pink.
• What colour is the T-shirt? It is green.
• What colour is the pair of pants? It is violet.
• What colour are the boots? They are brown.
WARM UP:
Invite SS to go to a special place decorated with
nature and introduce the scene of Sol and Santiago
going on vacations. Add a big sun and a cloud to the
JUST IMAGINE
decoration so, in a way, you divide the places where
they are and show the weather they are having.
Activity 1: Look and stick. P. 48
Ask SS to deduce what they see in the picture.
SS' possible answers: Sol, Santiago, and some
other words.
Ask SS to go to the sticker section, page 117,
and complete the page with the missing pictures.
When they finish, you may ask some comprehensive
questions, such as:
What is this? It is a dress/It is a T-shirt.
What are they? They are shoes/They are boots.
What colour is the dress? It is pink.
What colour is the T-shirt? It is green.
What colour are the pants? They are blue.
What colour are the boots? They are brown.
Ending the lesson:
Close the activity by reviewing new vocabulary
learnt in this activity.
LESSON 2: Language development! P. 49
Objectives:
At the end of this lesson, students will be able to:
• Learn vocabulary related to clothes.
• Add numbers answering questions with “How
many...?”
Target language:
• What is this? It is a T-shirt.
• What are these? They are pants.
• How many dresses are there? There are three.
Recycled language:
• Colours: red/yellow/blue/green/pink/orange.
• Add black/grey and brown colours.
HOW MANY…?
WARM UP:
Invite SS to a special place in the classroom. Bring
a big bag with clothes and start the presentation of
the vocabulary by showing real clothes. Explain the
different names and colours. After this, show two
T-shirts, three shoes, four coats. Ask: “How many
shoes can you see?” Make SS count the clothes and
say the number. Do the same with the rest of the
clothes/numbers.
Activity 2: Listen, point and sing. Then look, count
and draw the number. P. 49
Ask SS to open their books at page 49. Introduce
the vocabulary related to clothes.
By pointing to the picture, ask:
“What is this? It is a red coat.
What is this? It is a yellow dress.
What is this? They are green shorts.
What is this? It is an orange T-shirt.
What is this? It is a pair of brown boots.
What is this? It is a pair of black and grey trainers.
What is this? It is a pair of green shoes.
What are these? They are blue pants.
What are these? They are white and red socks.
What are these? They are pink and orange dresses.”
Once they have finished saying the sentences,
invite SS to sing the “Clothes” song. Play it a second
time and make them point to the clothes they hear.
After that, invite SS to listen carefully to some
questions with “how many.” Explain that they have
to count the clothes and draw the numbers inside the
white boxes below.
Examples: From left to right: “How many socks are
there?” SS count and say: “There are three.” “How
many shorts are there?” SS answer: “There is one.” Do
the same with the rest of the clothes.
Answer key:
Socks=3
Shorts=1
Pants=2
T-shirt=1
Trainers=1
Shoes=1
Coat=1
Boots=1
Dress=3
Chapter 6: Track 23. Page 49. Activity 2: Listen, point
and sing. Then look, count and draw the number.
Clothes!
Clothes are here,
Clothes are there
Clothes are everywhere,
Some for boys,
Some for girls,
Some are unisex.
T-shirts, dresses and coats.
Pants, shorts and boots.
Trainers, socks and shoes.
Clothes are everywhere.
Clothes are here,
Clothes are there

Clothes are everywhere,
Some for boys,
Some for girls
Some are unisex
WORKBOOK:
Activity 1: Cut and glue. Then say. P. 87
Invite SS to go to the cut out section (page 109) and
snip the clothes that are there. Ask SS which are the
names of the clothes. Explain that they have to dress
Sol and Santiago. Give them some minutes to cut the
pictures and dress the kids. Then, say: “Sol is wearing
a yellow and green T-shirt, pink shorts, white socks
and red sneakers. Santiago is wearing a green T-shirt,
a pair of blue pants, a coat that's red and green, and
brown boots.”
SS glue the clothes in the correct place. Then, all
together, they say what Sol and Santiago are wearing.
Answer key:
Sol is wearing a yellow and green T-shirt, pink shorts,
white socks and red sneakers.
Santiago is wearing a green T-shirt, a pair of blue
pants, a coat that's red and green, and brown boots.
Ending the lesson:
Say some vocabulary aloud by doing echo.
LESSON 3: Language development! P. 50
Objectives:
At the end of this lesson, students will be able to:
• Describe what a person is wearing.
Target language:
• What is she wearing?
• She is wearing a red dress/She is wearing a pair of
orange shoes.
• What is he wearing?
• He is wearing a yellow coat/He is wearing a pair of
black pants/He is wearing a pair of blue boots.
Recycled language:
• Colours: yellow, red, blue, green, pink, black,
brown.
TEACHER’S BOOK
WARM UP:
Play the song about clothes and introduce the
activity. Stick some pictures of clothes, pants, dress,
etc. on the board. On the other side of the board, stick
the names of those clothes. Ask SS if they remember
the names of the clothes. Then, ask them to match the
pictures to their corresponding names.
Activity 3: Listen and colour. Then trace and say.
P. 50
Show the activity inviting SS to find this page. Tell
them to listen and colour the pictures according to
what they hear.
After that, invite SS to trace the words with thick
black crayons and repeat the names by heart.
Chapter 6: Track 24. Page 50. Activity 3: Listen and
colour. Then trace and say.
What nice photos! Look at Sol. She is wearing a pink
dress and she is wearing yellow shoes.
Look at Santiago! He is wearing a green coat. He is
wearing blue pants and he is wearing brown boots.
WORKBOOK:
Activity 2: Follow the path and colour. Then say.
P. 88
WHAT COLOUR…?
Ask SS: “What colour is the dress/T-shirt/coat?”
SS have to find the answers following the path and
then colour the clothes based on the colours they have
as a guide.
Answer key:
The dress is pink.
The pants are blue.
The T-shirt is red.
The boots are brown.
The socks are yellow.
The coat is green.
Ending the lesson:
Invite SS to sing the “Colours” song and then say
goodbye.
JUST IMAGINE

LESSON 4: Language development! P. 51

EXTRA ACTIVITY: Matching game!
Objectives:
Objectives: The students will reinforce:
At the end of this lesson, students will be able to: • Clothes vocabulary.
• Describe location. • The use of sentences with in/on.
• Colours.
Target language: Materials:
• Repeated cards with drawings of clothes
• Where are the pants? vocabulary.
• On the chair. • Repeated cards with drawings of the
prepositions IN/ON.
Recycled language: • Repeated cards with drawings of colours.
Development:
• Clothes vocabulary. Prepare the cards with the drawings at home
• Prepositions: in/on. and call SS to make a circle and play.
• School vocabulary. Turn the cards upside down and, in turns, ask
SS to choose two cards and find two equals or
WHERE…? a pair.
When SS find them, ask them to say clothes,
WARM UP: short sentences using IN/ON, or colours.
For example: Valentina found two cards with
Start the class by singing the “Clothes” song and
“T-shirt, colour green, IN” written on them, so
bring a suitcase to do the following activity. Open the Valentina says: “It is a T-shirt. It is green. In: In
presentation by showing the suitcase. Explain to SS the suitcase.”
that Sol is going on a trip and she has to prepare her Guide and help SS to make sentences.
suitcase, but she doesn't know where she put the
clothes, so we will all help her to find her clothes.

Activity 4: Cut, listen and glue. Then colour and say. Ending the lesson:
P. 51
Play with echo and practise the prepositions IN/ON
Tell SS to go to the cut out section (page 103) and before SS say goodbye.
snip the clothes. Tell SS to be ready to listen to Track
25 and glue the pictures in the correct places. After
they glue them, ask some comprehensive questions:
“Where are the shorts? On the chair. LESSON 5: Language development! P. 52
Where are the trainers? In the suitcase.
Where is the dress? On the bed. Objectives:
Where are the socks? In the suitcase.”
At the end of this lesson, students will be able to:
Then, tell SS to colour the clothes and ask: “What
• Identify different types of weather.
colour are the socks/trainers/dress/shorts?” Answers
may vary according to SS' preferences. Target language:
Chapter 6: Track 25. Page 51. Activity 4: Cut, listen • What is the weather like?
and glue. Then colour and say. • It is sunny/snowy/windy/cloudy/rainy.
Number 1: The shorts are on the chair.
Number 2: The trainers are in the suitcase. Recycled language:
Number 3: The dress is on the bed.
Number 4: The socks are in the suitcase. • Colours.

THE WEATHER!
WARM UP:
Invite SS to a special place in the classroom.
Introduce the new vocabulary by showing some real
objects. Bring some drawings or realia (sun, clouds,
“palo de agua” to represent the rain, leaves from trees,

etc.) related to the weather. Show each object/picture
and introduce the vocabulary.
Activity 5: Listen, point and trace. Then sing. P. 52
Open this activity inviting SS to listen carefully to
the song about the weather. Ask SS by pointing to each
picture: “What's the weather like?”
Play the song again and when the song mentions
the words about the different types of weather (sunny,
windy, cloudy, rainy, and snowy), ask SS to point to the
correct pictures.
Then invite SS to trace the weather words using
black markers. Sing the song.
Chapter 5: Track 26. Page 52. Activity 5: Listen, point
and trace. Then sing.
The weather!
What's the weather like today?
The sun is shining,
it´s sunny, sunny, sunny.
What's the weather like today?
The wind is blowing,
it's windy, windy, windy.
What's the weather like today?
There are clouds big clouds!
It's cloudy, cloudy, cloudy.
What's the weather like today?
And now it's rainy,
it's rainy, rainy, rainy.
What's the weather like today?
And now it's snowy,
it's snowy, snowy, snowy.
Sunny, windy, cloudy, rainy and snowy!
WORKBOOK:
Activity 3: Trace, colour and say. P. 89
WHAT'S THE WEATHER LIKE?
Tell SS to trace the words. If someone needs help,
be ready to help and complete the words.
Once they finish doing this first part, ask them to
colour the weather drawings using watercolours or
making a collage.
While SS are making the collage or using the
watercolours to cover the drawings, play the music
about weather and say the weather words with them.
Answer key:
It is sunny/cloudy/snowy/windy and rainy.
TEACHER’S BOOK
Ending the lesson:
Sing the “Weather” song before SS leave the class.
LESSON 6: Content language! P. 53
Objectives:
At the end of this lesson, students will be able to:
• Talk about weather.
• Review vocabulary related to clothes and the
relationship with weather.
Target language:
• What is the weather like?
• It is rainy.
• What is she wearing?
• She is wearing pants.
• What is the weather like?
• It is snowy. He is wearing a coat and boots.
Recycled language:
• Clothes vocabulary: pants, shorts, T-shirt, coat,
dress, socks, shoes, trainers, boots.
CLOTHES AND WEATHER!
WARM UP:
Invite SS to review vocabulary about weather using
guessing cards. Cover a part of the cards and allow
SS to guess what the picture/drawing is about. Bring
drawings about a rainy day, a snowy day, a sunny day,
and a windy day.
Activity 6: Look and match. P. 53
Invite SS to make a big circle in the middle of the
classroom and ask them to sit on a rug or something
similar. Hand out pencils and invite SS to open their
books and find this activity.
Talk about clothes that appear in the activity and
also talk about the different kinds of weather in the
circles that are in the middle of the page.
Encourage them to associate weather and clothing
and match the pictures correctly.
Answer key:
Sunny: shorts, T-shirt
Rainy: coat, trainers, pants
Snowy: pants, boots, socks, jumper
Cloudy: coat, T-shirt
Windy: T-shirt, pants, coat
JUST IMAGINE

EXTRA ACTIVITY:
LESSON 7: Bible Story! “Noah's ark”. P. 54
Dress them up!
Objectives:
Objectives: The students will reinforce:
• Clothing vocabulary and weather association. At the end of this lesson, students will be able to:
Materials: • Be familiar with a story from the Bible.
• Drawings in sequence.
• Identify weather.
• Pencils.
• Markers. • Practise vocabulary.
Development:
Hand out the drawings to each student and ask Target language:
the following questions:
• Weather: It is windy/cloudy/rainy/sunny.
“What is missing in this picture?”
SS discover that some boys and girls don't
have all their clothes on, so the aim here is to
Recycled language:
draw different clothes to cover the boys and • Colours.
girls and then colour them.
• Numbers.

NOAH'S ARK!
PROJECT 6 WARM UP:
Invite SS to a special place decorated for this
WEATHER TIME! lesson, which will be about Noah's ark. Bring a small
Objectives: ark and drawings of different types of weather to add
while you tell the story.
• To help SS develop fine motor skills. Open the scene and help your SS to imagine what
• To help SS practise vocabulary related to weather. you are going to tell them.
• To help SS share their preferences in a Story:
collaborative way. One day, God said to Noah: “Build a big boat called
ark and call all the animals to enter the ark until the
Materials: waters calm down.” On a sunny day, Noah started
building the ark. He built it with the help of his family
• Lightweight cardboard. and called the animals, which entered two by two. The
• Weather cards: sunny, cloudy, rainy, windy, snowy. animals had tidy places to sleep and eat.
• Coloured papers. Days turned cloudy and the animals (mention the
animals in your country so that SS can relate more
• Glue, scissors, pencils. easily to the story) arrived and entered the ark. They
all went into the ark, and escaped the rain. It started to
Steps: rain and God took care of them for many days. Noah's
1. Draw five columns on a large piece of lightweight family collaborated and worked together to keep
cardboard. things tidy and clean.
2. Write a weather word (sunny, cloudy, rainy, windy, God made the sun shine and dry up the land. It was
snowy) in each column and glue the corresponding an awesome day when they were finally able to leave
pictogram below each word. the ark. They saw the first rainbow.
3. Cut coloured construction paper into squares (1
per student).
4. SS glue their squares in the correct column Activity 7: Look and colour. Then say. P. 54
according to their favourite type of weather. Then, After telling the story and showing the weather
they count the squares and report to the class.
drawings that were brought for the warm up time, invite
Ending the lesson: SS to carefully look at the drawings they have on their
books and colour them with chalks/crayons/markers.
Sing the “Weather” song and say goodbye. Then, say the weather words aloud. Use echo, make
a round/circle or play with them just reviewing weather
vocabulary.
 TEACHER’S BOOK

First, SS look carefully at the clothes on the right

EXTRA ACTIVITY: side of the page.
Talk about different ways of being tidy. Explain Then, with pencils ready, SS find those clothes
the value and importance of being tidy.
inside the drawings where Sol and Santiago are
playing, and circle them.
VALUE: Being tidy!
Once they finish doing the activity, check it with the
whole class, allowing SS to say what they have found
Ending the lesson: aloud. Say the following sentences and questions to
exploit everything they have learnt in this chapter.
Ask SS to mime some of the weather words that
were mentioned in Noah's story. Some examples:
There is a pink dress.
There is a blue coat.
What is the weather like?
LESSON 8: Review! P. 55 It is snowy/rainy/cloudy/sunny.
What is Sol wearing?/What is Santiago wearing?
Objective: She is wearing a pink coat, a wool hat, violet pants
At the end of this lesson, students will have: and pink boots.
He is wearing a violet scarf, a green sweater, blue
• Practised, reviewed, reinforced and recycled all
pants, red gloves and brown boots.
the language seen in this chapter. How many boots do you have there?
We have three.
Target language:
• There is a pink dress. Answer key:
• There is a blue coat.
• What is the weather like?
• It is snowy/rainy/cloudy/sunny.
• What is Sol wearing?/What is Santiago wearing?
• She is wearing a pink coat, a wool hat, violet pants
and pink boots.
• He is wearing a violet scarf, a green sweater, blue
pants, red gloves and brown boots.
• How many boots do you have there?
• We have three (3).

Recycled language:
• New clothes vocabulary: wool hat/sweater/scarf/
gloves. WORKBOOK:
• Colours: red, yellow, pink, blue, green, white,
Activity 4: Listen to the teacher and draw. P. 90
brown. (Violet and sky blue are new)
• Numbers 1 to 10.
THE WEATHER!
LET'S PLAY! Tell SS to go to page 90 and show them this in your
book as a guide.
WARM UP: SS listen to the following sentences and draw what
Invite SS to sing the “Clothes” and “Weather” they hear. Say the following sentences as many times
songs to review vocabulary (Track 23 and 26.) as necessary.
The sentences are:
Activity 8: Find and circle. P. 55 It is a rainy day. Santiago is wearing a blue coat and
Tell SS to find this activity and explain it. blue pants with black boots.
JUST IMAGINE

It is a sunny day. Sol is wearing a pink dress with

yellow shoes. WORKSHEET 6
It is a cloudy day. Santiago is wearing a grey T-shirt WHAT IS THE WEATHER LIKE?
with black pants and red trainers.
It is a windy day. Sol is wearing a green coat with Activity: Look and match. Then trace.
orange pants and brown trainers. Guide SS to do the activity.
It is a snowy day. Sol and Santiago are wearing Ask SS to trace the weather words. Then, ask them
coats, pants and boots. to match the words to the corresponding pictures.
Walk around checking comprehension.
Answer key:
It is a rainy day. Santiago is wearing a blue coat and Answer key:
blue pants with black boots (SS draw what they
heard.)
It is a sunny day. Sol is wearing a pink dress with
yellow shoes (SS draw them.)
It is a cloudy day. Santiago is wearing a grey T-shirt
with black pants and red trainers (SS draw this.)
It is a windy day. Sol is wearing a green coat with
orange pants and brown trainers (SS draw this.)
It is a snowy day. Sol and Santiago are wearing coats,
pants and boots (SS draw this.)

EXTRA ACTIVITY: Matching cards!

Objectives: The students will reinforce:
• The relationship between clothing and
weather.
Materials: STORYTELLING:
• Matching cards prepared in advance with the Use the storytelling cards available on line:
vocabulary learnt during this chapter. The cards
“Storytelling cards Chapter 6”.
are about the weather and the clothes Sol and
Santiago wear in the different weathers. Story: Cinnamon and the seasons!
Development:
Invite SS to sit down comfortably and make a
round/circle so everyone can see each other. Picture 1:
Spread the matching cards and explain to your Cinnamon is sleeping and suddenly he wakes up and
SS that they have to find the other half of the looks through the window. He sees little raindrops
cards but it has to be the right one, according falling down the window; it is a rainy day. His eyes are
to what Sol and Santiago are wearing and almost closed so he can go on sleeping. It is WINTER.
according to the weather in the drawing.
Play it once to demonstrate what is expected Picture 2:
of them.
Cinnamon is drinking water. He's so thirsty… outside,
SS take turns and play the matching cards.
the sun is shining strongly. It's hot and his eyes are
big. It is SUMMER.

Ending the lesson: Picture 3:

Ask SS to sing one of the songs learnt in this Cinnamon is eating hot tasty food. The wind is
blowing and his ears are cool. Trees' leaves are falling
chapter. Sing it happily!
down. It is AUTUMN.

Picture 4:
Cinnamon is rolling on the green grass and making
small holes. Blooms are appearing. Their smell is
sweet and his eyes are big enough to find them and
smell all of them. It is SPRING.
 TEACHER’S BOOK

Picture 5: Picture 6:
Every day Cinnamon feels the temperature and looks Cinnamon loves seasons. Can he name all of them?
at the sky. Cinnamon enjoys seasons a lot. No, he can't, but YOU can. Name the seasons, and
enjoy them!

CHAPTER 7: ME AND WHAT I DO!

Functions: Language: Vocabulary: Content
• Identifying shapes • What is this? It is • Shapes: circle, triangle, Language:
and colours. a circle. square, rectangle. • Shapes.
• Sorting objects • What colour is • Things and shapes: round • Bible story:
CHAPTER 7: according to shape. the triangle? Red. table, square book. Joseph!
• Identifying • What are these? • Classroom instructions: • Project:
ME AND classroom They are square sit down, stand up, share Shape collage!
WHAT I DO! instructions. books. the crayons, clear the table, • Value: Being
PAGE 56 • Recycling: • How many open/close your book, say obedient!
counting from 1 to rectangles are goodbye.
10. there? Ten.
• Sit down on your
chairs, please.

Aims: LESSON 1: Chapter overview! P. 56

At the end of this chapter, students will be able to:
Objectives:
• Identify shapes and colours.
• Learn objects according to their shape. At the end of this lesson, students will be able to:
• Identify classroom instructions. • Identify shapes.
• Identify shapes: circle, triangle, square, and Target language:
rectangle.
• What is this?
• Classroom instructions: Sit down, stand up, share
• It is a circle.
the crayons, clear the table, open/close your
• What are these?
book, say goodbye.
• They are square books.
Target Language:
WARM UP:
• What is this? It is a circle.
Invite SS to go to a special place where there is
• What colour is the triangle? Red. a big special box. Inside this box, there are different
• What are these? They are square books. kinds of colourful shapes, such as: circle, square,
• How many rectangles are there? Ten. triangle and rectangle.
• Sit down on your chairs, please. Invite SS to open it and play a guessing game,
discovering shapes one by one.

VOCABULARY 3
Interactive vocabulary page. Aceseducacion.com

If you have the opportunity, ask your SS to go to

the computer lab. If not, you may use a laptop in the
classroom.
Use the interactive vocabulary page to introduce
the vocabulary and to practise pronunciation.
JUST IMAGINE

Activity 1: Look and stick. P. 56 LESSON 2: Language development! P. 57

Ask SS to look carefully to see which shapes they
can find in the picture.
Use SS' answers to introduce the different kinds of
shapes. Take your time and repeat them. Then, invite
SS to go to the sticker section, page 117, and complete
the picture.
Then ask some questions showing the different
shapes presented.
Show a circle and ask: “What is this? It is a circle.”
Then say: “Can you find something with this shape?”
SS answer: “The table.” Say: “Yes, it is a table in
the shape of a circle.” Do the same with the rest of
the shapes. (Rectangle: It is a table in the shape of a
rectangle. Square: These are books in the shape of
squares. Triangle: They are pennants)
If you have time, add questions with “How
many...?” and refresh numbers from 1 to 10.
Some examples:
How many circular tables are there? Three.
How many rectangular tables are there? One.
How many square boxes are there? Four.
How many triangular pennants are there? Eight.
EXTRA ACTIVITY:
Play with circles and numbers!
Objectives: The students will practise:
• Shapes.
Materials:
• Different kinds of circles brought by SS.
• One pudding brought by the teacher.
Development:
Collect the different materials and explain the
game:
With the pudding in hand, ask:
“How many yellow circles are there?” SS
answer: “Three (3)” (the amount of yellow
circles SS brought)
“How many red circles are there?” SS answer:
“Two (2)” (the amount of red circles brought by
SS)
Be flexible because there will be different
circles with different colours. Play along.
Objectives:
At the end of this lesson, students will be able to:
• Identify shapes and colours.
Target language:
• What is this?
• It is a rectangle/triangle/circle/square.
• What colour is the rectangle/triangle/circle/
square?
• Green/blue/red/yellow.
Recycled language:
• Colours: green/blue/red/yellow.
SHAPES!
WARM UP:
Invite SS to a special place in the classroom. Bring
colourful shapes to refresh vocabulary.
Activity 2: Listen and sing. Then trace and colour.
P. 57
Tell SS to open their books at page 57 and play the
“Shapes” song. Play it twice and make them sing.
After that, ask the following questions by pointing
at the pictures:
“What is this? It is a rectangle/triangle/circle/
square.
What colour is the rectangle/triangle/circle/
square? Green/blue/red/yellow.”
Ask SS to trace the shapes and colour them using
the green, blue, red and yellow lines as a guide.
Chapter 7: Track 27. Page 57. Activity 2: Listen and
sing. Then trace and colour.
Shapes!
In this classroom
There are many shapes,
There are many shapes,
Oh yes! Oh yes!

There is a circle.
There is a triangle,
Ending the lesson: There is a square.
There is a rectangle!
Close the activity by refreshing the new vocabulary
learnt in this activity. In this classroom
There are many shapes,
There are many shapes,
Oh yes! Oh yes!
 TEACHER’S BOOK

rectangles), and count them one by one. Then, they

WORKBOOK: have to draw the result in the empty spaces that are on
Activity 1: Look and glue coloured paper. Then trace. the right of each shape.
P. 91 You can help SS to count aloud.

WHAT IS IT? Answer key:

Invite SS to go to the activity and ask them to Red circles: 10 (ten)
identify the shapes. Use some questions as a guide: Yellow squares: 4 (four)
“What is it? It is a red circle/a green rectangle/a Green rectangles: 6 (six)
yellow square/a blue triangle.” Blue triangles: 8 (eight)
Say: “Look carefully and use coloured paper to
cover the shapes with the same colours.” Then, ask
your SS to trace the names of each shape.
WORKBOOK:
Activity 2: Listen to the teacher and stamp. P. 92
Answer key:
SS will glue red papers on the red circle. SHAPES, COLOURS AND NUMBERS!
SS will glue green papers on the green rectangle.
Invite SS to find this activity. Before it begins, bring
SS will glue yellow papers on the yellow square.
SS will glue blue papers on the blue triangle. the different stamps to the classroom and hand them
out to SS. (You can make them or buy them)
The teacher says and SS stamp:
“Stamp three blue triangles.
Ending the lesson: Stamp six red circles.
Play the “Shapes” song again and say goodbye. Stamp eight yellow squares.
Stamp ten green rectangles.”

LESSON 3: Language development! P. 58 Ending the lesson:

Invite SS to sing the “Shapes” song and say
Objectives: goodbye.
At the end of this lesson, students will be able to:
• Count shapes.
• Identify different kinds of shapes.
LESSON 4: Language development! P. 59
Target language:
Objectives:
• How many circles/squares/rectangles/triangles
At the end of this lesson, students will be able to:
are there?
• Sort shapes and classroom objects.
• 10 (Ten)/4 (four)/6 (six)/8 (eight).
Target language:
Recycled language:
• Different shapes: circles/triangles/rectangles/
• Colours: yellow, red, blue, green.
squares.
HOW MANY…?
Recycled language:
WARM UP: • Classroom vocabulary.
Play the song about shapes and start the activity.
SORTING!
Activity 3: Look, count and draw the number. P. 58
Review shapes by pointing to each of them on the WARM UP:
right side of the page. Start the class by asking SS to look around the
Explain to SS that they have to look carefully at classroom. Draw on the board a circle and make SS
the different shapes (circles, squares, triangles and find an object in the classroom that has this shape, for
JUST IMAGINE

example: a clock. Then, draw a square and ask them next to the colour guide.
to find something with that shape, for example: a
table. Finish the warm up with the rest of the shapes, Answer key:
reinforcing the vocabulary. Yellow circles: 3.
Blue triangles: 3.
Activity 4: Look and match. P. 59 Green rectangles: 10.
Invite SS to look carefully to the classroom objects Red squares: 4.
and their shapes. Ask SS to match the different
objects to the shape that corresponds to that object.
Add some questions to review the classroom EXTRA ACTIVITY: Sorting shapes!
objects: Objectives: The students will reinforce:
Look! What is it? • Sorting shapes.
It is a whiteboard. (It is a rectangular whiteboard) • Shapes.
It is a yellow box. (It is a square yellow box) • Colours.
It is a blue book. (It is a square blue book) Materials:
• Plastic buttons with different shapes.
It is a green clock. (It is a circular green clock)
• Four big plastic boxes.
It is a green table. (It is a circular green clock) • Four plastic glasses for each box.
It is a red table. (It is a rectangular red table) • Cut papers for each box.
What are these? Development:
They are colourful pennants. (They are colourful Bring the materials to class and prepare the four
triangular pennants) boxes with the four plastic glasses in each box
They are colourful books. (They are colourful (put them in each corner), spread the papers
square books) and pour the different plastic buttons inside the
boxes between the papers.
Answer key: Draw in each plastic glass, with a black marker,
a hint of a shape so that SS can be guided
regarding the sorting out.
When everything is ready, count to three and SS
have to sort the shapes and put them inside the
plastic glasses.
The aim here is to see if SS sort the buttons
correctly according to the different shapes.

Ending the lesson:

Say goodbye.

LESSON 5: Language development! P. 60

WORKBOOK:
Activity 3: Colour. Then count and draw the number.
P. 93
HOW MANY…?
Tell SS to colour the whole school following the
colour guide that is on the right side of the page.
Use watercolours.
Once they have finished doing this first part,
invite them to count the shapes they have already
painted and draw the results on the empty spaces
Objectives:
At the end of this lesson, students will be able to:
• Understand classroom instructions.
Target language:
• Sit down on your chairs, please.
• Sit down/stand up/share the crayons/clear the
table/open or close your book/say goodbye.
Recycled language:
• Classroom objects.

BE OBEDIENT!
WARM UP:
Invite SS to play a mime game to introduce some
classroom instructions. Make SS copy and mime them,
too (Listen, shhh, close the door, open your books,
etc.)
Activity 5: Listen and sing. Then cut and glue. P. 60
Open this activity by inviting SS to listen carefully to
the song about classroom instructions.
Play it again and add miming to the song's
instructions. Invite SS to mime with you and stop the
song every time the lyrics mention an instruction, so
that SS can reproduce it through miming.
After that, add these classroom instructions:
“Sit down on your chairs, please!
Listen to the teacher!
Open your books.
Share the crayons with your partners.”
Repeat them twice, and invite SS to go to the cut
out section, page 103, and find the drawings for this
activity. Ask SS to cut and glue them.
When SS finish this activity, invite them to repeat
the classroom instructions again.
Chapter 7: Track 28. Page 60. Activity 5: Listen and
sing. Then cut and glue.
Shh! Our Teacher…
Shhh! Our teacher is here,
listen to him or listen to her,
listen to what he or she says:
One, two, three, four,
close the door,
five and six,
sit down, please, please.
Open your books, oh, yes, yes,
share your crayons, of course, of course,
and don´t forget to say bye bye,
when you go home.
Bye bye.
Ending the lesson:
Sing the new song about classroom instructions
and greet SS.
TEACHER’S BOOK
LESSON 6: Content language! P. 61
Objectives:
At the end of this lesson, students will be able to:
• Identify classroom instructions.
Target language:
• Open your book, please/Sit down on your chair,
please/Clean up your table, please/Share the
crayons, please/Say goodbye!/Stand up, please/
Close your book, please.
Recycled language:
• Classroom objects.
CLASSROOM INSTRUCTIONS!
WARM UP:
Invite SS to sing the “Shh, Our teacher…” song
learnt in the previous class.
Activity 6: Listen and tick. P. 61
Invite SS to open their books by using classroom
instructions:
“Open your books.”
Show this page to them so they can guide
themselves.
Tell them to listen and, with pencils ready, tick what
they hear.
Play the track again and stop it every time there is a
new instruction so SS can think, associate and tick the
correct picture.
Chapter 7: Track 29. Page 61. Activity 6: Listen and
tick.
Number 1: Open your book, please!
Number 2: Sit down on your chair, please!
Number 3: Close your book, please!
Number 4: Share the crayons, please!
Number 5: Say “Goodbye!”
JUST IMAGINE
EXTRA ACTIVITY: Draw instructions!
Objectives: The students will reinforce:
• Classroom instructions.
Materials:
• Grated coloured chalks.
• Plastic trays.
• Markers.
Development:
Hand the plastic trays with the grated coloured
chalks inside so that each table has one. SS
work in groups and listen carefully to the
classroom instructions. They have to reproduce
the instructions using their fingers to draw the
instructions on the chalk.
The classroom instructions are:
Open your book, please!
Sit down on your chair, please!
Share the crayons, please!
Say “Goodbye!”
Stand up, please!
Close your book, please!
Show an example of how to draw on grated
chalk with fingerprints, so SS remember this
and are ready for the rest of the instructions.
SS draw one by one and clean them after with
their hands.
PROJECT 7
SHAPE COLLAGE!
Objectives:
• To help SS develop fine motor skills.
• To help SS practise different kinds of shapes.
• To help SS work in a collaborative way.
Materials:
• Coloured papers/glitter papers/flour papers.
• Scissors.
• Glue or Scotch tape.
Activity 1: Build your favourite school with shapes.
Explain to SS that they are going to invent and build
a school using different shapes.
Steps:
1. Bring different coloured shapes.
2. Build up your school with the shapes and glue
them on white paper.
3. Make pets using shapes. Then glue the pet shapes
near the school.
4. Stick your poster on the classroom walls, and say:
“THIS IS MY SCHOOL. I LOVE IT, I TAKE CARE OF IT!”
Ending the lesson:
Greet SS singing the classroom instructions song.
LESSON 7: Bible Story! “Joseph” P. 62
Objectives:
At the end of this lesson, students will be able to:
• Be familiar with a story from the Bible.
• Identify shapes.
• Practise vocabulary.
Target language:
• Shapes: triangles.
Recycled language:
• Colours.
• Numbers.
JOSEPH!
WARM UP:
Invite SS to a special place decorated for this
lesson, which is about Joseph's trip. Bring handmade
pyramids to symbolize triangles and other objects
(camels, palms, sand) to recreate the story “Joseph is
going to Egypt.”
Story:
Joseph's brothers were jealous of him because Joseph
was obedient and loyal to God and his father. Poor
Joseph! His brothers agreed on a plan and sold him as
a slave to a caravan of merchants that were passing
by and travelling along the road.
They travelled to Egypt. When they arrived to
Pharaoh's palace, Joseph saw a lot of triangular
pyramids and a lot of palm trees. Everything was
new and the merchants offered Joseph to the officer
named Potiphar. God never left Joseph.
Activity 7: Complete Joseph's Egyptian maze. P. 62
After the story, invite SS to look carefully at the
Egyptian maze and do it. SS have to follow the road
without touching the blue edges and find the one that
allows Joseph to arrive to the triangular pyramids.
 TEACHER’S BOOK

what they did with all the classmates.

EXTRA ACTIVITY:
Explain the value: Being obedient. Talk
about SS' experiences of being obedient and
encourage them to share their stories with the
class.
VALUE: Being obedient!
Answer key:
Red circle: clock, table.
Green rectangle: rug, desk, window, board.
Blue square: box, books, chair.
Yellow triangle: the rug's edges, pennants.

Ending the lesson: WORKBOOK:

Ask SS which shape they heard in Joseph's story.
Activity 4: Circle the odd one out. Then say. P. 94
SS´ possible answer will be: triangles or pyramids
or triangular pyramids.
CLASSROOM INSTRUCTIONS!
In this activity, SS have to look carefully and find
which classroom instructions are wrong and circle
LESSON 8: Review! P. 63 them.
Then, SS share and say aloud what they found out.
Objective: Don't share the crayons (this is wrong). Add: “Share
At the end of this lesson, students will have: the crayons” and SS repeat the instruction aloud.
• Practised, reviewed, reinforced and recycled all Don't clean up the table (this is wrong). Add: “Clean
the language seen in this chapter. up the table” and SS repeat the instruction aloud.
Don't open your book (this is wrong). Add: “Open
Target language: your books” and SS repeat the instruction aloud.
• Shapes: circle, triangle, square, rectangle. Answer key:
• Things and shapes: round table, square book. Don't share the crayons.
• Classroom instructions: sit down, stand up, share Don't clean up the table.
the crayons, clear the table, open/close your Don't open your book.
book, say goodbye.
EXTRA ACTIVITY:
Recycled language: Let's mime!
• Classroom objects. Objectives: The students will reinforce:
• Classroom instructions.
• Colours: red, yellow, pink, blue, green, white,
Materials:
brown, violet and sky blue. • A cushion per student.
• A big box.
LOOK AND FIND! Development:
Invite SS to hold their cushions and move them
WARM UP: following the instructions. They are:
Start the class with a guessing game. Call a student Sit down on the cushion, please! (Show the
and tell him/her to mime, for example: “a square,” example and SS follow you).
“open a book,” “a circle,” etc. Try to review all the Stand up on the cushion.
Share the cushion.
vocabulary through the game. Clean up the cushion.
Say goodbye to the cushion. (SS put all
Activity 8: Find and match. P. 63
cushions inside the box).
Invite SS to find this activity and explain to them While SS are doing the activity, say every
that they have to look carefully at the classroom instruction aloud.
objects and say them aloud.
Then, with pencils ready, SS find those classroom
objects and match them to the corresponding shape on Ending the lesson:
the right side of the page. Finish the class using the instruction: “Say
When SS finish doing this activity, share and show goodbye!”
JUST IMAGINE
WORKSHEET 7
HOW MANY…?
Activity: Look, count and draw the number. Then
colour.
Ask SS to pay attention to the shapes in each
picture. Ask them to identify the shapes, to count them
and to write how many circles, rectangles, squares and
triangles they can see in each picture.
Then, think about these shapes and ask SS to
remember some of the classroom objects they have
learnt that have similar shapes, for example: a square
box, a circular table and a triangular pennant, etc.
Answer key:
SPECIAL DAYS
SPECIAL DAY 1
WORLD WATER DAY!
Activity: Make a collage. P. 95
Materials:
• Pieces of blue paper and other colours.
• Glue stick.
Explain the label “Do not waste!” by giving an
example to make it clear and real. Invite SS to colour
the water drop in blue and then add the pieces of
paper to the rest of the drop. Talk about the importance
of controlling the use of water in your area, in your
neighbourhood, in your city, in your country. The
celebration of this special day can be developed with
the primary teacher. You could work together as part of
a special project inviting families as well.
GAME 3
The odd one out!
This game has been designed to help students
identify the word/picture that does not belong to the
same category. It will be beneficial for students to play
the game at the end of the course since the game has
been designed to review the vocabulary taught during
the whole course.
SPECIAL DAY 2
EARTH DAY!
Activity: Draw and colour. P. 96
Materials:
• Pencils.
• Colours.
Ask SS to think of different ways in which they can
show they care for the Earth. Then, invite them to go to
page 96 and ask them to draw, inside the circles, four
simple things they can do to protect the Earth. Help
them think about the concept of recycling, reusing
and reducing, and encourage them to talk about this
topic at home in order to bring ideas to class to share
with their peers. They should work in a collaborative
way, sharing, being friendly and spending a good time
together. Ellaborate on the idea that we have to take
care of the Earth and respect it.

SPECIAL DAY 3
ANIMAL DAY!
Activity: Make a collage. P. 97
Materials:
• Waved coloured papers.
• Glue.
Introduce World Animal Day by showing a puppet of
a fish, turtle, puppy, etc.
Prepare and bring waved coloured papers for each
student and invite your students to glue the papers on
the fish and to make flakes to add to the fish.
Talk about different kinds of fish you have in your
country and how you can protect them.
SPECIAL DAY 4
HAPPY EASTER!
Activity: Look and colour. P. 98
Materials:
• Pencils.
• Brushes.
• Water colours.
Invite SS to briefly review the story of Easter.
Story:
Jesus Christ died on a cross on a Friday afternoon.
On the following Sunday, Christ rose from the dead
and proved that He is the Son of God. Christians
celebrate the resurrection of the Son of God each year
and believe and recognise that Jesus is their Saviour.
Religious celebrations include family gatherings and
special Easter church services.
After that, invite SS to complete the picture by
drawing themselves in it and colouring the drawing
using brushes and water colours.
SPECIAL DAY 5
INDEPENDENCE DAY!
Activity: Draw and colour. P. 99
Materials:
• Glitter.
TEACHER’S BOOK
• Scissors.
• Pencils.
Invite SS to use their hands to decorate a flag with
its specific colours.
Then cut all the flags and make a big one with the
SS' names on it and share it with their families.
SPECIAL DAY 6
MERRY CHRISTMAS!
Activity: Look and follow the path. P. 100
Materials:
• Glitter.
Open this “Special day” activity inviting SS to
review the Christmas story.
Story:
A long time ago, in the town of Nazareth, lived
a young woman named Mary. She was engaged to
Joseph, who was a carpenter.
An angel visited Mary and told her she was going
to have a baby. “You will have a baby boy, and his
name will be Jesus,” the angel said.
Mary and Joseph took a long trip to Bethlehem,
a small town far away. They stayed in a small barn
where animals were kept.
It was warm, and there was plenty of straw to
lie on. That night, an exciting, wonderful thing
happened: Mary and Joseph had a baby!
Baby Jesus, the King of Kings, was born. The
shepherds and the Wise men visited and worshiped
Him!
Invite SS to complete the activity in their books.
They have to find the path that will take the three Wise
men to the humble stable in which baby Jesus and his
parents were. Add glitter and bright papers to decorate
the picture.
JUST IMAGINE
BIBLIOGRAPHY:
• Bentley, Michael I., Mueller, Michael P.,
Martin, Bruce. Connecting Children to
Nature. Wood and Barnes.
• Goldsmith, Scott. 2014. Experiential
activities for enhancing emotional
intelligence. The Amazon Book Review.
• Goverment Publications Sale Office. 1999.
Visual Arts, Art Education. The Stationery
Office.
• Medaura, Olga and Monfarrell, Alicia. 2013.
Técnicas grupales y aprendizaje afectivo.
Lumen.
• McManus Goodwin, Pamela. 2008.
Sensory experiences in the Early childhood
classroom.
• Mc Monagle, Abril. 2012. Professional
pedagogy project. Supporting Every Child´s
right to early education. DCCC.
• Preschool teaching and Learning
Standards. 2014. New Jersey Department of
Education.
• Regan, A; Gurung, R. and Loreto R. Prieto.
2009. Getting Culture: Incorporating
Diversity across the curriculum. Stylus
Publishing.
ACKNOWLEDGMENTS:
I want to express my gratitude to God, to my
lovely husband Alan, and my dear children,
Caroline and Andrew, who supported me
every moment.
I also want to thank my sweetest students,
Delfina Casciani and Mateo García Riccheti,
for bringing life to the characters of every
chapter and for sharing the special charm
and brightness within them.
I want to give thanks to my Korean teacher
, who helped me in every opportunity
I needed language exchange.
An endless and sweet “thank you” to my
nephew Santiago and my niece Sol Mila, who
shared their names with me to use them in the
book.