ClappingTime 4 TG

C.C.
26505439
ISBN: 978-958-45-4152-9
9 789584 541529
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SERIES AUTHORS
Claudia Marcela Chapetón Castro

Nancy Edith Parrado Delgado

AUTHORS
Claudia Marcela Chapetón Castro
Is a full-time professor of English in the Language Department at Universidad Pedagógica Nacional in Bogotá.
She holds a Ph.D. in Applied Linguistics from the University of Barcelona, Spain. She also has a Master’s degree
in Applied Linguistics for the Teaching of English as a Foreign Language and a B.A. degree in English and Spanish
from the Universidad Distrital “Francisco José de Caldas” in Bogotá, Colombia. She has published academic
articles in indexed journals. Her research interests include literacy practices, metaphor, and corpus linguistics.
She is the author of the research book “Literacy as a Resource to Build Resiliency”. She has authored EFL teaching
materials and textbooks for kids, teenagers, and adults.
Consulting Reviewers
Randall Barfield
B.A. in English, State University, Ga., USA.
ClappingTime 4
M.A. in Education, The University of
Alabama, USA.
Freelance English Teacher and Consultant.
Joel Kellog
CELTA and CELTA YL Qualified
Promethean 1 and 2 Qualified
15 years of teaching experience.
Copyright © 2014
Editorial Norma S.A.
Apartado aéreo 53550, Bogotá, Colombia
This publication is protected by Copyright and no reproduction of any part may take place
without the written permission of the publishers.
Printed by
Printed in Colombia. Impreso en Colombia.
Greenwich Editorial Director, Ana María Rojas F.

Editor, Diana M. Romero F.
Proofreaders, Germán Alonso Obando, Amparo Carvajal Sinisterra.
Art Director, Leonardo A. Rivas A. Previous Edition, Wilson Ardila Díaz.
Cover Design, Leonardo A. Rivas A.
Designers, Gabriel Escobar, Leonardo A. Rivas A., Grace Ramírez, Jhon Jairo Álvarez,
Juan Carlos Calderón, Patricia Montaña, Alexandra Romero Cortina.
Illustrators, Andrés Prieto, Denize Torres, Edwin Cruz, Elena María Ospina, Erick Riveros,
Germán Gutiérrez, Guillermo Cubillos, John Joven Cartagena, John Hernández, Lorena Álvarez,
Luis Eduardo León, Luis Fernando García, Luis Fernando Torres, María Jiménez, Miguel Martínez, Rocío Parra,
Yein Barreto, Gisela Bohórquez, Henry Aponte, Jean Paul Zapata.
Photography, Photos.com, Rubberball, Banana Stock, Graphic File Editorial Norma S.A.
ISBN: 978-958-45-4152-9

Clapping Time is a basic primary education English course consisting
of six books, aimed at achieving a basic level of English as a
foreign language for beginners, which accords with level A2 of
the Common European Framework.
Clapping Time understands the learning of English as a creative

process of discovery and acquisition of knowledge through
interaction in real socio-cultural contexts that are relevant to boys
and girls, taking into account their level, age and the world that
surrounds them. Thus, in a progressive and gradual way, different
topics are tackled e.g. the city, school, health, food and eating
habits, environmental problems, among others.
With Clapping Time, teachers will be able to enrich the learning

experience of their students, offering opportunities to interact in
a meaningful way in real and daily contexts and situations, the
opportunity to get to know their own world and that of others,
especially in terms of the most relevant socio-cultural aspects of
Latin American and English-speaking countries.

1. Components
Student’s Book Workbook

The Student’s Book consists of 8 units, which The Workbook helps students reinforce the
develop topics, communicative functions, development of reading and writing skills. Each
projects, and specific grammatical approaches. of its eight units relates the content of the book
There is a section dedicated to the Picture with extra activities that encourage students
Dictionary, as well as cut-out sheets that to continue their learning process based on
accompany the project. Activities in the Student’s the Student’s Book contents. The Workbook
Book include chants, songs, poems, dialogs also encourages the use of diverse learning
and tongue-twisters, among others. strategies which will help students achieve
their learning goals through a dynamic and
CDs
meaningful way.
Three CDs accompany the Teacher’s Guide.
CD1 and CD2 include the Clapping Time Story Book
song, various listening exercises, songs, rhymes, There is a Story Book containing eight stories,
short stories and tongue-twisters, which help each one belonging to the units of the Student’s
students develop listening skills. CD Portfolio Book. Besides being an invitation to enjoy
includes all the brand-new listening activities reading, they also promote a specific value
to be developed through the portfolio contents. such as solidarity, respect and equality, among
IV Student’s Book audios are also available for

Derechos reservados
pupils at www.greenwichlab.com.
others. These values encourage thinking about
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copia, reproducción
is entailed y/oa distribución.
in being responsible citizen.
Portfolio Each test covers two to three units from the
Clapping Time offers in its Portfolio new chances Student’s Book, and includes exercises to assess
to practice the language in a real communicative the four communicative abilities: reading,
way. The activities included in this new material writing, listening and speaking. Tests are also
focus on listening and speaking skills, offering available at greenwichlab.com.
to the student the perfect opportunity to actually
Flashcards
practice what has been learnt throughout the
Each level of Clapping Time counts on a set
program. The Portfolio also includes a Cutout
of full-color flashcards including the vocabulary
Page per unit with a game to have fun while
studied through the books’ units. It also contains
learning.
an Activity Guide that will help you take the
Teacher’s Guide most advantage of the material while improving
The Teacher’s Guide contains theoretical and your students’ listening and speaking abilities.
practical information related to the planning
Greenwich Lab
and methodological development of each unit.
Greenwich Lab is an online platform that
It includes extra activities and communicative
contains plenty of material for both students
tips, both cultural and pedagogical, as well
and teachers that aims to reinforce the main
as the activities answers, CD scripts and a
grammar contents shown in the textbooks. On
Photocopiable Test.
one side, students will find games in which
Tests they will reinforce contents studied throughout
Clapping Time Tests is a supplementary material the course. They will also find tests to track their
for the program users. These have been designed progress in English. For teachers, on the other
to help teachers make sure their students will hand, Greenwich Lab draws on course creation
successfully achieve the A2 level according to (for uploading contents), tests scheduling,
the Common European Framework. programming and an activity maker.
2. Pedagogical Characteristics
Clapping Time conforms to the standards Clapping Time contains
in English for the teaching and learning of
t A series of graded Standards for each of the
foreign languages established by the Common
eight units in the book. These are broken down
European Framework. It includes a wide
into a set of Communicative Goals for each
range of learning experiences, which develop
lesson of the Unit.
communicative skills in English as a foreign
language. In addition, it builds the skills that t The development of Communicative skills in
facilitate the understanding of cultural and social reading and listening as well as in writing and
elements inviting boys and girls to participate speaking, in order to achieve the standards
actively in the construction of possible worlds set out by the Common European Framework
based on the values necessary for people to live corresponding to Levels A1 and A2.
together.
V
With Clapping Time boys and girls will be able to ✓ Write simple texts. Depending on specific
factors such as age and level, the progressive
✓ Develop communicative skills. Each lesson
development of writing skills based on pictures,
presents a great variety of activities that
objects, ideas, stories and the particular interests
encourage the use of English in a significant
of boys and girls is encouraged.
and contextualized way. Conversations, role
plays, the reading of authentic materials and ✓ Express their ideas and needs orally in a
modern day topics of interest to boys and girls creative way. Clapping Time provides an
are part of the several possibilities that Clapping environment in which children feel confident,
Time offers to promote the development of safe and encouraged to express their ideas,
communicative skills. feelings and realities verbally and also to fulfill
their creative potential.
✓ Discover, awaken and develop multiple
intelligences. The unlimited imagination of boys ✓ Participate in play activities. Each unit of this
and girls, their curiosity and desire to discover series encourages learning in an attractive and
are considered to be a permanent mental state. fun way for boys and girls through the use of
Clapping Time helps students to discover their games, crosswords, tongue-twisters, songs,
potential, to resolve and tackle situations through rhymes, chants, short stories, etc.
activities that develop and trigger the eight ✓ Understand and follow instructions. Through
Multiple Intelligences described by Howard using this series the student will learn, in a natural
Gardner when they learn and use English to way, to follow short and simple instructions given
communicate. by the teacher or heard on the CD.
✓ Learn a great variety of expressions and ✓ Carry out activities that develop students’ motor
vocabulary. Clapping Time presents in a clear, skills. Physical activities, which imply movement
progressive and fun way new words related and creation, are an important element in the
to the topics of each unit. In addition, it invites program developed throughout the series.
students to practice Useful Expressions related to
✓ Evaluate their learning progress step by
daily situations.
step. Each lesson provides opportunities for
✓ Understand dialogs, chants, rhymes, interviews progressive evaluation in which children can
and simple texts about topics of interest at their monitor their own progress. At the end of each
age. Each unit and section of this series places unit, there is a section dedicated exclusively to
great emphasis on the development of listening the evaluation of the work that students have
skills in contexts that are both real and, at the done on that particular topic, the grammatical
same time, fun. focus and the development of the communicative
function expected.
✓ Participate in simple conversations with an
understandable pronunciation. Clapping Time ✓ Use learning stategies. Clapping Time promotes
offers real opportunities for interaction supported the use of different learning strategies proposed
by the recordings on the CDs. In the projects of by authors such as Rebbeca Oxford for the
each unit, for example, boys and girls will find development of communicative skills in English.
extensive possibilities to create conversations Children will discover tools which help them to
and use the language in a spontaneous and get involved in their own learning processes in
VI communicative way. a more direct and active way.
3. Structure of the Series
Based on the Common European Framework
and on our own Latin American contexts and
realities, each component of this series is
A penguin called
designed to tackle and satisfy the most keenly
Peter Penguin in
felt interests of both students and teachers:
Clapping Time
A. Student’s Book books 1 and 2.
Throughout the series, three amusing characters
accompany children:
A seal called
Cindy Seal, in
books 3 and 4.
And a bear called Benny
Bear in books 5 and 6.
Each book of Clapping Time is structured with From book 2 on, Clapping Time introduces a
eight topic units. The scope and sequence chart Review Unit with activities that help children
offers the most relevant information for each through the transition from one level to the next.
school year and unit which includes topic, This initial section also helps remind the new
communicative goals, grammatical approach, students of the topics taught previously. There is
vocabulary and expressions, the project and a Picture Dictionary at the end of each book.
its curricular link, the story with its promoted
values and the phonetic symbol of the sound
emphasized in the tongue-twister.

VII
Each unit contains: New Expressions with frequently used phrases
within a communicative context that allows
t Three lessons. Each lesson consists of two pages
students to infer their proper use.
which are appropriately graded and work from
the simple to the more complex. They develop
the methodological model based on warm-up,
presentation, guided practice and free practice.
The lessons are linked, one with another, to
form a coherent whole that allows the student
to practice consistently the same communicative
goals within the topic of the unit. The developed
communicative skill is marked in each activity
through an easily identifiable logo.
Clap, Clap, Clap with models, examples

and activities that let children identify the key
grammatical content of each lesson and offer
them the chance to use them step by step.
Each lesson includes sections

ti suchh as
New Words with key vocabulary for the

development of the unit and pictures to support
its understanding.
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Clap Strategy from book 4 onwards: learning Lesson 3 focuses on the development of reading
strategies with suggestions to help children and writing skills. It also proposes the reading of
develop their communicative skills. an illustrated story that students can find in the Story
Book. Each short story draws attention to a key
social value. Students will be able to understand
and enjoy thanks to the vocabulary, expressions
and communicative functions studied throughout
the unit.
Clap your hands, twist your tongue with tongue-

twisters that emphasize a specific sound and
promote the correct pronunciation, the proper
rhythm and intonation of the English language. In t A game. Each unit has a game after the
the Portfolio you can find a step-by-step guide on third lesson. The games promote not only
how to work with the tongue twister. autonomous and group work, but also creativity
and language use within an informal and fun
environment. There is a set of games, such as
crossword puzzles, word search, stop, tic tac
toe, mazes, and so on.

IX
t A project. The project of each unit relates t "O FWBMVBUJPO Each unit has an assessment
the contents of the unit with other curricular with activities for children to measure their
areas such as art, social sciences, math, progress. Students can contrast what they
biology, geography, and ecology. Through have learned with the expected communicative
these projects, the development of different goal. Vocabulary, communicative functions,
intelligences is promoted as well as the ability grammatical approaches and the different skills
to follow instructions in order to create a final are evaluated in this section.
product, allowing children to interact.
In the final pages of each book, we find
t " 1JDUVSF %JDUJPOBSZ Each Picture Dictionary

has been designed for the student to practice,
The Cutout Pages that accompany the majority get familiarized with and interact with the
of cross-curricular projects help to develop vocabulary of each unit. Books 1, 2 and 3
the children’s motor and creative skills. This contain stickers with images and words to let the
section contains a Word Bank with Vocabulary children identify, associate and complete while
and Useful Expressions to facilitate natural reinforcing their motor skills. Books 4, 5 and 6
and spontaneous language use in real present full-color pictures so that the children can
communicative situations. identify the vocabulary within contextualized
situations.
the the the the

Project Unit 6
smallest tallest strongest biggest
the the the the

longest cutest scariest slowest
the the the the

heaviest fastest funniest smartest
the the can can

friendliest ugliest crawl hop
Page 67
can can can can

hunt swim jump run
Cutout
can the the the

fly oldest youngest chubbiest
this is these that is those

an are... a... are...
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B. Teacher’s Guide
Each course level is complemented by a practical
Teacher’s Guide where the teacher will find a
number of resources to plan and develop his
or her classes. The preliminaries introduce the
scope and sequence charts of all the series to
give the teacher a panorama of the complete
content of the program.
The philosophy and characteristics of the series,

the goals, the methodology and the approaches
used to develop skills are key tools for the
planning and development of each class. The
guide includes the pages of the Student’s Book
with answers to the exercises included.
At the beginning of each unit, the teacher will

find a chart with the standards for each level,
taking into account the communicative skills
Finally, there are methodological suggestions to
of reception and production. It also presents
carry out all the activities in the lessons.
the communicative goals and the list of key
vocabulary and expressions for each unit. Each lesson has the following steps:
Warm up
This describes the activities designed to prepare students to start the lesson. These show and explore
the students’ previous knowledge. This warm up draws pupils’ attention to the topic of the unit and the
communicative function that will be developed later.
This includes the activities that explain and exemplify the topics of each lesson. The vocabulary,
Presentation
the Useful Expressions, the grammatical focus and the communicative functions are presented in
a contextualized and meaningful way. Clapping Time avoids the use of grammar terminology
and places emphasis on a spontaneous and natural way of understanding and expressing ideas,
feelings and emotions.
Clapping Time offers both a guided and a freer practice, with activities that promote the applica-
Practice
tion of new knowledge in real communicative situations such as dialogs, work in pairs and group
work. Free practice allows children to use language they have learned to accomplish meaningful
communicative tasks.
This offers activities to allow the application of new knowledge in different ways: through
Production
creativity and through oral and written expression. Clapping Time promotes activities to perform
in autonomous and collaborative ways, emphasizing group work and the development of both
written and spoken communicative skills.

XI
Teachers will find Extra Activities to develop Games and Projects are widely described
each lesson and to support the previous stages. and the series proposes some methodological
They will also find a set of Communicative procedures to carry them out and to take
Tips which involve cultural and linguistic use; advantage of them. Teachers will find a list of
Grammar Tips that explain and support the vocabulary and Useful Expressions related to
teacher in the comprehension of certain these activities. In the same way, the Teacher’s
structures, and finally, Teaching Tips that offer Guide explores and offers a number of ways to
didactic support. read the stories with the children, drawing their
attention to the values theyy p
present.
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Clapping Time offers a wide range of listening Each guide has a Photocopiable Test
and pronunciation activities through the different appropriate to the level and designed in a way
lessons. The guide includes the CD scripts or that is attractive for children. This test is based
transcriptions of the contents of the CDs which on the requirements of international tests. This
include conversations, songs, tongue-twisters, section offers the description of the parts of the
rhymes and chants, as well as the stories. test, the answer key with suggestions to deal
with the Speaking section, and the CD scripts.
The guide presents a section called Clapping
Time Notes that will help the teacher to At the end of each guide, the teacher will find
write down all the relevant information for the activities, games and exercises to exploit the
development of his or her classes. There is also Picture Dictionary by promoting the meaningful
a form in which to register his or her students’ learning of the words in context, and with
progress. specific and communicative purposes.

XIII
C. The Audio CDs
Each level has three CDs that contain dialogs, allow children to familiarize themselves with the
new words and expressions, instructions, texts, different accents of native English speakers, their
songs, rhymes, poems, tongue-twisters and speed patterns, natural rhythm and intonation.
short stories. All these contents are a model of Authenticity of oral texts is present in real life
pronunciation and intonation relevant for the dialogs that take place at school, the restaurant
development of listening skills. The recordings and the airport, among other places.
4. Pedagogical Approach
and Methodology
Clapping Time follows an eclectic and holistic Task-Based Approach. The proposed activities
approach that integrates the most important and projects in Clapping Time allow children
elements taken from different methodologies to develop the comprehension and production
used for teaching English as a foreign skills necessary to communicate in real daily
language during recent years. This approach contexts. The projects involve children in
allows the integrated education of children learning experiences that have a material
and the development of their communicative result (a product). In this process, they should
competence in the foreign language. It also negotiate and solve certain problems in a
involves a variety of activities that motivate and communicative way. Children are invited to put
stimulate students to discover and activate their into practice the language they already know
potential according to their ages, interests, likes, and the language they have recently learned,
necessities and learning styles. in a natural and spontaneous way, in order to
reach a meaningful goal.
Two main aspects frame the methodology of
Clapping Time: the development of multiple Cross-Curricular Approach. In a gradual and
intelligences and the use of learning strategies simple way, this series presents interesting topics
that enrich and encourage new ways of dealing for children that motivate them to see English
with English language teaching and learning as a means to communicate and learn about
processes. the world in a meaningful way. Clapping Time
offers a good deal of content related to other
Total Physical Response (TPR). Clapping Time areas of knowledge.
offers the appropriate contexts for children
to interact and respond physically while they Cross-Cultural Approach. One of the main
are learning. Through songs, rhymes, chants, principles of this series is the acknowledgement
imitation, games, and tongue-twisters, children of the enrichment that cultural diversity affords
develop their verbal and non-verbal skills while when learning a foreign language. Clapping
having fun. Activities such as Sing along, Time allows children to learn about some of
Act out or Listen and Chant are some of the the main features of English-speaking countries
opportunities that Clapping Time offers to as well as the sociocultural elements of Latin
promote this learning method. American countries. This latter aspect aims to
promote the values of their own identity.
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Activities such as What about you? invite Multiple Intelligences. Following this eclectic
children to recognize themselves with respect to approach, the series proposes different kinds of
the cultural conceptions of others. activities designed to promote the development
of the multiple intelligences. This theory invites
Student-centred Approach. Clapping Time
students and teachers to explore the different
promotes meaningful learning, which
forms of understanding, interpreting, analyzing
encourages students to be active and creative
and solving problems, taking into account the
agents. Children are seen as central to, and
individual and his/her socio-cultural background.
the protagonists of, the teaching and learning
Thus, in the Teacher’s Guide, each activity is
processes. It is through additional activities and
identified according to the kind of intelligence that
learning strategies that Clapping Time answers
it develops (e.g. linguistic, logical-mathematical,
children’s particular needs.
visual, kinesthetic, interpersonal, intrapersonal,
musical and ecological).
This is the ability to use words effectively in an oral and written

form. This intelligence includes skills to remember information, hold
Linguistic
conversations, respond to messages, etc. When students read, write,
Intelligence
interact, and communicate their ideas, they are developing their
linguistic intelligence.
This is the ability to use numbers and to reason effectively. This
Logical-Mathematical
intelligence includes skills such as analyzing of data or problems, solving
Intelligence
mathematical operations and manipulating computer programs.
This includes the skill to represent graphically visual and spatial ideas.
Visual
When students read maps, graphics, charts or pictures in general, they
Intelligence
are developing their visual intelligence.
This covers physical movements to express ideas and feelings. Skills
Kinesthetic such as coordination, flexibility, speed and balance are promoted
Intelligence through activities such as role-play, dancing, mimicking, and all those
that allow a physical or bodily response.
Interpersonal This is the ability to understand others’ feelings, expectations and ways
Intelligence of being. The ability to work in a group cooperatively and harmoniously.
This is the ability to understand oneself and to recognize one’s own
Intrapersonal strengths, weaknesses, desires and feelings. When a student expresses
Intelligence his/her preferences and opinions, evaluates his/her own achievement,
he/she is developing his/her intrapersonal intelligence.
Musical This involves the skill to recognize and to follow the rhythm, intonation
Intelligence and melody of songs, chants and rhymes.
This is the ability to recognize our natural and cultural background
including flora, fauna, the environment and cultural artefacts. Activities
Ecological
carried out in places different from the classroom, such as gardens,
Intelligence
museums, the countryside, as well as the observation of the environment,
promote the development of this intelligence.

XV
t -FBSOJOH 4USBUFHJFT The main objective of To be aware of his/
using learning strategies is the development of Metacognitive
her own learning
Indirect Strategies
communicative competence. These strategies Strategies
To plan and evaluate
are specific actions that a student carries out
To encourage
in order to facilitate his/her learning process Affective
him/her
and to make it easier, more effective, faster, Strategies
To diminish anxiety
self-managed, more fun as well as to offer the
possibility of applying his/her new knowledge Social To ask questions
to new situations. Clapping Time promotes the Strategies To work in group
use of learning strategies because they:
t $PNNVOJDBUJWF "QQSPBDI BOE TLJMMT
✓ contribute to the development of development. In each one of the units and
communicative competence in English. lessons of Clapping Time, children will develop
✓ allow children to assume some responsibility their communicative skills in an integrated and
with respect to their learning process. meaningful way. The exposure to a real and
✓ are actions and tools that can be used natural language, and the practice of these
to solve a problem, carry out a task and skills progressively and regularly, allow students
achieve a goal. to improve their communicative competence.
✓ extend the role of the teacher because he or By having the opportunity to listen to, write,
she can guide, orient and promote their use. speak and read about carefully chosen topics
✓ involve more aspects than simply the of their interest, children generate a positive
cognitive one. attitude towards English and at the same time
✓ are flexible and adaptable. discover a new linguistic system to understand
their environment and to express their emotions,
Strategies support the learning process both
needs and feelings; that is, to communicate
directly and indirectly. In the section Clap
effectively.
Strategy, teachers and children will find a
number of strategies and suggestions as to how The games, projects and short stories of
and why to use them. Clapping Time are clear opportunities for
children to be involved in meaningful activities
Examples of Learning Strategies where they can practice their communicative
Included in Clapping Time skills and make connections with their real life,
own experiences and environment.
To use pictures
Memorization
and sounds
Strategies
Direct Strategies
To review
To practice
Cognitive
To analyze and to
Strategies
reason
Compensatory To guess
Strategies To mime
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5. Lesson Planning
Lesson Development
t Oral description of images, scenes, photographs and pictures.

t Brainstorming and key words.
Warm up
t Short questions or conversations involving previous knowledge and experience.
t Listening to, or reading of, short and simple dialogs, songs and poems.
t Pictures and key words.

t Useful Expressions presented in different contexts.
Presentation
t Oral and written text models.
t Examples, questions, responses, songs, chants and games.
t Models, guided practice and free practice.

t Individual study and pair work.
Practice t Descriptions.
t Identification of people, animals, situations or objects.
t Listening and pronunciation exercises (songs, rhymes, tongue-twisters, chants).
t Creation of simple sentences, dialogs and short conversations.

t Construction of questions and answers.
t Oral and written expressions.
Production
t Oral responses and role-plays.
t Application of the language learned in different contexts and communicative
situations.
t Word games, role-playing and contests.

t Cross-curricular projects.
t Autonomous and collaborative work.
Expansion t Creation of posters and didactic material to support, promote and develop
communicative competence.
t Reading of short stories, interpretation, discussions and analysis of a short story
and the values it highlights.
t Progressive and constructive evaluation.

t Vocabulary, grammatical focus and language use in context.
Evaluation t Self-evaluation.
t Peer-evaluation and feedback: evaluation with classmates and feedback from
the teacher.
Clapping Time is an innovative series that invites The Teacher’s Guide and CDs are supportive
children to have fun while learning meaningfully. materials and key tools to take advantage of the
Each one of its units, lessons and sections promotes many didactic possibilities found in the Student‘s
the learning of English as a foreign language Book and to aid the planning and development
in a progressive, creative and dynamic way. of classes.
XVII
g
COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Greetings t Uses simple expressions to greet others
t ABCs (a, b, c) and introduce herself/himself.
1
Getting to Know You
t The classroom and school objects t Mentions the basic vocabulary related to
t Simple commands the classroom and classroom objects.
2 t Numbers 1 to 10 t Follows simple instructions.
t ABCs (d, e, f) t Counts numbers from 1 to 10.
Back to School t Asks and answers questions about phone
numbers.
t Family members t Mentions the basic vocabulary

t ABCs (g, h, i) related to family members.
3
My Family
t Parts of the face t Mentions the basic vocabulary related

t ABCs (j, k, l) to the parts of the face.
4 t Uses some adjectives to describe the
parts of the face.
This Is My Face t Follows simple instructions.
t Colors t Mentions the most common colors.

t Shapes t Mentions basic geometric shapes.
5 t ABCs (m, n, o)
Colorful Shapes
t Farm animals t Mentions the basic vocabulary related

t Pets to farm animals and pets.
6 t ABCs (p, q, r) t Expresses her/his own preferences
about animals.
The Animals You Love
t Toys t Mentions the basic vocabulary related

t Action words to toys.
7 t ABCs (s, t, u, v) t Recognizes and uses some action words
(verbs).
Playing Around
t Mentions the basic vocabulary related

t Fruits
to fruits and snacks.
t Snacks
8 t Action words
t Recognizes and uses some action words
(verbs).
t ABCs (w, x, y, z)
My Yummy t Expresses her/his own preferences
Lunchbox about fruits and snacks.

g
I, you
my, your
What is it?
It’s a...
a/an...
No, it isn’t.
Imperatives
He, she
his/her
It is...
Is it...?
What is it?
What color is it?
It/They
GRAMMAR FOCUS
Is it a...? Yes, it is.
Who is this/he/she? This/he/she?

This/he/she is my...
My, her, his
What is his/her name?
My... is/are...
His... is/are...
Her... is/are...
I have...
Imperatives
Plural and singular nouns

What is it?/What are they? It is/they are
I like... I love...
My favorite pet is...
It is a...
I have ...
I play with...
It is long/short.
It is blue. I like to play with my...
I eat...
I like to eat...
I don’t like to eat...
I drink.....
I like to drink...
I don’t like to drink...
What do you like?
My name is...
I am...
VOCABULARY
Hello, Hi, Good morning/afternoon/evening.

How are you? I’m fine.
What’s your name?
eraser, book, pencil, glue, pen,

sharpener, scissors, board, door, window, desk, chair.
point to, touch, open, close, go to...
father, mother, grandmother, grandfather, brother,

sister, baby, aunt, uncle, cousin.
face: eyes, eyebrows, eyelashes, lips, nose, mouth,

ears, hair, cheeks.
big, small, long, short.
touch, show me, open, close.
red, blue, yellow, orange, green, purple, brown,

pink, gray, white, black, circle, triangle, rectangle,
square, heart, big, small.
dog, turtle, rabbit, cat, bird, fish, chick, horse, pig,

cow, hen, duck, sheep, donkey, rooster.
ball, car, bear, doll, puppet, clown, kite, bike, boat,

plane, train, rope.
play, fly, jump.
fruits: oranges, strawberries, bananas, pears,

apples, tangerines, grapes, cherries.
snacks: sandwiches, juice, milk, yogurt.
eat, drink, like.

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COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Body parts t Recognizes and mentions the vocabulary
related to the parts of the body.
t Uses some adjectives to describe the
1 parts of the body.
t Recognizes and uses some regular and
This Is My Body irregular nouns.
t Family members t Mentions the vocabulary related to

t Action words family members.
2 t Recognizes and uses some action
words (verbs).
My Nice Family
t Parts of the house t Recognizes and mentions the basic

t Objects in the house vocabulary related to the parts and
3 objects of a house.
t Uses some prepositions of place.
Where I Live
t Numbers from 11 to 20 t Counts numbers from 11 to 20.

t Collections t Counts objects.
4 t Prices t Uses numbers to talk about the price of
some items.
Having Fun with Numbers
t Clothing t Recognizes and mentions the basic

t Weather vocabulary related to clothes.
5 t Recognizes and mentions the basic
vocabulary related to weather.
Clothes I Wear
t Wild animals t Recognizes and mentions the basic

t Action words vocabulary related to wild animals.
6 t Recognizes and mentions the places
some animals live.
Amazing Wild Animals t Talks about the actions that these animals
can or cannot do.
t Days of the week t Identifies and mentions the days of the

t Months of the year week.
7 t Important holidays t Identifies and mentions the months of the
year.
t Uses ordinal numbers to give dates.
Celebrating Holidays
t Identifies and mentions some important
celebrations.
t Meals t Identifies and mentions some vocabulary

related to meals.
8 t Expresses her/his own preferences
about food.
Time to Eat
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I, she, he, they
my, his, her, their
Who are they?

GRAMMAR FOCUS
What do you look like?

What does she look like?
I have
He/She has...
Who is this?
Who is she/he?
Here is the... Where is the...?

It is in/on/under...
He is in the...
She is in the...
How many... do you have?

I have...
How much is it/are they?
It is/They are... cents.
What do you like to wear?

I like to wear...
What does he/she like to wear?

He/she likes to wear...
This is a...
This is an...
This animal is...
A/an... lives in the...
It can... but it can’t...
What day is today?

It is...
Today is...
What’s the date today?
Today is...
When is your birthday?
What do you have/eat for...?
drink?
I am...
He is...
She is...
They are...
What is she/he doing?

What are they doing?
He is ________ing.
She is __________ing.
They are _________ing.
What do you collect?

I collect...
My favorite...is ...
What are you

wearing today?
I am wearing...
Is it cloudy?
It is windy.
It’s on...
Prepositions: in/on
Ordinal numbers:
1st 2nd 3rd 4th 5th
I like to...
I eat/have/drink...
What does he/she like to eat/ My favorite meal is...
long/short
big/small
chubby/thin
tall/short
pretty, handsome.
VOCABULARY
The body: head, shoulder(s), hand(s), hair, arm(s), leg(s),

foot/feet, tooth/teeth, finger(s), neck, knees, back, tummy,
elbow(s), toe(s).
Family members: dad, mom, grandma, grandpa,

brother, sister, baby, aunt, uncle, cousin, daughter,
son, relatives, parents, grandparents, children.
Action words: working, cooking, studying, sleeping,
reading, listening, cleaning, eating, playing, watching
T.V.
Parts of the house: kitchen, bathroom, bedroom, living

room, dining room, garage, yard.
Objects in the house: T.V. set, picture, stereo, bed, lamp,
sofa, chair, table, clock, toilet, shower, stove, refrigerator,
car, bike, dog, house.
Collections: stickers, stamps, marbles, cards, toys,

dolls, cars, pens, pencils.
Numbers from 11 to 20.
Clothing: skirt, shirt, T-shirt, dress, pants, jeans, sweater,

coat, shoes, boots, sneakers, socks, scarf, hat, cap,
gloves, underwear.
Weather: rainy, cloudy, sunny, windy, foggy.
Wild animals: elephant, alligator, giraffe, monkey, tiger,

hippo, zebra, lion, eagle, kangaroo, snake, shark,
dolphin.
Actions: swim, fly, jump, play, run, crawl, hunt, hop,
swing.
Places: jungle, sea, forest, desert, plains.
Days of the week: Sunday, Monday, Tuesday, Wednesday,

Thursday, Friday, Saturday.
Months of the year: January, February, March, April, May,
June, July, August, September, October, November,
December.
Important celebrations: Mother’s Day, Christmas,
Independence Day, Valentine’s Day.
Breakfast meals: bread, eggs, cheese, milk, coffee, juice,

toast, fruit, cereal.
Lunch/Dinner: rice, potatoes, beef, chicken, soup, salad,
soda, water.
eat, drink, have.
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COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Physical descriptions t Uses some adjectives to describe
t Feelings people’s physical appearance.
t Asks and answers questions about how
1 people feel or look.
Talking about People
t Action words t Recognizes and uses some action words

(verbs).
2 t Answers questions about what people
are doing.
Busy People t Uses contractions.
t Places (in the city) t Identifies and mentions the vocabulary

related to places in the city.
3 t Uses prepositions of place.
Places to Visit
t Numbers from 10 to 100 t Counts numbers from ten to one hundred.

t Prices t Counts objects.
4 t Regular and irregular plurals t Gives prices.
t Things of nature t Solves numerical problems.
Numbers Festival
t Weather t Identifies and mentions some vocabulary

t Time related to weather.
5 t Some Latin American t Asks and answers the time of day.
countries t Mentions some Latin American countries.
Around Latin America
t Insects t Identifies and mentions some vocabulary

t Action words related to insects.
t Recognizes and uses some action words
6 (verbs).
t Talks about the actions insects can or
Amazing Bugs cannot do, showing ability or disability.
t Exercise-related activities t Talks about free time activities.

7 t Leisure activities t Expresses her/his own preferences
about the activities she/he does.
Break Time
t Supermarket products t Identifies and mentions food.

t Talks about food and its amounts.
8
At the Supermarket

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I am...
She/He is...
They/We/You are tall.
His/ her/ my
Where are you from?

GRAMMAR FOCUS
What do you look like?
Are they/Is she/he studying?

What is she/he doing?
What are they doing?
Yes, he is/she is/they are.
No, he’s not/she’s not/
they’re not.
Let’s go...
Let’s go to the...
There we can...
Where is the___?
How many... is/are there?

There is/are...
How much is it?
It’s 30 dollars.
What does she look like?
I’m/She/He is chubby.
She/He has...
I/They have...
How are you?
I’m happy.
What’s the weather like in Peru

today? It’s sunny.
What time is it/there?
It’s ten o’clock.
This is a...
This is an...
It can..., but it can’t...
They can/can’t...
Can ladybugs fly?
What is your favorite...?
I really like...
What do you/they love to do?

I love to...
Does she/he like to sing?
What does she/he love to do?
She/he loves to listen to music.
some
any
Do you have any...
Is there any...
Are there any...
I have some...
There is some...
It is next to/near/in
front of/
behind...
I have/
He/She has
I am from Peru.
It’s ten twenty.
What time is it?
It’s 3:40.
It’s 5:20.
What do you like?
There isn’t/There
aren’t any...
We need some...
We don’t need any...
Let’s buy some...
Let’s get some...
tall/short
chubby/thin
young/old
long/short
big/small
eating.
VOCABULARY
Physical descriptions:
pretty, handsome, cute, weak, strong.

Moods: angry, sad, happy, tired, surprised.
studying, playing, watching T.V., drawing, painting,

dancing, cooking, resting, sleeping, singing, reading,
Places: park, movie, theater, mall, restaurant, drugstore,

supermarket, church, hospital, library, school,
coffee shop.
go shopping
shop for food
pray
see the doctor
Nature: flowers, rocks, leaves, fruits, sticks, bugs,

birds, children, people, women.
Objects: bags, cups, glasses, dishes, spoons, forks,
matches, ballons.
Seasons: winter, spring, summer and fall.

dry/rainy; cloudy/sunny
windy/foggy/snowy
warm/cold
Colombia, Guatemala, Ecuador, Mexico.
Insects: bee, fly, ant, butterfly, spider, grasshopper,

beetle, wasp.
Action words: swim, fly, jump, eat, hunt, walk, run, hop.
Related words: colorful, small, beautiful, ugly, pretty,
interesting, tiny, amazing.
climb, play, chat, jump, ride a bike, watch T.V., listen to

music, read, sing, dance, ride a horse, go camping,
go fishing, go on a picnic.
milk, yogurt, chocolate, coffee, bread, eggs, toast,

cheese, rice, potatoes, beef, chicken, pork.
Fruit: apples, bananas, grapes, peach, pear,
strawberries, etc.
Vegetables: lettuce, carrot, cauliflower, corn, etc.

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COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Me and my friends t Introduces herself/himself and others.
t Latin American countries t Spells first names and last names.
1 and nationalities
t Phone numbers
t Asks and answers questions about
personal information (name, last name,
Are You New at School? city, country, nationality, phone number).
t Sports t Mentions some vocabulary related to

t Hobbies sports and hobbies.
2 t Recognizes and uses some action words
and adverbs of frequency.
Sports and Hobbies t Talks about her/his own preferences
regarding sports and hobbies.
t Occupations t Recognizes and uses some vocabulary

t Job actions related to occupations.
3 t Places where people work t Talks about the jobs people have.
t Identifies work places.
Wonderful Jobs
t The city t Identifies and mentions different places in

t Commands the city.
4 t Directions and locations t Asks for and understands directions to
move about in the city.
Around the City t Uses short sentences to describe places.
t Comparatives t Identifies characters based on physical

t Physical characteristics descriptions.
5 t People t Describes herself/himself and others using
short and simple sentences.
Wow, I’m Bigger! t Makes comparisons about people taking
into account their physical features.
t Wild animals t Mentions some vocabulary related to wild

t Superlatives animals.
6 t Action words t Makes comparisons among animals using
short sentences and superlatives.
Wildlife t Uses short sentences to describe what
animals can or cannot do.
t The menu t Mentions some vocabulary related to

t Places where we eat food and meals.
7 t Expresses her/his own preferences about
food.
Eating Out t Understands short texts and organizes a
given dish in the menu.
t Future plans t Uses short sentences to express her/him

t Future time expressions short-term plans and future actions.
8 t Action words
What Are You Going

to Do?

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I’m Peruvian.
He/She is a/an...
Who is taller?
Is she/he chubbier?
She/He is taller.
GRAMMAR FOCUS
This is my friend/brother/sister...
Personal information questions
Where are you from?
I’m from Peru.
I play baseball every Sunday morning.

Time adverbs
She never/always/sometimes
plays tennis.
What does she/he do?

She/He cuts hair.
What is his/her job?
She/He is a hairdresser.
Where is the park?

It’s next to the bank.
How do I get to the mall?
Go straight to the corner and turn right.
It’s on the left.
Prepositions of place
Which one is bigger?
This is a/an.../ These are...

That is a/an.../Those are...
It/they can..., but it/they can’t...
That is a lion. It is the strongest
animal of the wild.
May/Can I help you?

Yes, please. I want...but
I don’t want soup.
I Would like...
Would you like rice?
No, thank you.
What are you going to do tomorrow?

I’m going to do my homework.
I never eat rice.
What would you like?
Anything else?
What’s she going to do next Sunday?

She is going to buy a cake.
Is she/he going to...?
Are you/they going to...?
VOCABULARY
Spelling: names, last names.

Countries and nationalities.
Phone numbers.
Sports: swimming, gymnastics, table tennis, skating,

basketball, football, jogging, taekwondo, skiing,
baseball, hockey, soccer, volleyball.
Hobbies: fishing, camping, hiking, sunbathing,
photography, video games.
Occupations: mechanic, doctor, nurse, teacher, truck

driver, scientist, lifeguard, zookeeper, engineer, architect,
electrician, etc.
The city and places in the city,

Prepositions: next to, behind, across from, on, at, in
front of, next to, on the corner, behind, between.
Commands: turn right, turn left, go straight.
bigger, smaller, shorter, longer, taller, thinner, older,

younger, fatter, chubbier, prettier, happier, noisier,
stronger, faster, heavier, softer, greener, higher.
Wild animals.
Related key words: jungle, sea, lake, air.
Superlatives: slowest, fastest, biggest, cutest, longest,
scariest, bravest, strongest, heaviest, smartest.
Fast food: hamburgers and hot dogs, pizza, sandwiches,

etc.
The menu: soups, meats, salads, drinks, desserts.
fried fish, roast beef, vegetable soup, onion salad,
cheesecake, etc.
playground, bench, trash can, duck pond, hand truck,

merry-go-round, sprinkler, water fountain, slide, swings,
seesaw, jungle gym.
tomorrow, next week, next Saturday.
Action words: ride, play, go jogging, etc.

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COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Numbers from one hundred to t Counts numbers from one hundred to a million.
one million t Asks and answers questions about personal
1 t Countries, languages and information (country, nationality and language).
nationalities t Identifies and talks about the general aspects
The World in Numbers t Country facts of a country.
t Complex ways to tell time t Asks and answers what time it is using
t Ordinal numbers complex expressions.
t Calendar (Special dates) t Uses ordinal numbers to show order and
t Age and birthday sequence.
2 t School subjects t Identifies and mentions special dates on the
calendar.
Very Special Times t Asks and answers questions about her/his
age and birth date.
t Identifies and mentions school subjects in a
schedule.
t Daily routines t Identifies and mentions vocabulary related

t Time expressions to daily routines.
3 t Talks about routine actions in a context.
t Uses time expressions properly.
A Day in My Life
t Household objects t Mentions vocabulary related to house

t The utility room cleaning items.
4 t Comparatives t Identifies some objects and their functions.
t Compares some objects using short
Strange Comparisons sentences.
t Personal articles t Identifies and mentions vocabulary related

t Shopping to personal care items.
t Action words t Uses shopping expressions.
5 t Expresses needs.
t Asks and answers questions about the price
Let’s Go Shopping of some items.
t Uses action words (verbs).
t Locations and places t Identifies and mentions exotic places.

6 t Time expressions in the past t Uses short sentences to talk about
progressive actions in the past.
A Time-Space Ship t Asks and answers questions about
progressive actions in the past.
t Camping objects t Identifies and mentions items related to

t Actions in the past camping.
7 t Time expressions in the past t Talks about the past using short and simple
sentences.
A Camping Trip t Reads and understands the sequence of
actions in a comic.
t Action words in the past t Expresses her/his opinion about specific

t Time expressions in the past situations.
8 t Talks about the past using short and simple
sentences.
Times to Remember t Reads and understands an e-mail about past
events.
g
She/He is German.
Don’t forget...
What do we need?
We need...
We don’t need...
GRAMMAR FOCUS
Where do you/they live?

Where does she/he live?
What language does she/he speak?
She/He speaks...
It is the first/the second...

What time is it?
It’s a quarter to/past...
It’s half past...
How old are you? I’m 10.
When’s your birthday?
It’s on March the 8th.
My first class on Monday is math.
What time do you get up?

I/You/They get up at...
What time does she/he wake up?
She/He wakes up at...
do/does
don’t/doesn’t.
It’s smaller/bigger than...

It is more modern/expensive than...
Which one is more modern/expensive?
What is more comfortable than...?
Let’s buy...
Did you go camping?

What did you do?
I played with my pet.
I stayed at home.
Where did you/she/they go?

I/We/She/They went to...
What did you/she/they do?
We don’t have...
How much is it?
It is 24 dollars.
Where were you yesterday? They/We were...

I/She/He was...
We were...
What were you doing?
I/She/He was wearing...
They were eating...
What did she/he do?
-ed endings
I/We/She/They saw/ate/took...
Irregular verbs in the past
Famous countries.
Nationalities.
Numbers.
School subjects.
School schedule.
VOCABULARY
Languages: German, Spanish, Portuguese, etc.
Mathematical operations (addition, subtraction, division).
Ordinal numbers.
Time prepositions.
Calendar.
Special dates and holidays.
wake up, get up, brush (your) teeth/hair, take a

shower, have/take/eat breakfast, go to school, etc.
The utility room: broom, dustpan, mop, bucket, iron,

laundry, clothespins, washing machine, etc.
Personal care objects: toothbrush, soap, toothpaste,

shampoo, dental floss, sponge, hairbrush, comb, etc.
The shopping list.
What do you use to brush your teeth?
on an island, in the desert, in the ocean, on the moon,

in the forest, at the beach, etc.
yesterday, last Monday, etc.
I was traveling/skating, etc.
hiking boots, tent, lantern, sleeping bag, camp stove,

She/He walked up a hill. rope, etc.
Action words in the past: traveled, cooked, discovered,
rescued, played, listened, etc.
yesterday, last Monday, last Friday, etc.
fantastic, awesome, wonderful, all right, so-so, boring,

awful, terrible.
Action words in the past: went, did, saw, had, ate,
swam, took, built, bought, etc.
Last week, last weekend.

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COMMUNICATIVE
UNIT TOPIC
ACHIEVEMENTS
t Personal information t Introduces herself/himself giving complete
t Age personal information (full name, age,
1 t School grade nationality, etc).
t Identifies people according to their age,
A New School Year education level and physical appearance.
t Household chores t Identifies and mentions actions related to

2 t Telephone conversations house chores.
t Makes and understands a phone call.
Helping at Home t Expresses obligations and duties.
t Recipes t Identifies and mentions vocabulary related

t Instructions to some food ingredients.
3 t Eating habits and preferences t Follows and understands the instructions to
prepare a recipe.
Making Delicious Food t Expresses her/his own preferences about
food and talks about her/his eating habits.
t Health t Identifies and mentions vocabulary related

4 t Sickness and injuries
t Medicines
to illnesses and ailments.
t Offers and receives pieces of advice to
keep healthy.
Going to the Doctor
t Daily routines t Uses expressions to talk about common

t Action words actions being contrasted with a past action.
5 t Uses short sentences to talk about two
simultaneous actions in the past.
An Unusual Day!
t Tourism t Identifies and mentions vocabulary related

t Modern transportation to means of transportation, tourism and
t Leisure activities famous tourist places.
6 t Famous tourist places t Talks about activities she/he performed in
the past.
Traveling is Fascinating! t Asks and answers questions about past
experiences.
t The environment t Identifies and mentions vocabulary related

7 t Environmental problems to the environment and some environmental
problems.
t Expresses obligations and duties to protect
Taking Care of the
the environment.
Environment
t Life experiences t Identifies and mentions vocabulary related to

t My first trip abroad the airport and a trip.
8 t Talks about experiences, linking the past
to the present through the use of short
My First Trip Abroad sentences in the present perfect tense.

g
Hi, my name is...
I am... years old.
I am from...
I am tall...
I like/don’t like...
What do you have to do?
Who has to do it?

GRAMMAR FOCUS
I have to sweep the floor.
What does she/he have to do?

She/He has to make the bed.
First, after...
Then... Finally...
What are the ingredients for...?
Can I help?
Yes. Please grate the cheese.
How can we make an omelette?
What’s the matter?

I’m dizzy.
What should I do?
You should go to the doctor.
You shouldn’t...
I always take lunch at 12:00 but

yesterday I took lunch at 2:00.
What were you doing when I called?
What time did you get up yesterday?
Review of past tenses

Regular and irregular verbs
Questions and negatives in the past
What’s the problem?

We must recycle.
We must take care of our environment.
We must not buy exotic pets.
Present perfect
Have you ever traveled/eaten/been/seen?, etc.
Has she/he packed the suitcase?
Has she/he made a reservation?
Self-introduction.
Age/Occupation.
Nationalities.
Physical description.
Likes/Dislikes.
wash clothes, etc.
intoxication.
VOCABULARY
make the bed, sweep, clean up, do the dishes,
cut, slice, chop, stir, bake, boil, fry, peel, pour, mix,
heat up, etc.
exercise, eat healthy, etc.

fever, headache, nosebleed, sprain, bruise, twist,
aspirin, vitamins, cough, syrup, etc.
Before Vs. after.

Present Vs. past.
Past progressive Vs. simple past.
Review of action words and daily routines.
Transportation means: train, etc.

safe, fast, slow, interesting, exciting.
traveled, danced, swam, met, etc.
ecology, environment, pollution, garbage, dump, smoke,

animals´ fur and tusks, etc.
Endangered species.
At the airport: boarding pass, baggage claim, check in,

gate, passport, etc.
shopped for clothes, bought the tickets, found a nice

hotel, etc.

Review
Welcome Back to School
Vocabulary
1. Write. Then listen and say.
People
old
tall
short
young
The words thin
you know. chubby
Places
restaurant
hospital
park
cinema
library
school
Weather
sunny
cloudy
rainy
windy
snowy/hot
Fruit and vegetables

Action lemons Action
words apple words
painting lettuce watching T.V.
carrots
reading playing
pineapple
writing grapes drawing
orange
Insects
butterfly
spider
bee
flea
6
six
ladybug
Review Welcome Back to School
Expected Achieved Level: Basic (A2.1)

Standards
1. Shows comprehension of short and simple written texts on day-to-day topics.
2. Understands short texts or what the teacher says in class.
3. Takes part in short conversations using sentences of a predictable structure.
4. Speaks about activities that he/she performs daily and uses simple sentences.
5. Speaks slowly and clearly with an intelligible pronunciation.
6. Writes short, simple texts about his/her surroundings.
Communicative Goal
Remembers and reviews the vocabulary and communicative functions learned in Clapping Time 3.
Warm up
Extra Activity
t Today is the first day back to school. Greet the
children in English and ask them to greet each
Prepare in advance a collection of flash cards
other. Tell them your name in English and ask
with illustrations of the vocabulary that the
them to tell you their names in English.
children have previously learned. Show them
t Ask the children to open their books to page 6
the cards one by one and ask them to say their
and explain to them that the idea is to review
corresponding names in English. Ask simple
the vocabulary already learned at the previous
questions such as
level.
What is this?
Is this a...?
What color is it?
1. Write. Then listen and say.
t You will find a picture of a rocket on this page.

In each section of the rocket there is a title word
that indicates a category. Ask students to write
down words on the lines in each section which
name or describe things in that category. They
should look at the pictures surrounding the rocket
in order to get some ideas to complete each
category. Give them one or two examples of
appropriate words.
t Make sure the children write their chosen words
correctly. Then, listen to the words on the CD
and ask them to repeat them out loud, pausing
the CD where necessary and correcting their
pronunciation. Ask the students if they included
all the words on the CD or if they wrote different
words.

6
six
Practice
3. Look and complete.
2. Listen and write their names.
t Read the content of the dialog with the children.
t Prepare the children for the activity, asking them to answer the question orally.
look at the illustration and describe what they see. t Then, ask them to write the answer. Correct the
(What can you see?). The idea is that the children exercise for the whole group on the board.
recognize the members of the family.
t Explain to them that they are going to hear the
physical description of each person and that
they need to write the name of each one in the
corresponding place. 4. Look and write.
t Let them hear the CD at least three times. Then,
ask them to respond as a group, getting them to t Read with the children the instructions and the
describe each member of the family. first example. Get them to look carefully at the
instructions and ask them to write. Check that
the words are spelled correctly. Next, write the
Track answers on the board.
CD 1
3
A Family Picture
This is a picture of my family. My grandfather is

short and old. He is thin. He has white hair. He
is wearing glasses. His name is Anthony. Extra Activity
Ask an easy question with a yes/no answer

My mom has short hair. She is tall and thin.
about each illustration. Then, get some of
She loves my father. She is pretty. You see? the students to mime the answers and ask
Her name is Isabella. questions about them. For example:
Is she sad?/Is he tired?
Daddy is very tall and thin. He is wearing a hat
and blue jeans. He is wearing his favorite yellow
shirt. His name is Joseph.
You know, I’m Charlie. I am a young boy.

I’m short and chubby. I’m wearing a green T-shirt
and shorts. I’m wearing my sneakers, too.
The old lady is my grandma. I love her.

She is so cute. She is short and chubby - just like
me. She is wearing a blue sweater and a black
skirt. Her name is Rose.
27 Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

seven
Isabella
Rose
Anthony
Charlie
Joseph
old
She’s _______, tall
___________
What does thin
and ____________.
she look like?
4. Look and write.
a. c.
I am happy
___ ________. is
She _____ sad
___________.
b. d.
is
She _____ pretty
___________. is
He _____ tired
___________.

7
seven
5. Look. Ask and answer questions.
What is Bob
doing?
He’s watching TV.
What are Mark and

Mary doing?
Bob Jane
They are... eating
What is Jane doing?

Isabel Mark and Mary Tim
She is... painting
6. Look and answer.
What is the weather like...

It’s ______.
...in Colombia? ____ rainy
It’s ________.
...in Venezuela? ____ windy
It’s ________.
...in Ecuador? ____ cold
It’s ________.
...in Peru? ____ snowy
It’s ________
...in Brazil? ____ hot sunny
and ________.
It’s ________
...in Bolivia? ____ cold cloudy
and ________.
7. Complete the clocks and the watch with the given time.
8
eight
Derechos
It’sreservados Educactiva S. A. S. It’s
nine twenty. Prohibida
twelvesu copia, reproducción y/o
forty. It’s distribución.
five ten.
Production
6. Look and answer.
5. Look. Ask and answer questions.
t Review the vocabulary related to the weather
conditions. Use the corresponding flash cards
t Get the children to look carefully at the illustration. or refer to page 6 of the book.
t Read the first example with them and point out t Point out Colombia on the map and ask the
Bob in the illustration. main question: What is the weather like in
t Have them work in pairs to ask questions about Colombia? Get the children to reply, identifying
what the people are doing in the house. Go from the weather symbols on the map.
couple to couple checking their oral work. t Guide the children so that they manage to find
each country on the map, identify the weather
symbol for each one and answer the questions.
After doing this orally, ask them to write the
Extra Activity answers in their books.
Prepare in advance pieces of cardboard and

write an action on each piece.
For example: 7. Complete the clocks and the
Listening to music / Eating a banana. Divide watch with the given time.
the class into four groups. Choose a boy or
a girl from one group at a time and ask him t Draw a clock on the board without hands.
or her to choose a card and demonstrate the Read the time on the first clock with the students
action physically. Ask the groups What is she/ and draw it on the clock on the board.
he doing? The first group to answer the question t Individually, get them to read and complete the
correctly gets a point. The answer should other clocks. Monitor the students’ work.
be complete e.g. She is listening to music.
Incomplete answers such as Listening, is listening
or listening to music don’t count. Make sure that
everyone understands the rules of the game.

38
eight
8. Look and count. Then, complete. 10. Listen and complete.
t Prepare students for this activity by asking them t Prepare the students for this activity by asking them
what they see in the illustration. (What can you to look at and describe the illustration.
see? / Are there any...?) The idea is that they t Get them to listen to the conversation twice and
recognize that in the illustration there are stars, fill in the missing words that they hear. Check the
moons and planets. answers by listening to the CD for a third time.
t Read the first question for them asking them to Make sure the children have written the answers
count the stars out loud. Then ask them to write the correctly. Then, ask a volunteer to write the missing
total number in words to complete the answer. words on the board.
t Do an example so that they work out the following
questions the same way.
Track
t Correct the exercise for the whole class on the CD 1
4
board. Check the structure of the questions and
answers, the spelling of the words and numbers. Conversation 1.
A: I’m hungry. Let’s go to the restaurant.

B: Where is it?
9. Read, complete and choose. A: It’s next to the park.
t Monitor when carrying out the exercises. Conversation 2.

t Correct the exercise with the whole group, asking
different volunteers to read their answers out loud. A: Three lemons, please.
B: And an apple.
A: OK! How much is it?
C: It´s five dollars.
B: Do you have any milk?
C: No, but I have some yogurt.
Extra Activity
Encourage the students to practice the dialog

together. After giving them reasonable time to
practice, ask for some volunteers to mime the
dialog in front of the class.
Also, get them to make up dialogs similar
to those in the book, changing words but
maintaining the same context and communicative
function.

nine
8. Look and count. Then, complete.
a. How many stars are there?

There ____
______ are _________
twenty three
_________ stars
_________.
many moons are there?
b. How __________
There ____
______ are __________
eleven moons
__________.
How
c. _________ many
________ planets are there?
There are ___________ ________________
________ four planets.
9. Read, complete and choose.
swim.
a. Bees
_____________ can
fly.
hunt.
b. Ants
_____________ can’t
fly.
10. Listen and complete.
Conversation 1: Conversation 2:
restaurant
A: I’m hungry. Let’s go to the ______________. Three
A: __________ lemons, please.
Where
B: __________ is it? an
B: And ______ apple
____________.
next
A: It’s ____________ to the park.
______ much
A: OK! How __________ is it?
C: It’s __________
five dollars.
any milk?
B: Do you have _______
some yogurt.
C: No. But I have _______

9
nine
Unit
1 1.
Are You New at School?
Listen and read.

Lesson 1
A New Friend
This is Patty,
my new friend.
Hi, Patty. How

do you spell your
P - A - T - T - Y.
name?
And your last S-M-I-T-H,

name? Smith.
856 9327.
What’s your
phone number?
2. And, what about you?
What’s your name? _____________________________________
What’s your last name? __________________________________
What’s your phone number? ______________________________
10
ten
Unit 1 Communicative
Standards
skills
1. Understands short and simple statements 2. Understands specific instructions to carry
Listening related to his/her surroundings, personal out activities when they involve known
and academic interests. vocabulary and are clearly presented.
Writing 3. Checks that words written in English are spelled correctly.
Reading 4. Recognizes what, who, when and where in a short narrative text.
Conversation 5. Answers personal questions about his/her name, age, nationality and address.
6. Spells known words.

Monolog 7. Recites a simple tongue-twister, a rime and sings the chorus of a song.
Lesson 1 A New Friend

Communicative Goals
1. Asks and answers simple questions about personal 3. Identifies and copies the sound of the letters of
details. the alphabet.
2. Spells first and second names and some other words. 4. Participates in simple dialogs, asking for and
giving personal information.
Vocabulary and Expressions
This is Patty, my new friend. What’s your name? How do you spell your name? What’s your last name?
How do you spell it? What’s your phone number?
Warm up
1. Listen and read. 2. And, what about you?

t Get the children to open their books to page 10 t Explain to the children that they will be writing
and ask them to describe what they see by using down their basic personal details. Give an
questions such as How many children are there? example by asking one of your students the
Where are they? Are they new friends? questions. The answers can be short and simple.
t Play the CD while they look at the page and get For example: What’s your name? Juan. What’s
them to point to the characters who are speaking your last name? Rodriguez.
in each part of the dialog.
t Play the CD again and ask them to repeat,
following the dialog.
tGet the children to read the dialog out loud, in
groups of three, for the rest of the class.

10
ten
Presentation Production
3. Listen, say and complete. 4. Listen and say.

Then, ask and answer.
t Have the children listen to the CD while looking
at the page and ask them to point out the objects t Let the children hear the dialog twice. Ask them
shown in the photographs. to repeat the dialog in pairs. Make sure they
t Play the CD again and get them to repeat. Make understand it and pronounce it properly.
sure they imitate the sounds correctly. t Change the pairs around and get them to do the
t Listening for a third time, get them to write the same dialog without using their own personal
letters that are missing to complete the words. information. Invite different pairs to perform their
t To correct, point out the illustrations one by one dialog for the rest of the class.
and write on the board what the children dictate
to you.
t Practice the new expression: How do you spell it? Extra Activity
as you correct each word.
When a pair is performing the dialog for the
Track class, ask the other students to listen carefully
CD 1
6 and pay attention to the personal details of
the children who are talking. When they have
A-n-t finished, point at the boy or girl who has spoken
C-a-r-r-o-t and ask the other students questions such as
F-o-x
S-o-c-k-s What’s her/his name? How do you spell it?
E-l-f What’s her/his last name?
K-n-i-f-e How do you spell it? What’s her/his phone
O-w-l-s number?
W-o-m-e-n
N-i-g-h-t
T-a-n-g-e-r-i-n-e
P-i-l-l-o-w
New Expressions
How do you spell it?
t Introduce the new expression.

Play the CD and let the children hear the
expression. Encourage them to spell other words
in English.
11
eleven
WB page 8
3. Listen, say and complete.
a n t e lf
c a r r ot s o c k s
f o x
k n i fe
o wl s
t an g e r i n e
n ig h t
p illo w
w om e n
How do you spell it?

New ess ions
r
Exp
u-m-b-r-e-l-l-a
m-a-g-i-c-i-a-n h-o-n-e-y-b-e-e
v-o-l-c-a-n-o
4. Listen and say. Then, ask and answer.

What’s your
How do you phone It’s 420 9876.
spell your last number?
How do you name? D-E-N-N-I-S.
spell your M-A-R-I-A-N-A.
name?

11
eleven
Lesson 2
Where Are You From?
1. Listen and say.
Are you a
What’s your new student?
name? Yes, I am.
I’m Diego. This I’m Betsy and this is

is my friend Thomas. my brother Ken.
2. Listen and read. Then, complete.
Mrs. Lee: Hello. Are you a new student?

Ken: Yes, I am. Student Registration Form
Mrs. Lee: Welcome! What’s your name?
Ken: My name is Ken. Name: Ken
Mrs. Lee: What’s your last name?
Ken: My last name is Miller. Last name: Miller
Mrs. Lee: Miller? How do you spell Miller?
Country: Canada
Ken: M-I-L-L-E-R.
Mrs. Lee: Where are you from? Nationality: Canadian
Ken: I am from Toronto, Canada.
Mrs. Lee: What’s your nationality? Phone number: 631 5398
Ken: I’m Canadian.
Mrs. Lee: What’s your phone number?
Ken: It’s 631 5398.
Stra Clap
teg
y
Identifying key
information helps
you to understand
12
twelve
and remember new
vocabulary.
Lesson 2 Where Are You From?
Communicative Goals
1. Introduces him/herself and another person. 3. Asks and replies regarding country of origin and
2. Identifies personal details from a student card. nationality.
4. Learns and pronounces correctly a tongue-twister,
emphasizing the plosive voiceless alveolar sound /t/
Are you a new student? This is my friend Thomas. Welcome. Where are you from? What’s your nationality?
I’m Japanese. Place of birth.
Warm up Clap Strategy
t Read the learning strategy with the children. Avoid

1. Listen and say. translating it into Spanish and invite them to fill in
the boy’s registration sheet, using the information
taken from the conversation.
t Play the CD a number of times and help the
t Check around the class to make sure that the
children to identify and point out in their books
children have understood the conversation so that
the character who is speaking on each occasion.
they can fill in the form correctly.
Then let them listen, pausing after each complete
phrase and get them to read it and repeat.
Communicative Tip
Avoid translating into Spanish. Remember that,

in English, to introduce someone, the word this is
used rather than the pronouns he or she.
Presentation
2. Listen and read. Then, complete.

t Get the children to study the illustration showing
the teacher and the boy. Ask them what objects
they can identify: What can you see in this picture?
and Where are they?
t Let them hear the CD three times. After the third
listening, get them to read out loud while listening
to the conversation. Then divide the class into two
groups and give one group the role of the teacher
and the other that of the boy. Get them to do a
group reading of the conversation.

12
twelve
Practice
Extra Activity
3. Listen and read. Provide pieces of cardboard and guide the
children to help them create their own Student
t Play the CD so that the children can hear each Cards, following the example in the book. Invite
character at least twice. Then have them listen them to decorate them and stick their photos onto
again and read aloud. Explain to them that them. Then, encourage them to pose questions to
Arequipa, San Bernardino and Kyoto are cities different classmates about their cards.
and that Peruvian, Paraguayan and Japanese are
nationalities.
t Ask the students the question: Where are you
from? and have them complete the Clap, Clap,
Clap, section. On the first line they should write
5. Listen and repeat.
name of the city they are from and on the second,
their country. Clap your hands, twist your tongue.
t Practice by asking several boys and girls in the
Two tiny timid Ts trying to trot to Talca Town.
class the same question. Make sure that their
pronunciation is correct.
t Let the children listen to the CD twice while
looking at the illustration. Listening carefully a
Production third time, ask them to repeat the tongue-twister
a number of times. Emphasize the plosive and
4. Look at the cards. alveolar sound /t/. Try to get them to learn the
tongue-twister and pronounce it properly.
Ask and answer.
t Ask the students to read the content of the Student

Cards individually. Then choose a couple of
volunteers to read them out loud. Clarify the
pronunciation of the countries, the nationalities and
numbers.
t In pairs, ask the children to ask and answer
questions about the information in each of the
Student Cards. Go around the class to make
sure that students are forming their questions and
answers correctly.
13
thirteen
WB pages 9-10
3. Listen and read.

Hi! My name
is Pilar. I’m from
San Bernardino.
Good morning. I’m
Kun Chan. I’m from
Kyoto. I’m Japanese.
I’m Paraguayan.
Hi! I’m Manuel.

I’m from Arequipa.
I’m Peruvian.
lap
Clap, Clap, C Where are you from?
I am from … ___________, ________________.

(city) (country)
4. Look at the cards. Ask and answer.
Lloyd Road
Elementary School
Name: Martin Name:Last name:Phone

Last name: Gonzalez number:Place of
Phone number: 347 6251 Birth:Nationality:
Place of Birth: Barcelona, Spain.
Nationality: Spanish.
a. What’s his name? How do you spell it? c. What’s his phone number?
b. What’s her last name? How do you d. Where is she from?
spell it? e. What’s his nationality?

ds, twist your tongue. PORTFOLIO
Clap your han
Two tiny timid Ts

trying to trot to Talca Town.
13
thirteen
Lesson 3
1. Listen and act out.

I Guess You Are Italian
Diego is
Guatemalan.
Kathy, are you

American?
Yes, I am. I’m

I’m Diego from New York.
I am from Tikal.
I guess you I guess you

are Brazilian. are Italian.
2. Complete.
Japanese
a. I’m from Japan. I’m ______________________.
Guatemalan ________
b. Diego is _____________. He’s from ____________________.
Guatemala
New
c. Kathy is from ___________ York
___________. American
She’s _________________.
Brazilian
d. He is from Brazil. He’s ______________________.
3. Complete.
Country Nationality
New s
Wo
rd
England Spain Colombia

English Spanish Colombian
Japan France China

French Chinese
Japanese
Paraguay Brazil Italy
Paraguayan Brazilian Italian
The United States Canada Peru

144 Derechos American
Canadian Peruvian
reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
fourteen
Lesson 3 I Guess You Are Italian
Communicative Goals
1. Learns and identifies some countries and nationalities. 3. Reads and understands the text of a postcard.
2. Completes the information appropriately. 4. Writes complete sentences related to the
personal details of a given character.
5. Enjoys reading a short story.

I guess you are Brazilian. Country. Nationality. Postcard. Friendship. Equality.
Warm up Practice
t Bring to the class a journal, magazine or t In small groups, get them to perform one of the
newspaper with pictures of famous people known roles and act out the short conversations. Give
to the children. Show them the photos and ask them a few minutes to practice and then invite
the children questions about their personal details some volunteer groups to perform in front of the
e.g. What’s his/her name? Where is she from? class.
Where is he from?
Make sure that the answers only concern countries
and nationalities seen in class up to this point:
Canadian, Peruvian, Paraguayan, Japanese, Spanish,
2. Complete.
French and, of course, the children’s nationalities.
t Ask your students to complete each one of
Presentation the sentences related to the previous dialogs.
Encourage them to complete without reading or
listening again. Correct their answers asking them
1. Listen and act out. to read them out loud. Write them on the board to
correct spelling.
t Let the children listen to the CD a number of times.
Ask them to point out each character while listening
to the conversation. Then, have them read each 3. Complete.
sentence out loud.
Make sure that their pronunciation is correct. Invite
t Ask the children to look carefully at the flags. Show
them to imitate the accent and rhythm of the person
them the example, provided in the book, related
they are listening to on the CD.
to the flag of the United States. Explain to them
that the nationality of a person who is from the
USA is American, and that they have to write the
nationalities for the rest of the countries. Tell them
to fill in the blanks indicating that the triangle refers
to the country and the circle to the nationality.
t Go around the class checking the students’ work.
Make sure the students write all the nationalities
with an initial capital letter.

14
fourteen
A Precious Treasure
Short Story
4. Read Kathy’s postcard.
t Explain to the children what a postcard is and
show them examples of postcards with the most
important tourist places of their country.
t Get them to look at the pictures and point out that
California is one of the most famous states in the
United States.
t Encourage the students to read the postcard to
themselves. Then, ask them to read it out loud
individually.
Production
5. Now, answer these questions. A Precious Treasure.

I’m a world traveler.
t Get the children to write complete sentences Where are you from?
to answer each of the questions related to the I’m from the land of koalas and kangaroos.
postcard written by Kathy. Monitor that the students Let’s go around the world together!
write the answers correctly. Wow. Come with me to visit a friend.
t To correct, choose a volunteer to answer each I’m from the country of the famous Eiffel Tower.
question and encourage him/her to write the I’m from a country where you can visit Machu Picchu.
correct answer on the board with the help of their We are all different, but we are all the same.
book. Let´s created a unified WORLD!
Now, we are all rich because we are all FRIENDS
Values: Friendship and Equality
t This story shows the importance of making and

having friends and how this experience helps us
learn from others. We are all different because
we were born and grew up in different places
and cultures. However, we are all the same be-
cause we are all human beings. Reflect with your
students on friendship and equality. Ask them
to give examples of experiences that provide
evidence of these values.
How to Use It
tHave the children read the title and look at the

picture on the title page. Help them to predict
what they might find in the Story Book.
tThen, invite them to listen to the short story on the
CD.
tAfter listening for the second time, encourage them
to read out loud following the CD.
tAsk them simple questions about each scene.
tUnderline the importance of the two values
15
fifteen
(friendship and equality) using the short story and
Derechos reservados Educactiva S. A. S. Prohibida
asksutheir
copia, reproducción
opinions y/o distribución.
about them.
WB page 11
4. Read Kathy’s postcard.

My New School
Hi ever yone,
er y ha p p y in m y new school.
I am v
e n ew fr ie n d s in my class.
I hav is D iego Rodriguez.
n ew fr ien d s
One of my
e is fro m T ik a l, Guatemala.
H
.
He is Guatemalan d he is a nice boy.
sh o rt , a n
He is thin and d m y new friends.
sc h o o l an
I like my new
Love, Kathy ber is 783 1256.
ew p h o n e n u m
P.S. My n
5. Now, answer these questions.
a. Does Kathy have a new friend at d. Where is he from?

school? He is from Tikal, Guatemala
________________________________.
Yes, she does
________________________________.
e. What’s his nationality?
b. What is his name? He is Guatemalan
________________________________.
His name is Diego
________________________________.
c. How do you spell his last name?
f. What is Kathy’s new phone number?
R-O-D-R-I-G-U-E-Z
________________________________.
It’s 783 1256
_____________________________.
A Precious Treasure
Go to page 1. Listen and
read the story. Finally, think of
the value.
Values:
Friendship and Equality
Having a friend is having a
precious treasure.
15
fifteen
Game
What’s His Nationality?
GREENWICH LAB
GAMES
Get information about Jeremy’s country.
This is its flag. And this country is

wonderful!
Children in this
country look What’s Jeremy’s
like this: nationality?
This country is
famous for its
watches.
Its capital city is Berne.
This country has beautiful cities such as

Zurich, Basil, Geneva, Lausanne.
People in this
country like skiing.
This country has many snowy

mountains.
16
sixteen
Game
What´s His Nationality?
Communicative Goals
1. Reads and understands the information that 2. Has fun and plays using English.
describes the features of a country.

Skiing. Mountains. Capital city. Flag. Wonderful. Peruvian. Italian. Austrian. French. Switzerland. Swiss. Play.
ure
How to Play Pict nary
io
Get information about Jeremy’s country. Dict
t Get the children to look carefully at page 16. t Before starting the assessment, review the
Point out that they should mark the route on the vocabulary and expressions studied in the unit.
maze and carefully read the clues that they find Go to page 94 and carry out some of the
along the road to finally decide Jeremy’s country activities proposed in that section of the
and nationality. Teacher's Guide.
Answers:
Country: Switzerland.
Nationality: Swiss.

16
sixteen
six
Project
South American Puzzle
Communicative Goals
1. Reads and understands the instructions for 4. Spells correctly words related to other people’s
carrying out the project. personal details.
2. Identifies the countries that make up South 5. Participates in simple dialogs about personal
America. details.
3. Listens and understands other people’s 6. Practices the vocabulary and expressions
personal details. learned in this unit.
Useful Expressions
What’s his/her name? How do you spell his/her name? What’s his/her last name? How do you spell it?
Where is she/he from? I guess... She/he is from... (country) What’s his/her nationality? She/he is...
(nationality)
Materials Track CD 1
t Scissors and glue. 15
Step by Step 1. My name is Luciana. My last name is Garce.

1. Read with the children the first instruction and get I am from Argentina.
them to use the scissors to cut out the pieces of the So, my nationality is Argentinian.
puzzle that are in the cutout page of Unit 1. 2. My name is Oscar. My last name is Fracarolli.
2. After cutting out the pieces, ask them to mix them F-R-A-C-A-R-O-L-L-I. My father is from Italy,
up. Read with them the second instruction and but I am from Chile. My nationality is Chilean.
encourage them to solve the puzzle. 3. This is my brother Anthony.
3. Read with them the third instruction and guide Our last name is Lombardo.
them with the glue to paste the names of each L-O-M-B-A-R-D-O. He is from Guayaquil.
country in the corresponding place. He is Ecuadorean.
4. My name is Margaret. My last name is
4. Read with them instruction 4. Play the CD a
Grassi.
number of times and encourage them to listen to
G-R-A-S-S-I. My parents are European, but I am
each character to complete their ID cards. Check
from Uruguay. I’m Uruguayan.
that they write the information correctly. Invite them
5. This is my friend Miguel.
to repeat and practice the pronunciation of first
His last name is Gortari.
names, last names, countries and nationalities.
G-O-R-T-A-R-I. He is from Caracas.
5. Get to work in small groups and pile the cards He is Venezuelan.
face down on their desks. 6. This is my friend, Jessica. J-E-S-S-I-C-A.
6. Ask them to take one card at a time. Encourage Her last name is Richardson.
them to ask questions correctly using the R-I-C-H-A-R-D-S-O-N. Her parents are English
expressions in this unit. The winning group will teachers in Peru.
be the one that ends first in talking about each She is Peruvian.
character, locates him/her in the correct place on
the map and uses and pronounces the expressions
correctly.
17
seventeen
Project
South-American Puzzle
1. Go to cutout page, unit 1, and

cut out the pieces of the puzzle.
2. Solve the puzzle to

discover South America.
3. Paste the names on each

country.
4. Listen and fill in the cards.

The first one is an example.
5. Pile the cards

face down.
6.
She is Luciana.
Her last name is Garce.
Play! Ask and answer She is from Mendoza,
questions about the Argentina.
ful cards, using the Useful She is Argentinian.
Use essions
r Expressions below.
Exp
What’s his/her last name?
His/Her last name is...
How do you spell your first/last name?
He/She is from…
Where is he/she from?
What’s his/her nationality?
I guess…
He/She is…
17
seventeen
Evaluation
1. How do you spell these words?
p-i-c-t-u-r-e
v-i-o-l-i-n
J-u-p-i-t-e-r k-a-n-g-a-r-o-o
b-u-i-l-d-i-n-g-s
2. Listen and cross out the spelling you hear.

a. M-a-r-t-h-a / M-a-r-i-a c. B-a-x-t-e-r / B-e-n-s-t-e-r
b. M-i-c-h-e-l / M-a-t-h-e-w d. J-e-n-k-i-n-s / J-o-h-n-s-t-o-n
3. Listen and cross out the numbers you hear.

Board AE Board IO
1 3 5 7 9 11 31 52 72 93
2 4 6 8 10 12 21 41 62 83 33
Board EI Board OU
13 15 17 19 55 30 60 70
12 14 16 18 25 35 40 17
4. Find six countries and six nationalities.

A Q E C U A D O R I A N J
F R E N C H P L W A C J A
C A G U A T E M A L A C P
O M I E T N R S B E N G A
L E O D N F U W G U A I N
O R Z Y O T V A L E D K E
M I B R A Z I L C M A B S
B C A N A P A N J P L O E
I A M E W S N C A D I S B
18
eighteen
Derechos reservados Educactiva
A N S. S A.WS. Prohibida
I S S suBcopia,
I reproducción
T A L Yy/o distribución.
Evaluation
Communicative Goals
1. Pronounces correctly the sounds of the letters of the 4. Knows the names of countries and nationalities.
alphabet. 5. Matches questions with their corresponding
2. Identifies similar sounds in a set of letters and is answers about personal details.
able to tell them apart. 6. Understands and produces orally and in writing
3. Identifies numbers and their pronunciation. short dialogs about personal details.
Track
CD 1
1. How do you spell these words? 17
a. M-a-r-t-h-a
t Organize the children in pairs to carry out this b. M-a-t-h-e-w
activity. Monitor to make sure that the children c. B-e-n-s-t-e-r
are pronouncing correctly each of the sounds, d. J-o-h-n-s-t-o-n
especially bilabial /b/ and labiodental /v/;
voiceless and plosive /p/ and /t/, as well as
the different vowels. 3. Listen and cross out the numbers
you hear.
t Encourage the children to listen to a game

2. Listen and cross out the spelling similar to Bingo, but in an American style. Play
you hear. the CD at least twice and get the children to
t Encourage the students to carry out this activity identify the corresponding line with the letters
telling them that they are going to hear one of the they hear.
two names spelled and that they have to choose t To correct, read with the students the letters of
the correct one. Play the CD at least three times to each line and ask them to dictate the numbers
help them check their answers. they have circled. If the answers are correct,
t Finally, play the CD once more to check the write them on the board.
answers and invite some of the students to spell
the correct answers. Track
18 CD 1
Board AE 2 3 5 7 8 9 11
Board EI 13 15 16 18 19
Board IO 31 41 72 83 33
Board OU 25 55 30 40 17
4. Find six countries and six nationalities.

t Read the instructions with the children and
help them understand the activity they have to
carry out. They should find six countries and
six nationalities. Suggest that they look at the
photos, which will give them some clues.
t Correct the exercise on the board. Call different
volunteers to the board in order to write
the words they found and ask the rest of
the class to correct the answers in their
books.
18
eighteen
5. Match the questions 6. Complete the conversations.
with the answers.
t Read the instructions with the children and get them
tGet the children to carry out this activity to look carefully at each picture to complete the
individually. Read with them the instructions and short dialogs. Use the first exercise as an example
help them to understand clearly what they have to and get them to work in pairs.
do. They have to match the correct answer with t Correct the exercise by asking volunteers to
the corresponding question. perform a role in each conversation and to read
t Correct the exercise orally, asking the students to out loud for the rest of the class.
read out loud each question and its corresponding
answer.
CLASS RECORD - EVALUATION UNIT 1
Name Score Name Score

1. ________________________ ____________ 21. ________________________ ____________
2. ________________________ ____________ 22. ________________________ ____________
3. ________________________ ____________ 23. ________________________ ____________
4. ________________________ ____________ 24. ________________________ ____________
5. ________________________ ____________ 25. ________________________ ____________
6. ________________________ ____________ 26. ________________________ ____________
7. ________________________ ____________ 27. ________________________ ____________
8. ________________________ ____________ 28. ________________________ ____________
9. ________________________ ____________ 29. ________________________ ____________
10. ________________________ ____________ 30. ________________________ ____________
11. ________________________ ____________ 31. ________________________ ____________
12. ________________________ ____________ 32. ________________________ ____________
13. ________________________ ____________ 33. ________________________ ____________
14. ________________________ ____________ 34. ________________________ ____________
15. ________________________ ____________ 35. ________________________ ____________
16. ________________________ ____________ 36. ________________________ ____________
17. ________________________ ____________ 37. ________________________ ____________
18. ________________________ ____________ 38. ________________________ ____________
19. ________________________ ____________ 39. ________________________ ____________
19
nineteen
20. ________________________ ____________ 40. ________________________ ____________
5. Match the questions with the answers.
a. How do you spell your name? Yes, I am.
b. Where are you from? It’s 634 5729.
c. Are you new at school? I’m Chilean.
d. What’s your nationality? I’m from Chile.
e. What’s your phone number? T-H-O-M-A-S
6. Complete the conversations.

a new student?
A: Is she ____
B: Yes, ______
she ______.
is
her name?
A: What’s ______
name ___
B: Her _______ is Luisa.
your name?
A: What’s _____
name is Carlos and ____
B: My _________ this is my sister Susan.
spell your _______?

A: How do you ________ name
B: V-I-V-I-A-N
How do you ________
A: And, _______ spell your _____
last ______?
name
B: C-A-S-T-R-O
phone
A: What’s your __________ number
__________?
It’s 325 6317.
B: ______
are you ______?
A: Where ______ from
from
B: I am ___________ Bogota, Colombia.
A: What’s your nationality?
B: I ’m Colombian
___ ____________________.
19
nineteen
Unit
2 1.
Sports and Hobbies
Listen and say.

Lesson 1
At the Sports Center
I go swimming.
SPORTS CENTER
I play soccer.
And you?
I play tennis. On your mark…

Get set…
Go!
I go jogging.
2. Listen and chant.

Sports are fun!
Sports are great!
Let’s go swimming every day!
Let’s go jogging,
20
twenty
Derechos
Let’s go skiing,
Let’sreservados
go movingEducactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
all the way!
skills
Sports and Hobbies
Standards
1. Follows poems and chants showing 2. Participates in games and activities
with gestures that he/she understands following simple instructions.
Listening
their message. 3. Follows the sequence of a short story
by reading images.
4. Associates images with simple sentences. 7. Uses graphics to represent the main
Reading 5. Identifies and follows simple instructions information in a text.
by reading illustrations. 8. Participates in word games by
6. Uses diagrams to organize information. looking for unknown words.
9. Writes descriptions and short narratives 10. Knows the basic simple structures of
Writing
by reading a sequence of images. English grammar.
12. Recites a tongue-twister or a poem and

Monolog 11. Describes what he/she is doing.
sings the chorus of a song.
Lesson 1 At the Sports Center

Communicative Goals
1. Identifies and produces orally the names of some 3. Imitates the pronunciation of new English words
sports. and expressions.
2. Asks and answers simple questions about the sport(s) a 4. Identifies actions that characterize and are
person plays. associated with some sports.
Sports Center. I play soccer, and you? I play tennis. I go swimming. I go jogging. On your mark... Get set...
Go! Let’s go jogging. Do you do aerobics? Do you play basketball? Do you go swimming?
Warm up Teaching Tip
1. Listen and say. t Explain the difference between football and

American football. Explain that football is the
word used outside America for what, in the
t Play the CD and get the children to listen to the United States, would be called soccer. American
dialog before opening their textbooks. Encourage Football is the term used outside the United States
them to discover the topic of the unit. to describe a different game that Americans would
t Ask them to open their books to page 20 and to call simply football.
look at the picture. Play the CD while they look at
the page and get them to point to the characters
who are speaking in each part of the dialog. Play
the CD once again and ask them to repeat the
dialog following the CD.
t Have the children read the dialog out loud, in t Play the CD and have the children repeat the
groups of three, for the rest of the class. sentences one by one while reading from their
books. Make sure that they pronounce the words
fun, great and pool correctly.
t Invite them to learn and repeat without reading
in the book. Also, invite them to represent
with gestures each sentence.
20
twenty
Clap Strategy
3. Look and listen. Read with the children the learning strategy. Avoid
translating into Spanish and invite them to classify
t In this activity, students will listen to two short the sports using the corresponding verb. Ask them
dialogs which allow them to remember the use of to look at pages 20 and 21 to find examples
simple questions with the verb to do and the form of combinations verb-sport (play basketball, do
of the short answers (Yes/No). aerobics, go jogging etc.).
t Play the CD and ask them to listen to each
conversation a number of times. Emphasize the
forms do aerobics, play basketball and play
baseball. 5. Sort the new words out.
Practice
t With the aid of the textbook, show the children the
New Words
sports on pages 20 and 21. Read the examples
out loud emphasizing the combinations. For
swimming
example: play baseball, do aerobics, go jogging.
hockey
t Encourage them to write the names of the sports
gymnastics
in the corresponding boxes. Check the answers,
jogging
inviting them to spell each word.
skating
t Get them to practice forming simple questions.
skiing
For example: Do you play football? Do you do
table tennis
taekwondo? Do you go jogging? Do you go
taekwondo
swimming?
Grammar Tip
Remind students that in English some names, in this Extra Activity

case, of sports, are words that end with -ing and
act like nouns not like verbs. Let the children hear the dialogs of exercise 3
twice. Ask them to repeat each dialog in pairs.
Make sure they understand it and pronounce it
properly and encourage them to perform it.
4. Listen and match.
Change the pairs and get them to do the same
dialog but using different sports and their own
t Have the children listen to the CD while they look
favorite sports. Make sure that they use the
at the photos. Play the CD for a second time and
combinations verb-sport correctly. Invite different
ask them to repeat. Make sure that they imitate the
pairs of volunteers to perform their dialogs for the
sounds correctly.
rest of the class.
t After a third listening, invite them to associate
or match the words with the corresponding photo.
Then, encourage them to repeat the pronunciation.
t Invite students to say the name of each sport and,
at the same time, act out the sport with body
movements.
21
twenty-one
3.
WB page 12
Look and listen.

Do you play No, I don’t. I
basketball? play baseball.
Yes, I do.
Do you do
aerobics?

New s
Wo
rd
volleyball table tennis

jogging
swimming hockey taekwondo
skiing
gymnastics
skating
Stra Clap
5. Sort the new words out.

teg
y
Classifying helps you
to learn and remember
volleyball swimming new words.
table
tennis football go aerobics
jogging
play
do taekwondo
hockey basketball skating
baseball
gymnastics
21
twenty-one
Lesson 2
1.
I Always Play Video Games
What about you?
Always Sometimes Never
When do you go jogging?

When do you play soccer?
When do you do gymnastics?
When do you go skating?

Clap, Clap, Clap
tennis. volleyball.
I always play always plays
baseball. basketball.
She
aerobics. skiing.
We sometimes do sometimes goes
taekwondo. skating.
He
swimming. gymnastics.
They never go never does
jogging. aerobics.
3. Complete.
soccer
a. Ronaldinho is a _________
always
player. He _____________
plays
___________ soccer.
b. Sebastian is a car racer but, c. Naomi Campbell is a fashion

goes
sometimes he ___________ sometimes
model. She _____________
swimming. does
_______________ aerobics.
New essions
r
Exp
On your mark…
22
twenty-two
Get set…
Go!
Lesson 2 I Always Play Video Games
Communicative Goals
1. Understands the meaning of the three main frequency 3. Identifies words that name hobbies.
adverbs always, sometimes, never and uses them 4. Recognizes and produces orally the names of
correctly. some hobbies in English.
2. Uses appropriately the verb forms that go with the first 5. Learns and says a tongue-twister correctly,
and third persons singular of the Simple Present Tense. emphasizing the alveolar fricative sound /s/.

On your mark... Get set... Go! When do you go jogging? When do you play soccer? Always. Sometimes. Never.
A car racer. A fashion model. A soccer player.
Warm up
t Read the title of the lesson with the children. t Get them to match the words by drawing lines
Encourage them by asking questions about that show the different combinations between the
themselves. For example: Do you always play words.
video games? Perform other gestures with your
body to represent other activities such as play Practice
soccer, go skating, go jogging, do taekwondo,
play tennis, go swimming and ask them the same
question about those sports. They should answer 3. Complete.
with the short form Yes, I do. / No, I don’t.
t Do the first exercise as an example. Ask the
Presentation children about the person they can see in the
photo. Read with them the information given and
invite them to fill in the blanks; first orally, then in
1. What about you? writing.
t Correct the exercise by writing the missing words
of each sentence on the board.
t Explain to the children that in this activity they have
to think about their own experiences. Read with New Expressions
them the first question and give an example filling On your mark... Get set... Go!
out the boxes with a cross () or a checkmark
(), according to their personal experience. Draw t Introduce the new expression. Encourage the
students’ attention to the hands that illustrate the children to look closely at the picture. Play the
frequency indicated by each word. CD and let them hear it at least twice. Ask a
t Encourage them to answer each question out volunteer to act out with his/her body postures
loud. and movements representing the expression while
listening to the CD or as instructed by you. Ask
him/her to run to some point in the classroom
2. Listen and match. (e.g. the door).
Grammar Tip
t Play the CD and have the children listen closely
while reading the vocabulary table to themselves. Frequency adverbs (always, sometimes, never)
t Let them listen to the CD at least twice. Then go in the sentence between the subject and the
encourage them to read out loud while listening. main verb. For example, We never go jogging.
Emphasize the pronunciation and written form However, the adverb sometimes can be at the
of the third person singular in the simple present beginning of a sentence e.g. Sometimes, they
tense: plays, goes, does. play tennis.
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. 22

twenty-two
Track
CD 1
4. Solve the puzzle. 25
Find out the secret word. Conversation 1

A: When do Paul and Martin play video games?
t Help the children solve the crossword puzzle and B: They play video games every Friday night.
explain to them that they are going to find a secret
word. Before starting, read the instructions with Conversation 2
them and point out that the pictures around the A: When does Alison go camping?
boxes are clues to the answers. B: She goes camping every summer.
t Call some volunteers up to the board to write the
words. Conversation 3
t Finally, ask the question What is the secret word? A: When does George go fishing?
and ask them to complete the sentence: The secret B: He goes fishing every Saturday morning.
word is _________. Ask other volunteers to write
the secret word on the board.
hobbies
hiking
photography
ballet Clap your hands, twist your tongue.
sunbathing Sometimes I see six smiling seals swimming
camping in silence in the sea.
video games
fishing t Have the children listen to the CD while looking
at the picture. After the third listening, ask them
to repeat the tongue-twister a number of times.
Emphasize the alveolar fricative sound /s/. Try to
5. Listen and complete. get them to learn the tongue-twister and pronounce
it properly.
t Have the children listen to the CD while looking Production

at each photo. After the third listening, ask them to
fill in the blanks with the missing words.
t Correct the exercise by writing each complete Extra Activity
sentence on the board. Play the CD once again
and ask them to repeat each sentence. Divide the Get the children to swap books with each other.
class into two groups. Give a role to each group Ask them to open them to page 22 and read the
and invite them to read the dialogs together. table in exercise 1 to themselves. Then get them
to read what their classmate has written about
him/herself. Give an example: Jorge never goes
skating; he always plays soccer . Try to get
them to produce complete sentences taking into
account the information they take from the table.
Ask them to swap books again with a different
classmate to repeat the same procedure.
23
twenty-three
WB pages 13-14
4. Solve the puzzle. Find out the secret word.
H I K I N G
P H O T O G R A P H Y
B A L L E T
S U N B A T H I N G
C A M P I N G
V I D E O G A M E S
F I S H I N G
hobbies
The secret word is: ___________________________.
video
A: When do Paul and Martin play ___________ games
____________?
play
B: They ________ video
__________ games
________
every Friday night.
camping
A: When does Alison go _______________?
goes
B: She ________ camping
_____________
every summer.
fishing
A: When does George go ________________?
goes _________________
B: He ________ fishing
every Saturday morning.
6. Listen and repeat. PORTFOLIO
ds, twist your tongue.

Clap your han
Sometimes, I see six

smiling seals swimming
in silence in the sea.
23
twenty-three
Lesson 3
Laura Never Does Aerobics
1. Read and match.
We are Peter and Wilson.

We don’t play volleyball,
but we play basketball. 1 2
Sometimes, we go
swimming, too.
My name is David Beckham.

I’m a soccer player.
I always play soccer.
I never do aerobics.
2 3
I always go jogging.
This is my sister Sarah.

She goes to the gym every
Saturday morning. 3 1
She does aerobics there.
She never plays hockey.
2. Read again and choose the correct answer.
NOT
TRUE FALSE
MENTIONED
Peter and Wilson never go swimming. X
Sarah does aerobics in the gym. X
Sometimes David goes skiing. X
Sarah always plays hockey.

24
twenty-four
X
Lesson 3 Laura Never Does Aerobics
Communicative Goals
1. Learns and understands short paragraphs. 3. Writes complete sentences about sports and hobbies
2. Understands a written text and answers questions practiced by a character.
about the text. 4. Enjoys reading a short story.

This is my sister Sarah. Saturday morning. Sometimes we go swimming, too. Gym. True. False. Not mentioned.
Every Saturday morning. Every Saturday afternoon. Every Sunday morning.
Warm up Practice
Ask your students to open their books to page 24.
Guide them in reading the images on the page. 2. Read again and choose
Ask them some questions about each photo. For the correct answer.
example, Photo 1: Who is he? Is he a soccer
player? Where is he? What is he doing? Photo 2:
What is she doing? Where is she? What is she t Play the CD again and ask the students to read
wearing? Photo 3: Who are they? What are they to themselves while they listen. Then read each
doing? Where are they? sentence with them. Next, read the first one and
give them the correct answer as an example.
Get them to read again and have them choose
Presentation the correct answer individually. Then, call on a
volunteer to read each sentence and confirm the
answer with the whole group. Make sure that they
1. Read and match. understand the meaning of the key words True,
False and Not Mentioned.
t Let the students listen to the CD several times. Ask
them to read to themselves while they listen. Then
encourage them to read each sentence out loud,
making sure that they pronounce correctly.
tInvite them to mime the accent and rhythm of the
speak on the CD.
t The students should find the text that corresponds
to each image. Explain to them that they have to
write, in the circle beside each photo, the number
of the paragraph that describes the image.

24
twenty-four
What Time Is It?
Short Story
3. Look and read about Laura.
t Get the children to look at the pictures about the

activities Laura does every day.
t Ask them to describe each one of the illustrations
orally.
Production
4. Complete.
t Ask the children to complete each one of the
sentences related to the photographic sequence.
Tell them to complete the key words while reading What time is it?
the images. Monitor that they write the words and It’s time to play a sport.
the sentences correctly. Let’s play baseball all day long.
t Check their answers by asking some students to It’s time to do something new!
read them out loud. You could write them on the Let’s do aerobics
board to check spelling. and taekwondo, too.
It’s time to go on a special tour!
Let’s go camping!
Let’s go swimming!
Let’s go horseback riding, too.
It is time to go back home.
Home Sweet Home.
Value: Healthy Living
t This story shows the importance of keeping

yourself active and taking advantage of your
free time by doing enjoyable, physical activities.
Many children spend a lot of time in front of the
TV or playing video games. This story aims to
show the importance of looking after the body
and keeping healthy.
How to Use It
t Tell the children to read the title and look at the

picture. Help them to predict what they might
find in the story.
t Then invite them to hear the short story on the
CD.
t After listening for a second time, encourage
them to read out loud following the CD.
t Then, get them to read and physically act out
the activities in each scene while reciting the
short story.
t Underline the importance of the value (healthy
living) using the short story, and find out their
favorite activities and their opinions about what
25
twenty-five
they have read.
WB page 15
3. Look and read about Laura.
Monday Tuesday Wednesday Thursday
Sunday
Friday
Saturday
4. Complete.
goes
Laura sometimes ______________________
Laura always
skating
___________________________ .
goes to school.
does
Laura never _________________________________
gymnastics
_________________ .
goes
Laura _____________ swimming
_____________________
every Saturday morning.
goes
Laura _____________ jogging
_____________________
What Time Is It?
Go to page 9. Listen and every Sunday morning.
read the story. Finally, think of
the value.
plays
Laura _____________ video
___________ games
_________
Value:
Healthy Life every Saturday and Sunday afternoon.
Keep yourself active to keep
Derechos reservados
your body healthy.Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
25
twenty-five
Game
Sports Spiral GREENWICH LAB
GAMES
1. Write the sports in the correct place on the spiral.

The first letter of each sport is already on the spiral.
A S E
football
r
e Y O G A
B
G
E K I soccer
C c c
L
N oo A N
t T
L
I
K
o
M L I S I G Y
OM L N
ba l
N
MN A
I A N G O l
B E L
W T
S E K S A L TS
CI L L E
A B Y I
B O S C
R E
2. Now, take the

letters inside
the gray areas
Unscramble the letters to find a hobby. ____
to the follow-
26
twenty-six
ing box.
Derechos reservados
fishing
____________________________.
Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Game
Sports Spiral
Communicative Goals
1. Identifies and names sports and hobbies.
2. Writes correctly words related to sports and hobbies.
3. Has fun playing in English

Soccer. Baseball. Gymnastics. Aerobics. Hockey. Jogging. Volleyball. Swimming. Skating. Basketball. Football.
Tennis.
How to Play
1. Write the sports in the correct place

on the spiral. The first letter of each
sport is already on the spiral.
t Get the children to look carefully at the

photographs on page 26. Explain to them that
they should write each letter of the name of the
sports in the boxes of the spiral. Point out to them
that the first letter of each sport is already written
on the spiral.
t To correct, ask them to spell each one of the
sports, making sure that they have written them in
the right order and place.
2. Now, put the letters inside the gray

areas in the following box.
t Explain to your students that they should write and

organize the letters in the gray boxes to discover
a secret word (fishing). Then, ask them What’s the
secret hobby?, and ask them to spell it correctly.
You could write the letters they dictate to you on
the board.

26
twenty-six
Project
Going to a Summer Camp
Communicative Goals
1. Reads and understands instructions for carrying 4. Practices the vocabulary and expressions learned
out the project. in this unit.
2. Identifies places in a summer camp. 5. Learns about children’s holidays in The United
3. Participates in simple conversations about activities States and how the children in this country live their
in a summer camp, including sports and hobbies. holidays.
Useful Expressions
Look!, kids go swimming. Yeah! Kids play basketball, too. Play football. Play tennis. Go jogging. Do
aerobics. Play basketball. Go swimming. Swimming pool. Football field. Tennis court. Gym. Baseball field.
Hockey rink. Skating rink. Jogging area. Volleyball court. Lake. Music and dance room.
ure
Materials Pict nary
io
t Scissors and glue. Dict
Step by Step t Before the assessment, review the vocabulary

and expressions of the unit.
1. Read with the children the first instruction and
Go to pages 90 and 91 and do some of
invite them to color and decorate the cutout pages
the proposed activities for this section in the
of Unit 2.
Teacher’s Guide.
2. Read with them the second instruction and get
them to paste the pieces in their corresponding
place to complete the map.
3. Read the third step and get them to use the glue
to label the places correctly.
4. Ask them to work in small groups. Encourage
them to talk about the activities that can be done
at a summer camp, practicing the Useful Expres-
sions and the vocabulary learned in this unit.
27
twenty-seven
Project
Going to a Summer Camp
1. Go to cutout pages,
unit 2.
2. Cut out, paste the

pieces on the map and
complete the campsite.
3. Listen and label the places

at the summer camp.
4.
Yeah! And Thomas
never plays tennis.
Play! Talk about the activities
kids do at a summer camp.
Look! Kate always Use the cards.
does aerobics.
ful
Use essions
r
Exp
I play baseball every Sunday
morning.
I sometimes…
Derechos reservadosHe
Educactiva
You always…
never … S. A. S. Prohibida su copia, reproducción y/o distribución.
27
twenty-seven
Evaluation GREENWICH LAB
1.
TEST
Write the missing

ing vowels.
a mp__ng
c__ i
i k __
h__ i ng
i sh ___
i ng u
s __nb a th __
__ i ng
f___
o t __
ph __ o gr __
a phy
i d__
v __ e __
o g __
a m __
e s
2. Match the verb with the sport.
play do go
do gymnastics go swimming go skating do aerobics play tennis

go jogging do taekwondo play baseball play hockey
3. What about you?

Always Sometimes Never
I ______________ _________ _______________________.
I ______________ _________ _______________________.
I ______________ _________ _______________________.
I ______________ _________ _______________________.
28
twenty-eight
Evaluation
Communicative Goals
1. Identifies and writes correctly words that name 4. Uses adequately the verbal forms that go with
sports and hobbies. the first and third persons singular in the Present
2. Identifies actions that characterize and go with Tense.
some sports. 5. Understands oral texts and writes correctly the
3. Uses the three basic frequency adverbs: always, words that he/she hears.
sometimes, never. 6. Relates the contents of this unit with his/her
personal experiences.
1. Write the missing vowels. 3. What about you?

t Get the children to carry out this activity in pairs. t Tell the children to look carefully at the pictures.
Monitor and check that they write and pronounce Invite them to think about the activities they do
each consonant and vowel sound correctly. in their spare time and how often they do them.
The students should write complete sentences
correctly, including frequency adverbs and the
appropriate verb-sport combinations.
2. Match the verb with the sport.

t Have the children carry out this activity individually.
Read with them the instructions and help them to
understand the task they should perform. They
should find the verb that goes with each sport.
t Correct the exercise orally, asking them to read
each combination out loud.

28
twenty-eight
t Finally, play the CD once more to correct the
4. Look and write. exercise and invite some volunteers to spell and
write the missing words on the board.
tRead the instructions with the children and help Track CD 1

them understand the activity. They need to write 29
a sentence about each character. Ask them to
look at the activities the characters perform every Hi! My name is Juan Pablo Montoya.
Saturday morning. I’m a car racer. I go jogging every morning.
tCheck the exercise on the board. Ask a number I sometimes play volleyball with my friends.
of volunteers to write the sentences on the board I never go fishing.
and ask the rest of the class to make corrections I go swimming every Sunday morning.
in their books.
5. Listen and complete. 6. What about you?
tGet the children to carry out this activity by t Encourage the children to think about the activities
explaining to them that they are going to listen to they perform every Saturday and Sunday morning.
Juan Pablo Montoya. Play the CD at least twice to They should answer with complete sentences
make sure they know the words they have to write including the appropriate verb-sport combinations.
down.

1. _________________________ ____________ 21. _________________________ ____________
2. _________________________ ____________ 22. _________________________ ____________
3. _________________________ ____________ 23. _________________________ ____________
4. _________________________ ____________ 24. _________________________ ____________
5. _________________________ ____________ 25. _________________________ ____________
6. _________________________ ____________ 26. _________________________ ____________
7. _________________________ ____________ 27. _________________________ ____________
8. _________________________ ____________ 28. _________________________ ____________
9. _________________________ __________ 29. _________________________ ____________
10. _________________________ ____________ 30. _________________________ ____________
11. _________________________ ____________ 31. _________________________ ____________
12. _________________________ ____________ 32. _________________________ ____________
13. _________________________ ____________ 33. _________________________ ____________
14. _________________________ ____________ 34. _________________________ ____________
15. _________________________ ____________ 35. _________________________ ____________
16. _________________________ ____________ 36. _________________________ ____________
17. _________________________ ____________ 37. _________________________ ____________
18. _________________________ ____________ 38. _________________________ ____________
19. _________________________ ____________ 39. _________________________ ____________
29
twenty-nine
Derechos reservados Educactiva____________
20. _________________________ S. A. S. Prohibida40.
su copia, reproducción y/o distribución.
_________________________ ____________
4. Look and write.
goes
Bob ________ jogging
_________________.
plays
Susan ________ baseball
_________________.
does
Paula ________ gymnastics
_________________.
goes
Sam ________ swimming
_________________.
does
Anne ________ aerobics
_________________.
goes
Mike ________ skating
_________________.
Juan ____________
Hi! My name is _______ Pablo Montoya
__________________.
go
I’m a car racer. I ________ jogging
_________________ every
morning.
sometimes
I _____________ volleyball
play _____________ with my friends.
never
I _______________ fishing
go ______________.
go
I ________ Sunday
swimming every ___________ morning
_______________.
6. What about you?
I play…
What do you do every Saturday morning? _________________________________.
I go/do…
What do you do every Sunday morning? __________________________________.
29
twenty-nine
Unit
3 1. Listen and read.
I’m a chef. I work

Wonderful Jobs
Lesson 1
Where Do People Work?
I’m a fireman. I
work in the city. I’m a doctor. I work
in a restaurant. in a hospital.
I’m a scientist. I work

in a laboratory.
I’m a lifeguard. I
work on the beach.
I’m an astronaut.
I work in outer space.
2. Sing along.
Jobs, jobs, wonderful jobs

Astronauts and pilots have awesome jobs.
D
Doctors, nurses and teachers help kids around the world.
Jobs, jobs, wonderful jobs.
30
thirty
Unit
3Communicative
skills
1. Understands personal information given by
Wonderful Jobs
Standards
Listening
his/her classmates and/or his/her teacher.
2. Uses appropriately frequent grammar 3. Associates a picture with its written description.
Writing structures and patterns. 4. Appropriately uses: what, who, when and
where.
5. Participates in word games looking for 6. Checks that words written in English are
Reading
unknown words. spelled correctly.
Monolog 7. Talks about daily activities. 8. Recites a simple tongue-twister, a rime and
sings the chorus of a song.
Conversation 9. Gives and follows simple instructions. 10. As part of the classroom activities, he/she holds
a simple conversation with a partner in English.
Lesson 1 Where Do People Work?

Communicative Goals
1. Recognizes and produces orally the names of some 4. Uses appropriately the verbal forms that go with
professions and occupations. the third person singular in the simple present
2. Asks and answers simple questions about the places tense.
where people work. 5. Uses visual aids to understand and remember
3. Listens to and imitates the pronunciation of new words new vocabulary in English.
and expressions.
Where do people work? Where does your uncle work? A doctor. A nurse. A chef. A waiter. A lifeguard.
An astronaut. A scientist. A fireman. A zookeeper. A secretary. A police officer. Awesome.
Warm up
Teaching Tip
1. Listen and read. Avoid translating into Spanish. Try to get the children
to associate the meanings of the occupations with
t Play the CD and let the children hear the the photographs.
monologues before opening their books.
Encourage them to guess the topic of the unit.
t Ask them to open their books to page 30. Get
them to listen to the CD once again while they look 2. Sing along.
at the page. Ask them to point to the characters
that are speaking in each part.
t Play the CD and have students repeat, one by
t Play the CD again and ask them to read and
one, the short phrases constantly repeated in the
repeat following the CD.
song while reading in their books. Make sure
t Invite them to read the monologue out loud, in
that they pronounce the words jobs, pilots and
groups of six, for the rest of the class.
amazing correctly.
t Invite them to learn and sing the song, without
reading in the book, and create a body movement
for each sentence.

thirty
Presentation
3. Look and listen. Then, say.
t Have the children listen to the CD while they look
t In this activity, the children will listen to a pair at the pictures. Play the CD a second time and ask
of short dialogs. In the first one, they will be them to read the sentences to themselves.
reminded of the use of questions using the verb to t After a third listening, get them to associate or
do in the third person of the simple present tense: match the two columns. Then, encourage them
does. to repeat the pronunciation. Make sure that they
In the second one, they will revisit some simple imitate the sounds correctly.
questions with the verb to be and with the short t Try to get them to say each profession or occupation
answers: Yes, he is. / No, he isn’t. together with the place where these people work,
t Play the CD and ask them to listen to each dialog using complete sentences, pronounced correctly.
a number of times. Draw their attention to the
ending of the third person singular of the simple
Track
present tense: works. 33 CD 1
t Avoid translating into Spanish. Let them associate
the meanings with the pictures. A secretary works in an office.
t Get them to repeat the dialogs in pairs. Make A police officer works in the streets.
sure that they pronounce each word correctly. A firefighter works in the city.
Invite them to imitate the accent and the intonation A teacher works in a school.
they hear on the CD.
Production
Practice
5. Dress up, listen and act out.
Grammar Tip
Remember that in English, a final –s is used to t In advance, tell the children to bring their costumes.
indicate the third person singular of the simple If this is not possible, all the class can make fun
present tense. In these cases, this final –s does not and ingenious costumes using different kinds of
indicate plural. paper. Award prizes to the best costumes.
t Get the children to listen to the dialog at least
Clap Strategy twice. Ask them to repeat in pairs. Check that they
understand it and that they pronounce it correctly.
Read with the children the learning strategy. Avoid Ask them to perform each dialog in pairs.
translating into Spanish and invite them to look t Change the pairs and get them to carry out
at the pictures closely because they help them to the same dialog using other occupations and
discover the meaning of the new words. professions. Invite volunteers to perform their
dialogs for the rest of the class.
31
thirty-one
WB page 16
He works in
Where does your
a restaurant.
uncle work? Is he a chef?
No, he isn’t. He
is a waiter.
A secretary works in the streets.

Stra Clap
teg
A police officer works in a school. y
Using visual
A firefighter works in the city. images helps
you to understand
A teacher works in an office. and remember
new information.
5. Dress up, listen and act out.
Where does She works in

she work? a hospital.
Is she a nurse? No, she isn’t.

She is a doctor.
31
thirty-one
Lesson 2
1.
What Do You Do?
Listen and say.
New s
rd
Wo
an engineer a hairdresser A civil engineer builds roads.
an electrician a mechanic A mechanic fixes cars.
an artist a truck driver An electrician repairs electrical things.
a plumber a housewife A hairdresser cuts hair.
2. Look and listen. Clap, Clap, Clap
t 8IBUdo you do? t 8IBUdoes she do?

I sing. I’m a singer. She cuts hair. She is a hairdresser.
t 8IBUdo they do? t 8IBUdoes he do?
They fix cars. They’re mechanics. He fixes pipes. He is a plumber.
A housewife...
3. Look and choose.

sells pictures.
takes photos.
An architect... X takes care of the family.
cleans houses.
A plumber...
drives a truck.
repairs cars.
X designs houses. writes books.
X fixes pipes.
An artist...
cuts hair. A truck driver...
X paints pictures. X delivers products.
cooks.
32
thirty-two
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción
cleans buildings.
y/o distribución.
drives taxis.
Lesson 2 What Do You Do?
Communicative Goals
1. Recognizes and names professions and 4. Identifies the actions that characterize different
occupations orally. professions and occupations.
2. Differentiates the linguistic contexts in which to use 5. Listens to and understands short dialogs about
the forms of the indefinite article a/an. professions and occupations.
3. Uses verbal forms that go with the third person 6. Learns and recites correctly a tongue-twister,
singular of the simple present tense appropriately. emphasizing the labiodental sound /f/.

What do you do? What does she/he do? What’s his/her job? An engineer. An electrician. An artist. An architect.
A plumber. A hairdresser. A mechanic. A truck driver. A housewife. A singer. Build. Fix. Repair. Cut. Take care.
Deliver. Design. Pipes.
Warm up
t Show the students the images of the occupations t Let them hear the CD at least 2 more times.
and professions on pages 30 and 31 or use flash After the third listening, encourage them to
cards to remind them the vocabulary related to read out loud while listening. Emphasize
occupations and professions learned in lesson 1. the pronunciation and spelling of the verbal
Point to each picture and ask questions such as forms that go with the third person singular
Is he/she an astronaut? What’s his/her job? e.g. cuts, fixes.
t Get them to read the questions and the answers in
Presentation pairs.
Practice
1. Listen and say.
3. Look and choose.
t Play the CD and let the children hear the new
words while looking at the page. t Carry out the first exercise as an example. Ask
t Play the CD once again and ask them to repeat the children about the professions of the characters
after the CD. they can see in the photographs. Read with them
t Invite them to read the words out loud imitating the the three options and get them to choose the right
sounds and the intonation. one. Avoid translating. Help them to discover the
correct options based on the images they see.
t Correct the activity on the board, writing the
sentences that correspond to each photo.
2. Look and listen. t Ask them to read each sentence out loud.
t Practice emphasizing the pronunciation and
the spelling of the verbal forms that go with the
t Play the CD and tell the children to listen attentively
third person singular e.g. paints, takes, designs,
while reading the charts to themselves.
delivers, fixes.
Teaching Tip
Avoid giving grammar explanations. Encourage

the children to associate and learn in a natural
way, constantly observing and practicing.

thirty-two
New Expressions Production
I think you are a wizard.
Really?
5. Look and write.
4. Listen and complete. t Get the children to look closely at the photos. Ask
them the name of each famous character. Read
with them the questions regarding each character.
t Have the children listen to the CD while looking First, let them answer orally and then write the first
at each picture. After the third listening, get them answer on the board as an example. Tell them to
to fill in the blanks with the missing words. complete individually. Check that they are writing
t Correct this exercise, writing each complete the sentences correctly.
dialog on the board. Play the CD once again t Check their answers asking them to read out loud.
and ask students to repeat each sentence. Divide You could write them on the board to confirm the
the class into two groups. Give a role to each spelling.
group and get them to do a group reading of
each conversation.
Track
38
CD 1
Clap your hands, twist your tongue.
a. What do you do?
Five fine firefighters fighting fire.
I cook delicious meals.
I’m a chef.
t Have the children listen to the CD while looking
at the picture. Listening carefully a third time, ask
b. What do you do?
them to repeat the tongue-twister a number of
We repair electrical things.
times. Emphasize the fricative, labiodental sound
We are electricians.
/f/. Try to get them to learn the tongue-twister
and pronounce it properly.
c. What does Rosemary do?
She teaches at school.
She is a school teacher.
Extra Activity
d. What does Neil do?
He travels to outer space. Invite the children to answer the following
He is an astronaut. questions about their parents: What does your
mom do? What does your dad do? Encourage
them to produce complete sentences aided by
the information they have about professions
and occupations. Encourage them to share
their answers with the rest of the class and, if
possible, to show a photo of their parents.
33
thirty-three
WB pages 17-18
Really?
I think you New essions
r
are a wizard. Exp
4. Listen and complete. does Rosemary _____?

c. What ______ do
teaches
She ______________ at school.
do you ______?
a. What _____ do
She ___
______ is a school __________.
teacher
cook delicious meals.
I ________
a ___________.
I’m ___ chef does
d. What _________ do
Neil ____?
He travels to ______
_____ outer __________.
space
He ______
______ is an _______________.
astronaut
b. What _______
do you ______?
do
repair
We ____________ things
electrical ____________.
____
We are ____________________.
electricians
What are their jobs?
5. Look and write.
What’s her job? What’s his job?
s ___
She is a ___ i ___
n ___
g ___
e ___.
r c ___
He is a ___ a ___
r r ___
___ a ___
c ___
e ___.
r
What’s his job?

s ___
He is a ___ c ___
i ___
e ___
n ___
t ___
i ___
s __.
t
What’s her job?
t ___
She is a ___ e ___
n ___
n ___
i ___
s p ___
___ l ___
a ___
y ___
e ___.
r

Clap your han
Five firefighters fighting fire.

33
thirty-three
Lesson 3
Who Is Who?
1. Listen and write each person’s name.
a. Carlo Lisa
c.
b. Pamela
d. Manuel
2. Read and match. Then, listen and complete.
I work in a hospital. He works in different houses.

I work with kids. He fixes pipes, toilets and sinks.
I help sick people. He uses many tools.
I help the doctor, too. Who is he? 3
Who am I?
4 plumber
He is a _____________.
nurse
I’m a _____________.
1 3
She works in the streets.
She works at home. She stops the traffic.
She takes care of the family. She takes care of the
She cooks delicious meals. people in the city.
She loves her kids. She arrests criminals.
Who is she? 2
2 Who is she? 1
house wife
34 4 She is a ______________. police officer
She is a _____________.
thirty-four
Lesson 3 Who Is Who?
Communicative Goals
1. Recognizes people according to their profession 3. Reads and associates written texts with images.
or occupation. 4. Writes complete sentences about the activities a
2. Reads and understands short paragraphs. character performs.
5. Enjoys reading a short story.
I help sick people. Who am I? He fixes pipes, toilets and sinks. He uses many tools. Who is he/she?
Delicious meals. He arrests criminals. Feed.
Warm up
Track
CD 1
40
t Ask the children to open their books to page
34. Get them to read the images. Ask them a. Hi, everybody! My name is Carlo. I am a
different questions about each illustration. For firefighter.
example, Who is she/he? What is she/he doing? b. Hello! My name is Pamela. I work on the
Where is she/he? beach. I safeguard kids and people here.
If they can’t answer, get them to discover the
I’m a lifeguard.
answers by listening to the CD.
c. Good evening. I work in outer space. My name
Presentation is Lisa. I’m an astronaut.
d. Hi, kids! I am a scientist. I work in a laboratory.
My name is Manuel.
1. Listen and write Practice
each person´s name.
t Ask the students to observe the pictures and try to 2. Read and match.
guess the professions. Then, let them listen to the Then, listen and complete.
CD a number of times. Encourage them to write
on the line the name of each character.
t Check their answers, pointing to each character t Let the children listen to the CD a number of times.
and asking What’s his/her name? Ask them to read each paragraph to themselves
while listening to it. Then, encourage them to
read each sentence out loud. Make sure that
their pronunciation and spelling are correct. Invite
them to imitate the accent and rhythm of the native
speaker they hear on the CD.
t In this activity, students should find the text that
corresponds to each image. Explain to them that
they have to write the number of the corresponding
image in the circle and then complete the
sentence.

34
thirty-four
Strange Jobs
Short Story
3. Read about Frank’s
job. Then, listen.
t Play the CD a number of times and ask them to

read to themselves while they listen to the text.
Then, read with them each sentence. Let them
read the text once again and have them do it out
loud
Teaching Tip
Explain the vocabulary by miming the actions

with your body. Invite the children to read and
mime the movements with you. Use this physical
Strange Jobs
and visual resource to reflect the content of the
Does a mechanic fix a tap?
text. Avoid translating into Spanish. Oh, no! A mechanic fixes cars.
Does a truck driver drive a cab?
Oh, no! A truck driver drives a truck.
Production Does a pilot drive a train?
Oh, no! A pilot flies a plane.
Does a kid have a job?
4. Now, answer Oh, no! A kid’s only occupation is schoolwork.
these questions.
Value: Respect kids’ rights
t Ask the children to read the text again, if necessary.
Encourage them to answer each question about tThis story shows the importance of the jobs
Frank’s job. Monitor to check that they write the adults do. This value aims to emphasize
sentences correctly. respect for children’s rights. As adults we should
t Check their answers by asking them to read respect the right of children to be educated
aloud. You could write them on the board to and not allow them to take on adults’ working
confirm spelling. responsibilities.
How to Use It
t Have the children read the title and look at the

picture. Get them to predict what they might
find in the Story.
t Then, have them listen to the short story on the
CD and ask them to read while listening.
t After listening for the second time, encourage
them to read out loud following the CD.
Encourage them to imitate the accent and
rhythm of the native speaker they hear on the
CD.
t Then, get them to read in pairs. One child
reads the questions and the other provides the
answers.
t Underline the importance of the value that is
shown in this story and find out their opinions
about that.
35
thirty-five
WB page 19
3. Read about Frank’s job. Then, listen.
I’m a Zookeeper
I have a very nice job.
I always go to work at seven o’clock.
I’m always on time to feed the fox.
Then, I sing songs with the birds
and I swim with the seals.
I clean the lion’s teeth at noon.
I love to take care of the animals at the zoo.

Frank helps
What does he do? animals just
Frank is a zookeeper
____________________________________________________. like me.
What does Frank do at seven o’clock?

He goes to work./ He feeds the fox
____________________________________________________.
What does Frank do with the birds?
He sings songs with the birds
____________________________________________________.
What does he do at noon?
He cleans the lion’s teeth
____________________________________________________.
What does he love to do?
He loves to take care of the animals at the zoo
________________________________________________________________.
Strange Jobs Value:

Go to page 17. Listen and read Respect kids’ rights.
the story. Finally, think of the
Derechos
A kid’s only job is schoolwork.
reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
value.
35
thirty-five
GREENWICH LAB
Game GAMES
J-O-B-S Search
Color the honeycomb to find the jobs.
Use a different color for each job. Then, complete the information.
a _____________.
He is ____ teacher
She is a doctor.
______________
teaches kids at
He _________
She helps sick people.
___________________
school
__________________.
She is ____
a ____________.
housewife
takes care of the

She ________
family/house
___________.
an
He is ______ electrician
________________.
repairs/fixes electrical _________.
He _____________ things
an
She is ______ astronaut
_________________. That’s fantastic!
a
He is _______ singer
____________.
travels
She __________ space
to ___________. sings
He ____________ songs.
He is ____
a _____________.
chef
cooks
He ____________ meals/dishes
delicious ______________.
36
thirty-six
Game
J-O-B-S Search
Communicative Goals
1. Identifies and names professions and occupations. 3. Enjoys playing in English.
2. Writes completes sentences about occupations and
actions related to them.
A doctor. A chef. An astronaut. An electrician. A housewife. A singer. A teacher.
How to Play
Color the honeycomb to find the jobs.

Use a different color for each job.
Then, complete the information.
t Get the children to look carefully at page 36.

Explain to them that they must discover seven
professions by joining the letters and coloring
each word with a different color.
t To correct, ask them to spell each one of the
professions or occupations that they have found.
Check that they have joined and colored correctly.
t Explain to them that now they should complete
the information corresponding to each picture.
Monitor that they write the words and/or sentences
correctly.
t To correct, point to each picture and ask
themWhat’s his/her job? What does he/she do?
You could ask them to dictate the sentences to you
while you write them on the board or organize
a contest, asking for some volunteers to write the
answers on the board.

36
thirty-six
Project
Job Cubes
Communicative Goals
1. Reads and understands the instructions for carrying 3. Participates in simple conversations about the activities
out the project. related to some professions and occupations.
2. Makes cubes using tools such as scissors and glue. 4. Practices the vocabulary and the expressions learned
in this unit.
Useful Expressions
What does she/he do? She/He cuts hair. What’s his/her job? She/He is a hairdresser. She/He is an astronaut.
She/He travels to space. She/He is a firefighter/fireman. She/He fights fire. She/He is a lifeguard. She/He
protects people on the beach. She is a housewife. She takes care of the family.
Materials
t Scissors t Magazines t Glue
Step by Step
1. Read the first instruction with the children and

get them to use the scissors to cut out the cubes.
Make sure that they do not cut off the flaps.
2. After cutting out the cubes, read the second
instruction with them, and tell them to fold and
paste the flaps carefully to make the cubes.
3. Read the third step with them and get them to use
the glue to stick some pictures of jobs, taken from
magazines, onto each side of the cubes.
4. Organize them into small groups. Encourage them
to throw a cube and talk about the profession,
and the activities performed by each character.
Try to get them to practice the Useful Expressions
and the vocabulary studied in this unit.
5. Enlarge this model to make the cube.
37
thirty-seven
Project
Job Cubes
1. Following this model,

make the cubes.
2. Use glue to put the

cubes together.
he
h e
3. Cut out some pictures of jobs

from magazines and paste
them on each side of the cubes.
4. Get into teams

and throw the
cubes.
5.
What
h does She cuts hair.
she do? She is a hairdresser.
Play! Ask and answer
questions about the Team B
pictures.
Team A
ful
Use essions
r
Exp
What’s her job?
What’s his job?
What does he do?

He is a/an...
37
thirty-seven
Evaluation
1. Look at the picture and write the occupation.
a
____ chef
________________. a
____ lifeguard
________________. an ________________.
____ engineer
an ______________________.
____ astronaut a
____ scientist
__________________.
2. Listen and number.
2 5
6
1
4
3. Choose the right answer.

a. I am a teacher. I work in ... c. Frank is a zookeeper. He works in...
an office. the restaurant.
the city. the school.
X a school. X the zoo.
b. I am a nurse. I work in ... d. Natalia is an astronaut. She works in ...
the streets. a laboratory.
X a hospital. X outer space.
38
thirty-eight
an office. the beach.
Evaluation
Communicative Goals
1. Identifies and writes words about professions and 3. Asks and answers simple questions about the places
occupations correctly. where people work.
2. Identifies actions that characterize different 4. Uses the verbal forms that go with the first and third
professions and occupations. person singular of the simple present tense correctly.
5. Understands oral and written texts and writes the
words he/she hears correctly.
Track
1. Look at the picture and 45 CD 1
write the occupation.
1. Look! There is a mechanic.
t Get the children to carry out this activity He fixes cars every day.
individually. Monitor that they are writing and 2. I can see a plumber.
pronouncing each word correctly. He fixes pipes and toilets in bathrooms.
3. Look! There is an electrician, too.
He repairs electrical things.
4. There is a truck. Yes, I see a truck driver.
2. Listen and number. He drives his truck every day.
5. Look! There is a secretary.
Read the instructions with them and help them She works in her office.
understand clearly what they have to do. They She has a computer.
need to listen and number the corresponding 6. I can see an architect.
image according to what each speaker says. He draws plans for houses.
t Check the exercise orally, asking the students to
read out loud the numbers that they have written
in each picture.
t Tell the children to read each sentence carefully.
Invite them to choose one option to complete each
sentence properly.
t Check this exercise by calling on some volunteers
to read each sentence with its corresponding
option. Also check students pronunciation.

38
thirty-eight
Track
4. Read and answer the riddle. 46 CD 1
a. Monica is an architect.
tRead the instructions with the children and get She designs buildings.
them to read the riddle to themselves. Then go b. Salvatore fixes pipes and sinks.
around the classroom asking them to say the an- He is a plumber.
swer in secret. When the majority has guessed, c. Marcia teaches French and English.
ask a volunteer to write the answer on the board. She is a teacher.
d. Steve is a scientist.
He works in a laboratory.
t Encourage the children to carry out this activity,
6. Unscramble the conversations.
explaining to them that they are going to listen to
four short sentences that need to be completed. t Get the children to work in pairs. They should
Play the CD at least three times to make sure they read each conversation and order it by writing
have grasped the words they need to write. the numbers in the correct sequence.
t Finally, play the CD once more to check and t Check the exercise, asking volunteer pairs to
tell them to spell and write the missing words on write the correct sequences on the board. Then,
the board. Make sure that they pronounce them get them to take a role and perform some of the
correctly. conversations for the rest of the class.

1. _________________________ ____________ 20. _________________________ ____________
2. _________________________ ____________ 21. _________________________ ____________
3. _________________________ ____________ 22. _________________________ ____________
4. _________________________ ____________ 23. _________________________ ____________
5. _________________________ ____________ 24. _________________________ ____________
6. _________________________ ____________ 25. _________________________ ____________
7. _________________________ ____________ 26. _________________________ ____________
8. _________________________ ____________ 27. _________________________ ____________
9. _________________________ ____________ 28. _________________________ ____________
10. _________________________ ____________ 29. _________________________ ____________
11. _________________________ ____________ 30. _________________________ ____________
12. _________________________ ____________ 31. _________________________ ____________
13. _________________________ ____________ 32. _________________________ ____________
14. _________________________ ____________ 33. _________________________ ____________
15. _________________________ ____________ 34. _________________________ ____________
16. _________________________ ____________ 35. _________________________ ____________
17. _________________________ ____________ 36. _________________________ ____________
18. _________________________
39
____________ 37. _________________________ ____________
Derechos reservados Educactiva S.____________

19. _________________________ A. S. Prohibida38.
_________________________ ____________
thirty-nine
4. Read and answer the riddle.
They work in the city. Who are they?

They work in the mountains, too. firefighters
____________________________.
They have a nice but dangerous job.

They use uniforms to protect their bodies.
They don’t play. They work with fire.
an
a. Monica is _______ architect
________________. designs
She _______________ buildings.
fixes
b. Salvatore ___________ a
pipes and sinks. He is ______ plumber
_______________.
teaches
c. Marcia ____________ is
French and English. She ______ a ___________.
___ teacher
a _______________.
d. Steve is ____ scientist works
He ___________ laboratory
in a ________________.
6. Unscramble the conversations.
4 B: I build roads and streets.

2 4 B: She takes pictures.
1 A: What’s your job? 2 B: She is a photographer.
3 A: What do you do? 3 A: What does she do?
2 B: I’m a civil engineer. 1 A: Look! What’s her job?
1 A: What’s his job? 3

1
3 A: What does he do?
4 B: He does magic tricks.
2 B: He is a wizard.
39
thirty-nine
th
Unit
4 1.
Around the City
Look and listen.

Lesson 1
I Can See the Park!
Can you see

the park? Sure! And I can
see the zoo, too.
Park
Prime
Avenu
e
Bookstore
Candy Store
t
ee
et
Str
tre
yS
in
Ma
ed
nn
Ke
40
forty
skills
Around the City
Standards
1. Memorizes and follows the rhythm of 2. Follows the sequence of a short story by
Listening
songs. reading the images.
3. Uses grammar structures and frequently 4. Checks that frequently written words are
Writing
used patterns appropriately. spelled correctly.
5. Understands short descriptions related to 7. Predicts the plot of a story based on the
known people, places and actions. title, pictures and key words.
Reading
6. Associates a picture with its written
description.
8. Spells known words. 10. Answers personal questions about his/
Monolog 9. Sings and says tongue-twisters with the her name, age, nationality and address,
proper rhythm and intonation. aided by repetitions if necessary.
11. Follows and gives basic instructions 12. Holds a simple conversation with a
Conversation
when participating in familiar games. partner in English.
Lesson 1 I Can See the Park!
Communicative Goals
1. Names and recognizes places in a city. 4. Associates places in a city with actions carried
2. Repeats the pronunciation of place names out therein.
in a city properly. 5. Enjoys singing and following patterns of
3. Writes and spells the vocabulary related to intonation and pronunciation.
the places in a city.
Can you see the park? Sure! And I can see the zoo, too. Where can kids study? Where can I go? Theater. Church.
Park. Stadium. Zoo. Airport. Prime Avenue. Supermarket. Hospital. School. Mall. Main Street. Post office. Bank. Hotel.
Cinema. Bakery. Candy store. Pet shop. Library. Bookstore. Gym. Museum. Kennedy Street. Bus station. Police station.
Warm up t Have them listen to the CD while looking at the

page and ask them to point to the characters that
talk in each part of the dialog.
1. Look and listen. t Play the CD once again and get them to repeat
following the CD.
t Ask them the main question: Can you see
t Get the children to open their books to page 40
the park?, but changing the word park for other
and ask them to describe what they see, using
places in the picture. For example, Can you see
questions such as What can you see?
the church? Can you see the school? Tell them to
point to the place in their books and to answer
with the expression Sure!

forty
Presentation t Play the CD once more. Then, divide the
class into two groups. Invite one of the
groups to repeat the question and the other
2. Listen, say and complete. to repeat the answer. Then, swap the roles
of the groups. Encourage them to imitate the
intonation, rhythm and pronunciation of the
t Have the children listen to the CD while observing speaker they hear on the CD.
the words.
t Play the CD a second time and ask them to repeat.
Make sure that they imitate the sounds correctly. Track CD 1
t After a third listening, get them to write the missing 49
letters to complete the words.
t To correct, call volunteers up to the board to write the 1. Where can kids study?
complete words that the rest of the class spell out. Kids can study at school.
t Play the CD once more and practice the 2. Where can people pray?
People can pray at church.
pronunciation of each word.
3. Where can you watch a play?
You can watch a play in the theater.
Teaching Tip
4. Where can people buy fresh vegetables
and meat?
Avoid translating the vocabulary into Spanish. To People can buy fresh vegetables and meat
explain it, point to the places in the picture on at the supermarket.
page 40. 5. Where can tourists sleep?
Tourists can sleep in a hotel.
Clap Strategy 6. Where can people save money?
People can save money in a bank.
Read the learning strategy with the children. Avoid 7. Where can you see a movie?
translating it into Spanish and get them to try to You can see a movie at the cinema.
infer the meaning of the new words by paying 8. Where can airplanes land?
attention to the context; that is, to the words that Airplanes can land at the airport.
they already know and the sentences in which the 9. Where can kids see animals?
new words appear. The picture on page 40 will Kids can see animals at the zoo.
be useful as well. 10. Where can you take the bus?
You can take the bus in a bus station.
Practice 11. Where can you buy good books?
You can buy good books in the bookstore.
3. Write. Then, listen and say. Production
t Do the first exercise with the whole group as an

example. Read aloud the complete question:
4. Sing along.
Where can kids study?, and have the students
answer orally. Then, tell them to write their answer. t Play the CD and have the children listen the
t Encourage them to carry out the rest of the activity complete song. Then, get them to repeat, one by
in pairs, looking at the picture on page 40. Help one, the lines of the song while they read them
them to infer the meaning of the new words by in their books. Make sure that they pronounce the
using your body: sleep, land, pray, save money, words buy, book, stamp, bank, fit and gym.
watch a play, see a film, buy.
t Monitor that the students have understood the t Invite them to learn and sing the song without
workings of the exercise and the meaning of the reading in the book.
questions.
t Then, play the CD and ask them to check and Teaching Tip
correct their answers. Pause the CD, letting them
change their answers if necessary. Invite the children to sing the song imitating the
rhythm, the intonation and the pronunciation.
41
forty-one
WB page 20
2. Listen, say and complete.

New s
Wo
rd
m
cine__a h
__otel p shop
p
air__ort __et
r
chu__ch r
lib__ary
u station
b__s thea__er
t m
__useum
k
ba__ery d
can__y p
__olice
m
gy__ r
sto__e n
statio__
t
books__ore
p
__ost office h
__ospital
3. Write. Then, listen and say.

Stra Clap
teg
y
Where can... Trying to infer the meaning

from context helps you to
at school
...kids study? _______________. comprehend an oral or
at church written text.
...people pray? _______________.
at the cinema
...you see a movie? _______________.
in the theater
...you watch a play? _______________.
at the airport
...airplanes land? _______________.
...people buy fresh vegetables and meat?
at the supermarket
______________________________. at the zoo
...kids see animals? _______________.
in a hotel
...tourists sleep? _______________. in the bus station
...you take the bus? _______________.
in the bank
...people save money? _______________. in the bookstore
...you buy good books? _______________.
4. Sing along. Where, where, where can I go?

I need to buy a good book...
Well, well. Go to the bookstore.
Where
In the bookstore you can buy a good book.
can I go?
Where, where, where can I go?

I need to buy a stamp...
Well, well. Don’t go to the bank!
Please, go next to the park.
In the post office you can buy a nice stamp.
Where, where, where can I go?

I really need to get fit…
Well, well, you can go to the gym.
In the gym you can get really fit!
41
forty-one
Lesson 2
Where Is the Cinema?
1. Look and listen.
It is in front
of the park.
Excuse me.
Where is the mall?
2. Look, listen and say. New s

Wo
rd
behind
in front of
next to
on the corner
3.
between
Look and answer. Where are the kids?

They are ___
in __________
front ___
of the sea.
Where is the dog?

between
It’s ________________ the kids.
Where is the beach umbrella?

It’s ________________
behind the kids.
Where is the sand castle?

next
It’s ________________ to
_______ the boy.
4. Look at the map on page 40. Then, circle the right option.
in front of next to
The museum is the zoo. The hotel is the bank and the cinema.
next to between
the corner. between

42
forty-two
The church is on
The post office is
S. A. S. Prohibida su copia, reproducciónbehind
Main Street.
the cinema.
y/o distribución.
Lesson 2 Where Is the Cinema?
Communicative Goals
1. Asks questions and provides answers about the 3. Gives and asks for directions in the city.
location of some places in the city. 4. Learns and says correctly a tongue-twister,
2. Locates the place where some people and objects are emphasizing the long sound /i:/.
situated.
Where is the mall? Watch out! Cross the street. Go straight. Turn left/right. It’s on the left/right. In front of. How
can I get to the bakery? On the corner. Across from. Next to. Behind. Between.
Warm up Practice
1. Look and listen. 3. Look and answer.

t Play the CD a number of times and guide the t Have the children look at the pictures and read
children to identify and point to the character that the images. Help them by asking questions such
speaks. Then, ask them to listen, pausing after as What objects can you see? What people can
each complete sentence. Invite them to read and you see? Where are they?
repeat. t Read with them the questions and get them to
answer orally. Then, tell them to read to themselves
Communicative Tip and to write the answers correctly.
t Check that their answers are correct.
A synonym of mall is shopping center. However,
speakers of American English usually say mall.
4. Look at the map on page 40.

Presentation Then, circle the right option.
t Get the children to look carefully at the map on
2. Look, listen and say. page 40 to carry out this activity.
t Show them an initial example by doing an exercise
New Words with them and making sure that they understand
the task. They need to choose the correct option to
t Get the children to look carefully at each picture. complete the sentence.
Play the CD and let them listen and repeat each t Then, get them to continue individually. Give them
new word or expression a number of times. the necessary time to look at the map and answer.
t Make corrections with the whole group out loud
or by inviting volunteers to write the complete
sentences on the board.
Extra Activity
To check if students have understood the

meaning of the words, point to each picture in a
different order and ask them where Cindy Seal
is.
Help them to find the correct answers. For
example, she’s on the corner. She’s across from
the igloo. She’s next to the igloo. She’s behind
the igloo. She’s between two igloos.

forty-two
Watch out when crossing
the street!
tGet the children to look at the picture and read

6. Complete the conversation.
Look at the map.
the New Expression with them. Make sure that
they have understood the meaning. Write the
expression on a word card and put it up on the t Ask the children to look, once again, carefully at
classroom walls to be used when necessary. the map of the previous activity to complete this
Provide examples for using this expression. For conversation.
example, Watch out! There’s a car coming! t Give them the required time to trace with their
Watch out for that hole! fingers the route from the bakery to the school.
Then, ask them to write the missing words to
New Words complete the dialog.
t Get them to carry out the exercise individually. At
t Have the children listen to the CD while looking the same time, copy the dialog on the board and
at the pictures that show directions. leave the blank spaces.
t Play the CD a second time and ask them to repeat. t To correct, get them to work in pairs and ask
Make sure that they imitate the sounds correctly. them to compare their answers. Then invite some
t Play the CD once again and practice the volunteers to read out loud for the rest of the class.
pronunciation of each expression. Write the missing words on the board.
5. Look and listen. Then, say. Extra Activity
Use the same map and carry out similar dialogs

tHave the children listen to the CD while looking aimed at asking for and giving directions to get
at the picture. With your finger, point to the route to other places such as the bank or the gym.
described in each dialog. After a third listening, Write on the board these new dialogs and invite
ask them to read out loud each conversation. students to complete and write them in their
tPlay the CD once again and ask them to repeat exercise books. Also, they should perform orally,
each sentence while tracing with their own finger in pairs.
the route on the map.
tDivide the class into two groups. Give each group
a role and get them to give a choral reading of
the conversation.

Three green trees on Green Street.
t Let the children listen to the CD a couple of times

while looking at the picture. Then, ask them to
repeat the tongue-twister a number of times.
Emphasize the long sound /i:/ (ee).
t Have them learn the tongue-twister and pronounce
it properly.
43
forty-three
Watch out when WB pages 21-22
New s crossing the street!

New essions
rd
Wo Exp
r
It’s on the right.

It’s on the left.
Go straight.
Turn left.
It’s across
Turn right. from.

Kevin: Excuse me. How can I get to the
bakery?
NORTH STREET
PAR
Sara: Go straight and turn right. It’s on

K
the right.
STR
PARK
EET
Phoebe: Excuse me. How can I get to

MAIN AVENUE
the hotel?
Sara: Go straight and turn left. It’s on

the left, next to the cinema.
6.
YOU ARE HERE
Complete the conversation. Look at the map.
can
Mike: Excuse me. How ________ get to the school?
I ______
Sara: Go ___________.
straight Then, ________
turn left and walk _____
on Main Avenue.
Then, ________
turn right. The school is ______
on North Street. It’s __________
across from
the zoo.

Clap your han
Three green trees on

Green Street.

43
forty-three
Lesson 3
My Town Is Great!
1. Listen and follow the directions.
Library Bookstore
Where are Post Bank
you now? Office
Wall Street
North Avenue
At the library
a. ___________________.
At the museum Museum Supermarket

b. ___________________.
Theater
Police
In the post office Station
c. ___________________.
Bus
At the police station Station
d. ___________________.
Park
York River
2. Play! Draw arrows and say.

Go straight.
How can you get Turn left.
to the magic ring?
Turn right.
44
forty-four
Lesson 3 My Town Is Great!
Communicative Goals
1. Listens and follows directions in a conversation. 4. Completes information appropriately.
2. Participates actively in group activities and games. 5. Writes down the directions to get to a specific place.
3. Reads and understands the description of a part of 6. Enjoys reading a short story.
the city.

Where are you now? Draw arrows. How can you get to the magic ring? Street. Town. Avenue. River.
Warm up
Track CD 1
t Get the children to open their books to page 44. 57
t Ask them to look carefully at the map and to
describe what they see, naming the places on the Where are you now?
map.
a. You are in the park. Go straight on Wall Street.
Presentation Don’t turn. It’s on the corner.
t Ask the children simple questions about the location b. You are in the bus station. Go straight on Wall
of different places on the map. For example, Street. Then, turn left. It’s on the left. It’s in front of
Is the post office next to the bank? Is the library the theater.
on the corner? Is the police station between the c. You are in the park. Go straight on Wall Street.
museum and the bus station? Where is the park? Then, turn right. It’s on the left. It’s between the
bank and the bookstore.
d. You are in the bank. Go straight on North
Avenue. Then, turn left. It’s on the right. It’s
1. Listen and follow the directions. between the museum and the bus station.
t Have the children listen to the CD a first time and Practice

circle on the map only the places they hear. Then,
get them to say out loud each one of the places
they have circled. Make sure that they pronounce
2. Play! Draw arrows and say.
them correctly. Invite them to imitate the accent
and rhythm of the native speaker they hear on the t Organize the class into groups of three. Read
CD. with them the instructions and the main question.
Invite them to look at the route that takes them
Practice to the magic ring and read with the whole class
the directions in the example. Get them to draw
t Have the children listen to the monologs one by the arrows and give the appropriate directions to
one, two or three times. They should locate the arrive at the final destination.
starting point and then follow with their finger on t Monitor that they pronounce each expression
the map, the roads mentioned on the CD. Then properly and that the expression corresponds
they should write down the destination. Complete with the arrows drawn. Have them hold a short
the first exercise with the whole group and make conversation and give directions in order to find
sure that they understand the activity. Then, con- out the route.
tinue with the rest of the monologs and check im-
mediately after each answer.

44
forty-four
On My Way to School
Short Story
3. Listen, read and label the map.
t Ask the children to read to themselves while
listening to the CD. After hearing it three times,
get them to locate each place by writing the
numbers in the appropriate circles. They should
look carefully at the map while reading.
t Give them time to read and decide on the right
answers. At the same time, draw the map on the
board including the blanks. Vocabulary and Expressions
t To check the answers, play the CD once again
and ask them to point to each place on the map. I walk along Sun Avenue.
Then, ask some volunteers to write the numbers on I can see the church, the theater and the zoo.
the map that you drew on the board. I walk across the park.
t Invite them to listen to the CD to practice the Bark
pronunciation of each sentence and encourage Take a breath...
them to read out loud in front of the class. I sit on a bench.
And wait to see who tolls the bell.
Production A ghost.
I’ll tell mom and dad.
4. Look at the map and write. Value: Trust your parents
Tell your parents what happens when they are

t Read the instructions with the children. Explain not with you.
to them that the starting point is the Church and
that they should describe the right directions to get t Talk with the children about trusting their
from there to the candy store. parents. Reflect on the importance of good
t Encourage them to use the expressions in Lesson 2 communication with parents in order to avoid
(Go straight, turn left/right, next to, it’s on the left/ dangerous situations.
right).
How to Use It
t Get the children to read the title and look at

Extra Activity the picture on the title page. Get them to predict
what they might find in this Story.
Get the children to draw a map of their own t Then, tell them to listen to the short story on
neighborhood as homework. In class, organize the CD and ask them to read while listening.
them in groups of three and ask them to hold t After listening for a second time, encourage them
short conversations asking for and giving to read out loud following the CD. Encourage
directions and the routes to get to different them to imitate the accent and rhythm of the
places. native speaker they hear on the CD.
t Then, get them to read out loud to the rest of
the class.
t Underline the importance of the value that
is presented in this Story and find out their
opinions about it.
t Encourage them to create their own short story
describing the way they get to school every
day. Encourage them to follow this story as a
model and to illustrate their own short stories.
Tell them to share their personal experiences
with the rest of the class.
45
forty-five
WB page 23
3. Listen, read and label the map.

My Town
There is a park on Central Street. The church is behind the park. The cinema
is in front of the park, next to the pet shop. The pet shop is on the corner.
There is a hotel on the corner of Central Street and Green Street. The candy
store is next to the school. The school is between the candy store and the hotel.
My town is great!
1
5 6 7
Green Street
Central Street Central Street
4 3
1. Park 4. Pet shop 7. Hotel

2. Church 5. Candy store
3. Cinema 6. School
4. Look at the map and write.

On My Way to School
Go to page 25. Listen and
read the story. Finally, think
of the value.
You are at church. How can you get to the candy Value:
store? Trust your parents
Go straight on Green Street. Tell your parents what
________________________________________ happens when they are
Turn left. Go straight on Central Street.
________________________________________ not with you.
It’s next to the school.

________________________________________

45
forty-five
GREENWICH LAB
Game GAMES
The Wizard’s Land
Give directions to get to the treasure of the Wizard’s land.
Ex
pr Usef
es
sio ul
ns
Don t Watch out!
turn. Sharks!
Turn left.
Danger!
Turn right.
Hungry
lions!
How can I get to the...?

Careful!
Wild
monkeys!
Go straight. Oh! Sorry!

Snakes! You’re
lost!
This is so
much fun!
Oops!
Tigers!
Frogs
Lake!
Scorpions,
Go back!
Finish.
Well done!
What’s your
46
forty-six
treasure?
Game
The Wizard’s Land
Communicative Goals
1. Holds short conversations asking for and giving 2. Reads and understands a route on a map.
directions. 3. Enjoys playing in English.

The wizard’s land. Treasure. Frogs Lake. Scorpions. Go back! Game over. Start again. Oops! Tigers! Sorry, you’re
lost! Careful! Wild monkeys. Danger! Hungry lions. Watch out! Sharks! Turn right/left. Don’t turn right/left.
How to Play
Give directions to get the treasure

of the Wizard’s land.
t Get the children to look carefully at page 46.

Explain to them that they have to trace the route
of the maze and read closely the clues that they
find along the road to decide finally on the
appropriate route through the Wizard’s land, to
get to the treasure. They will find false clues and
tricks to distract them.
t Ask them to work in pairs or small groups and get
them to practice the Useful Expressions they see
on the page.
t Monitor that they pronounce correctly.
t When each group has arrived at the end,
encourage them to describe their own treasure.
The aim is to let children explain what they
consider the most valuable things in their lives.

46
forty-six
Project
Let’s Save Our City
Communicative Goals
1. Reads and understands the instructions for carrying out 4. Participates in simple conversations asking for and
the project. giving information about the location of different
2. Identifies some important places in a city. places in a city.
3. Identifies the ecological problems of a city. 5. Practices the vocabulary and the expressions
learned in this unit.
Useful Expressions
Where is the...? It’s on the corner. It’s in front of. It’s across from … It’s next to… Behind. Between. How can I get
there? Go straight. Turn left/right. Don’t turn. It’s on the left/right.
Materials ure
tScissors and glue Pict nary
io
Dict
Step by Step
t Before starting the assessment, review the
vocabulary and expressions studied in the
1. Read with the children the first instruction and get
unit.
them to use the scissors to cut out the map and the
Go to pages 92 and 93 and carry out
“ecology” cards on the cutout page, Unit 4.
some of the activities proposed in that
2. Then, ask them to mix up the cards. Read with section of the Teacher’s Guide.
them the second instruction and get them to pile
the cards face down. New vocabulary in the
3. Read instruction 3 with them. Encourage them to cards
look at the picture and to identify the ecological
problems in the city. Don’t cut down the trees.
4. Ask them to work in small groups. They should Don’t pollute the air.
take a card and ask questions about the location Love and protect the trees.
of the ecological problem whose solution is Don’t contaminate the rivers.
presented on the card. They should also give the Don’t throw garbage on the floor.
directions to get to it. They should practice the Love and protect the sea.
Useful Expressions and the vocabulary learned in Use the trash can.
this unit. Recycle garbage.
Keep the city clean.
47
forty-seven
Project
Let’s Save Our City
1. Go to cutout page, unit 4,

and decorate the city map.
2. Pile the ecology cards

face down.
3. Find and identify the ecological

problems on the city map.
4. Pick up a card and give

directions to match the
card with the ecological
problem. Practice the Useful
Expressions.
How can I get

to the river?
ful
Use essionsWhere is the...?
r
Exp Go straight on Pine
How can I get there? Avenue. It’s on the left.
It’s on the corner.
It is on the right.
It is across from...
Turn right.
It’s next to the...
Turn left.
Go straight.
Derechos reservados
Don t turn. Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
47
forty-seven
Evaluation
1. Label the pictures.
zoo
a._____________. church
c. _____________. park
e. _____________. museum
g. _____________.
cinema
b. _____________. post office
d. _____________. bakery
f. _____________. Police Station
h. _____________.
2. Match to make sentences.

1. Kids can study in the bus station.
2. Airplanes can land at school.
3. You can take the bus in the hotel.
4. Tourists can sleep in the airport.
5. People can save money in the bookstore.
6. You can buy good books in the bank.

Excuse
_______________
___________
Where is the
me.
Excuse
_____________ Where
me. ___________ ____________?
hotel
museum
is the ____________?
next
It’s __________ to
_____
library
the ________________.
behind
It’s ______________ the
48
forty-eight
Derechos reservados Educactiva S. A. S. Prohibida su_________
copia,
busreproducción y/o distribución.
station
_____________.
Evaluation
Communicative Goals
1. Identifies, names and writes down places in the city. 4. Understands maps and completes conversations
2. Associates places within a city with the activities that about the location of places in the city.
people can perform in them. 5. Listens and understands directions to follow a
3. Listens and understands questions and answers route on a map of the city.
about the location of places in the city.
1. Label the pictures. 3. Listen and complete.

t Have the children carry out this activity individually. t Tell the children to listen carefully to each dialog at
Monitor that they write and pronounce each word least three times. Get them to write one word on
correctly. each blank to complete the dialog appropriately.
t To correct this exercise, ask a couple of volunteers
to read out loud each conversation. Check the
answers by writing them on the board and check
2. Match to make sentences. also the pronunciation.
t Have the children work on this activity individually. Track

Read the instructions with them and help them 62 CD 1
understand what they should do. They need to
relate or match the first column with the second to Excuse me. Where is the museum?
make meaningful sentences. It’s next to the library.
t Correct the exercise orally, asking the students to
read out loud each of the complete sentences. Excuse me. Where is the hotel?
It’s behind the bus station.

48
forty-eight
tPlay the CD at least three times to make sure they
understand the names of the places they need to
4. Look at the map. write down to answer each question.
Complete the conversations. tFinally, play the CD once again to correct and
invite the children to spell and write the words on
tRead the instructions with the children and get the board. Make sure that they pronounce them
them to look carefully at the map. correctly.
tTell them to complete each conversation. First,
point out the route with your finger on the map
Track CD 1
and then, write the right words on each blank. 63
tMonitor that they write the words and expressions
correctly.
tOnce the majority has finished, give some a. I’m on Champions Avenue. I’m in front of the
volunteers different roles and ask them to read the parking lot.
conversations out loud. Where is Isabelle?
b. I’m on Walye Street. I’m behind the bus station.
I’m next to the cinema.
5. Look at the map again. Where is Thomas?
Listen and follow the directions. c. We are on Champions Avenue. It is on the left.
tTell the children to carry out this activity individually, It’s behind the school.
explaining to them that they are going to hear Where are the policemen?
three characters who describe where they are.

1. ________________________ ____________ 21. ________________________ ____________
2. ________________________ ____________ 22. ________________________ ____________
3. ________________________ ____________ 23. ________________________ ____________
4. ________________________ ____________ 24. ________________________ ____________
5. ________________________ ____________ 25. ________________________ ____________
6. ________________________ ____________ 26. ________________________ ____________
7. ________________________ ____________ 27. ________________________ ____________
8. ________________________ ____________ 28. ________________________ ____________
9. ________________________ __________ 29. ________________________ ____________
10. ________________________ ____________ 30. ________________________ ____________
11. ________________________ ____________ 31. ________________________ ____________
12. ________________________ ____________ 32. ________________________ ____________
13. ________________________ ____________ 33. ________________________ ____________
14. ________________________ ____________ 34. ________________________ ____________
15. ________________________ ____________ 35. ________________________ ____________
16. ________________________ ____________ 36. ________________________ ____________
17. ________________________ ____________ 37. ________________________ ____________
18. ________________________ ____________ 38. ________________________ ____________
19. ________________________ ____________ 39. ________________________ ____________
49
forty-nine
20. ________________________ ____________ 40. ________________________
____________
4. Look at the map. Complete the conversations.
How can I _______

Diana: Excuse me. ______ get
to the bank?
straight on Champions
John: Go ___________
Avenue
_______________.
turn
Then, _________ right. It’s next
to the ____________.
_____ restaurant
Excuse
Anne: _____________ me. How
can get I to
__________________ ______
____ the school?
straight on Champions
Gerardo: Go ____________
Avenue
______________.
left
Then, turn __________. on
It’s ______
Street
Walye ____________.
on _____
The school is ______ the right.
You are here.
5. Look at the map again. Listen and follow the directions.
a. Where is Isabelle?
In the bus station
__________________________.
b. Where is Thomas?
In the post office
_________________________.
c. Where are the policemen?

At the hospital
________________________.

49
forty-nine
Unit
5 1.
Wow! I’m Bigger!
Look, listen and say.

Lesson 1
I’m Happier Today!
Magic Mirrors Room
Look! I’m
bigger! And I’m
thinner!
Stra Clap
teg
y
Using your prior
Wow! knowledge helps you to
comprehend and recall.
2. Label the pictures. Use the words from the box.
old
short(2)
young
_________
old
__________ thin
tall
_________
chubby
tall
young
50
fifty
short
_________
long
___________
thin
_________ chubby
_________ long
short
_________
skills
Wow! I’m Bigger!
Standards
1. Identifies people according to their physical
Listening
appearance.
Writing 2. Uses common grammar structures properly.
3. Recognizes in a short narrative text what,
Reading
who, when and where.
4. Describes himself/herself and others using 6. Spells known words.
short, simple sentences.
Monolog
5. Includes age and physical appearance
when describing.
Conversation
7. Participates actively in word games and
chants.
Lesson 1 I’m Happier Today!
Communicative Goals
1. Uses his/her previous knowledge concerning physi- 4. Writes and spells the vocabulary related to
cal descriptions. comparatives correctly.
2. Names and recognizes the comparative adjectives. 5. Imitates a short conversation following intonation,
3. Pronounces the comparatives in English properly. rhythm and pronunciation patterns.

Magic mirrors’ room. Look! I’m bigger! I’m thinner. Older. Younger. Taller. Shorter. Fatter. Longer. Chubbier. Prettier.
Happier. Noisier. Bigger.
Warm up Clap Strategy
Read with the children the learning strategy. Avoid

1. Look, listen and say. translating into Spanish and invite them to carry
out the next activity: they should remember and
t Get the children to open their books to page 50 use their previous knowledge regarding physical
and ask them to look carefully at the picture. Let descriptions, a topic they studied last year.
them listen to the CD while looking at the picture
Presentation
and ask them to point to the characters who are
speaking in each part of the dialog.
t Play the CD once again and ask them to repeat
following the intonation of the native speaker they
2. Label the pictures.
Use the words from the box.
hear on the CD.
t Read with the children the instructions and make

sure that they understand them. Let them carry
out this exercise individually. Go around the
classroom checking that they write the words in
the right place.
t Then, have them check in pairs.

50
fifty
Presentation Communicative Tip
The word fat is not commonly used to describe

3. Look, listen and say. a person physically since it has an offensive
connotation. It is advisable to use chubby, a more
t Let the children listen to the CD while looking at polite expression (which also implies less weight).
the page.
t Play the CD a second time and ask them to identify Practice and Production
the characters. After the third listening, get them
to repeat. Make sure that they imitate the sounds
correctly. 5. Listen and complete
the conversations.
4. Listen and say. t Play the CD and get the children to listen to the
first conversation. Ask them to look carefully at
the two buildings. Then, after a second listening,
New Words encourage them to repeat and to complete the
second sentence. Emphasize the comparative
tExplain to the children that these new words are intention that each word has. Write the answers
useful to compare two people or two different on the board so that they can correct their own
objects. work.
tLet the children hear the CD while looking at the t Get them to listen to each conversation a number
page. Encourage them to read to themselves of times and continue with the previous procedure.
while they are listening. t Let them listen to the CD once again and invite
tPlay the CD a second time and ask them to focus them to practice the pronunciation and intonation
their attention on how each word transforms. of each dialog.
tAfter a third listening, get them to repeat. Make
sure that they imitate the sounds correctly. CD 2
Track
tPlay the CD once again and let them listen. 2
Teaching Tip a. I’m taller.

And I am shorter.
Avoid giving grammar explanations to the b. I’m smaller.
children. Help them discover the use of the And I’m bigger.
language through examples and the suggested c. I am prettier.
activities. And I’m uglier.
d. I’m chubbier.
Grammar Tip And I’m thinner.
Remember that in English comparatives are formed

by adding the ending –er to short adjectives.
However:
- When the adjective has only one vowel between
two consonants, e.g. big, the comparative is
formed by duplicating the last consonant and
adding –er ending: big, bigger.
hot, hotter.
- When the adjective ends in “y” this changes to “i”
and the ending is added –er: chubby, chubbier;
ugly, uglier; heavy, heavier.
51
fifty-one
WB page 24
3. Look, listen and say.

I’m older.
I’m younger.
Use them to
compare.
4. Listen and say.

New s
Wo
rd
tall taller big bigger chubby chubbier
short shorter thin thinner pretty prettier
old older fat fatter happy happier
young younger l o n g longer noisy noisier
5. Listen and complete the conversations. And I’m

uglier .
a. I’m And I am c.
taller. shorter
___________.
I am
prettier
___________.
d. And I am
b. thinner
___________.
I’m
I’m
chubbier.
smaller. And I’m
biggerS. A. S. Prohibida su copia, reproducción y/o distribución.
__________.
51
fifty-one
Lesson 2
Sam Is Taller than Mike
1. Look and listen.

Clap, Clap, Clap
Who is stronger? Which one is longer? Who is taller?
Mr. Lion is stronger

than Mrs. Zebra. The green ruler is longer Luke Paula
than the red one. Paula is taller
2. Look, choose and write.

than Luke.
a. Who is bigger?
bigger
Mr. Cat is ___________ than Mr. Mouse.
________
b. Who is smaller?
bee
Mrs. ___________ smaller _____
is __________ than Mr. ____________.
bird
c. Who is faster?
horse
Mr. ___________ faster
is ___________ than Mr. ____________.
______ pig
d. Which one is older?

car
The blue ________ older
is _____________
than the red __________.
______ car
e. Which one is heavier?

books’
The __________ heavier
box is ___________ than
_______
52
fifty-two
thesu chocolates’
copia, reproducción y/obox.
__________________ distribución.
Lesson 2 Sam Is Taller than Mike
Communicative Goals
1. Compares two different objects or people physically. 4. Enjoys singing and following pronunciation,
2. Asks simple questions using comparatives. intonation and rhythmic patterns.
3. Listens and recognizes people according to a given 5. Learns and recites correctly a tongue-twister,
physical appearance. emphasizing the short sound /p/ und /pr/.

Who is stronger? Which one is longer? Is she/he chubbier? Stronger than. Longer than. Taller than. Slower than.
Faster than. Heavier than. Football team. Goalkeeper. Coach.
Presentation Practice
1. Look and listen. 2. Look, choose and write.

t Play the CD a number of times and get the t Have the children look carefully at each pair
children to identify and read to themselves, from of pictures. Read the instructions with them
the textbook, the texts they are listening to. Then, and work through the example with the whole
let them listen again, pausing after a complete group. Write the first complete sentence on the
sentence, and invite them to repeat. board and then get them to do the exercise in
pairs.
t Check that their answers are correct.
Extra Activity t To correct the exercise, ask a first group of
volunteers to read out loud the questions and
Choose some pairs of classroom objects, show answers. A second group of volunteers should
them to the children and compare them orally. write the questions and answers on the board.
For example, Look, the black/white board is
bigger than the eraser. The desk is older than
the book. Ask for some volunteers and make
comparisons between them and yourself. I’m
older than you. He is taller than Maria. Maria is
younger than me. Ask them simple questions such
as Is she taller/older than me? Is he younger
than Rosa?

52
fifty-two
fi
tPlay the CD once again and encourage them to
3. Listen, complete and write repeat each sentence of the song.
tDivide the class into three groups and give each
their names.
one a part of the song. Get them to move their
bodies in time with the song.
t Invite the children to look at the image. Help them
by asking questions such as What type of people Track CD 2
can you see? Where are they? 5
t Make sure that they understand the double task
they have to carry out. They should complete I’m taller than Jim.
the description and then guess the names of the Jim is shorter than me.
characters in the picture. What about you and your friend?
t First, invite the children to look carefully at the
incomplete text while listening to the CD. After a Sandy is thinner than mom.
second listening, tell them to write the missing Paul is chubbier than mom.
words. Give them enough time to listen and write What about you and your mom?
the words properly. Happy, happy, we’re all happy,
t Check with the whole group reading out loud or Happy to be taller, shorter, thinner, chubbier.
calling volunteers up to the board to copy each We’re all pretty, pretty, pretty.
complete sentence.
t For the second part of the activity, play the CD New Expressions
once again and ask them to write the name of Gee! I’m taller than mom!
each character in the corresponding box.
t Correct the exercise by pointing to each character t Get the children to look at the picture.
and asking the students What’s his name? t Let them listen to the CD while looking at the page.
t Play the CD one final time and ask them to repeat. t Play the CD a second time and ask them to repeat.
Make sure that they imitate the sounds and the Make sure that they imitate the sounds correctly.
intonation of the sentences correctly.
Communicative Tip
Track
4 CD 2 The expression Gee! is very common in English
and it is used in an informal way to express
My soccer Team at School astonishment.
This is my soccer team at school.
Sam is taller than Mario.
Gerardo is stronger than all of us.
John has big hands, so he is the goalkeeper.
Simon is very fast. He is faster than the wind.
Mr. Johnson is the coach.
He is older than all of us. A pretty piggy is prettier than a piggy prince.
Production t Have the children listen to the CD while looking
at the picture. After a third time, ask them to repeat
4. Listen and number each stanza. the tongue-twister a number of times. Emphasize
Then, sing along. the short sound /p/ and /pr/.
t Try to get them to learn the tongue-twister and
pronounce it properly.
tHave the children listen to the CD and read
to themselves as they listen. Then, ask them to
write the numbers in the right place to make
the sequence of the song. Check by writing the
sequence on the board.
53
fifty-three
WB pages 25-26
3. Listen, complete and write their names.

My Soccer Team at School
This is my soccer team at school. Mario Sam
Sam is ____________
taller
than
_________ Mario. Gerardo is
stronger
____________ than all of us.
______
big
John has __________ hands, so he is the
goalkeeper.
fast
Simon is very _________. He is
____________
faster than
_________
the wind. John Mr. Johnson
Mr. Johnson is the coach. He is _______
older
Gerardo Simon
than all of us.
_______
4. Listen and number each stanza. Then, sing along.
I’m taller than Jim. Happy, happy, we’re all happy.

Sandy is thinner than mom.
Jim is shorter than me. Happy to be taller, shorter,
Paul is chubbier than mom.
What about you and your thinner, chubbier.
What about you and your mom?
friend? We all are pretty, pretty, pretty.
2 1 3
New essions
r
Gee! I’m taller Exp
than mom!

PORTFOLIO

Clap your han
A pretty piggy is prettier

than a piggy prince.
53
fifty-three
Lesson 3
I’m Smaller than Your Feet
1. Read and guess. Then, match the descriptions

with the pictures. Listen to check.
I’m chubby,
but a pig is chubbier than me.
I’m soft,
but a pillow is softer than me.
My ears are long and my teeth are strong.
A rabbit
Who am I? ___________________.
I’m tall,
but a tree is taller than me.
My legs are long,
but a snake is longer than my legs.
I’m thin and pretty.
A giraffe
Who am I? _______________________.
I’m greener than a leaf.

I’m smaller than your feet,
but I can jump higher than a flea.
A frog
Who am I? ______________________.
2. Play and guess.

Yes, it is.
Is it an elephant?
It’s bigger than

a bear.
The Lion and the Mouse Value:

Go to page 33. Listen and read Solidarity
54
fifty-four
value.
Help other people. They can
Derechos reservados Educactiva S. A. S. Prohibida su copia,
help reproducción
you one day. y/o distribución.
Lesson 3 I’m Smaller than Your Feet
Communicative Goals 5. Completes information properly comparing

1. Reads and understands riddles. the city and the country.
2. Participates actively in group activities and games. 6. Expresses personal opinions writing complete
3. Answers and asks simple questions using comparatives. sentences.
4. Reads and understands the description of city and 7. Enjoys reading a short story.
country lifestyles.

I’m soft, but a pillow is softer than me. Who am I? I’m greener than a leaf. I’m smaller than your feet. I can jump
higher than a flea. Mark lives in the town. Farm. Noisier. Quieter.
Warm up Practice
t Get the children to open their books to page 54.

t Ask them to look carefully at the pictures and Extra Activity
describe what they see.
Make use of your students’ creative skills by
Presentation inviting them to create a riddle. Explain to them
that they can follow the models given in the
books and that they can illustrate their riddles.
1. Read and guess. Then, match Exchange riddles or ask them to read their
the descriptions with the pictures. riddles for the rest of the class to guess.
Listen to check.
t Have the children listen to the CD and ask them to Production

read out loud following the CD. Then, encourage
them to answer the first riddle. If it is right, write
the answer on the board.
2. Play and guess.
t Tell them to read and listen to the other two
riddles and repeat the procedure. t Prepare the students for this activity by asking them
t After checking the answers, get them to listen and to draw or cut out pictures of people, animals
repeat. Make sure that they pronounce correctly. or things from magazines. Read with them the
Invite them to imitate the accent and the rhythm of instructions and the example and get them to
the native speaker they hear on the CD. work in pairs or groups of three. Encourage them
to use pictures to hold short conversations. They
should use comparatives and guess their group-
mates’ pictures.
t Monitor that they ask questions correctly and that
they pronounce properly.

54
fifty-four
The Lion and the Mouse
Short Story
3. Look and read.
Then, listen.
t Get the children to look carefully at the pictures.

Ask them to describe what they see.
t Then, ask them to read to themselves while
listening to the CD. After the third listening, ask
them to identify in the pictures the differences that
appear in the written text.
t Tell them to listen to the CD to practice the
pronunciation of each sentence and encourage
them to read out loud for the rest of the class.

Yummy!
4. Read again and complete Let me go!
the charts. Let you go? Why?
I promise to help you some day.
Please, let me go.
t Read the instructions with the children. Explain I’m stronger than you.
to them that they have to complete the charts I’m hungry!
by writing comparatives based on the content You win.
of the texts. Read the example and look for the I’ll let you go now.
corresponding word (quieter) with the whole Now, I can take this lion to my zoo.
group. Then, have them carry out the activity Don’t worry! I’m here to help you out.
individually or in pairs. But you, my friend, are smarter .
t Encourage them to use the comparative adjectives
with their corresponding antonyms. Value: Solidarity
t Draw the charts on the board while the children
t This short story shows the importance of helping
carry out the activity in their books.
others. Being a supportive person and helping
t To correct, invite some volunteers to write the
the people around us means acting to build a
correct answers on the board using the charts you
better society.
have drawn previously.
How to Use It
t Have the children read the title and look at the

5. In your opinion... picture. Help them to predict what they might
find in this story.
t Encourage the children to express their personal t Then, have them listen to the short story on the
opinions by writing a complete sentence to CD and read it to themselves.
answer the first question. t After a second listening, tell them to read out
t Then, invite them to share their answers by loud following the CD. Encourage them to
reading out loud for the rest of the class. imitate the accent and the rhythm of the native
speakers that they hear on the CD.
t Then, get them to read out loud for the rest of
the class.
t Show them the importance of this value using
the short story. Find out their opinions about
what they have read.
t Tell them to work in groups of three and take
a role in order to perform the short story. Have
them act out the story in front of the class,
wearing costumes.
55
fifty-five
WB page 27
3. Look and read. Then, listen.

About the Town and the Farm
Mark lives in the town.
He lives in a small house.
Trees in the town are thinner and younger.
The town is noisier than the farm.
However, Mark is happier in the town.
Joseph lives on the farm.

He lives in a big house.
Trees on the farm are greener and older.
The farm is quieter than the town.
That’s why Joseph is happier on the farm.
About Joseph and Mark

Mark is taller than Joseph.
Mark is chubbier than Joseph.
Joseph is shorter than Mark.
Joseph is thinner than Mark.
4. Read again and complete the charts.
Town Farm
noisier quieter Mark Joseph
thinner
__________________ ___________________
greener taller
______________ shorter
______________
Trees younger
and ______________. older
and _______________.
chubbier
______________ thinner
______________
_________________
small __________________
big
Houses happier He is happier
He is _________ ___
in the town
__ . on the farm
__ .
5. In your opinion...
Which one is prettier, the town or the farm? ____________________________ .
Why? ___________________________________________________________
________________________________________________________________. 55
fifty-five
GREENWICH LAB
Game GAMES
Play with a friend. Take turns Jumping on Squares

asking the questions.
1 2 3 4
Is she taller?
Wrong. Correct! Wrong.
Yes, she is. No, she isn’t. Go back to 14 and Go back to 11 and
(Go to 6). (Go to 15) try again. Go to 20. try again.
5 6 7 8
Correct! Correct!
Who is chubbier? Is he older?
Wrong. Wrong.
Go back to 16 and Sam Tom Go back to 9 and Yes, he is. No, he isn’t.
try again. (Go to 19) (Go to 13) try again. (Go to 14) (Go to 18)
9 10 11 12
Correct! Correct!
Who has longer legs? Which one is noisier?
Wrong. Wrong.
A giraffe A horse Go back to 19 and The farm The town Go back to 17 and
(Go to16) (Go to 7) try again. (Go to 4) (Go to 17) try again.
13 14 15 16
Correct! Correct!
Who is uglier? Who jumps higher?
Wrong. Wrong.
Go back to 6 and A monster A lady Go back to 1 and A flea A frog

try again. (Go to 11) (Go to 2) try again. (Go to 5) (Go to 3)
17 18 19 20
Correct! Correct!
Which one is heavier? Is a bear bigger than Finish.
Wrong. an elephant?
Well done!
A pillow A leaf Go back to 8 and No. Yes.
(Go to 9) (Go to 12) try again. (Go to 8) (Go to 10)
56
fifty-six
Game
Jumping on Squares
Communicative Goals
1. Holds shorts conversations and asks and answers 2. Reads and understands instructions, questions
simple questions. and answers.
3. Enjoys playing in English.

Go to... Go back and try again. Correct. Wrong.
Play with a friend.

Take turns asking the questions.
Materials
tA counter for each participant.
How to Play
t Read with the children the instructions for the

game. Explain to them that they should play in
pairs and ask and answer each question taking
turns. According to their answer, they should go to
the indicated place and put their counter there.
t Hand out the counters, one for each student. In
the event that they do not have counters, suggest
that they use any small object such as a pencil
sharpener, a coin or an eraser.
t Monitor that they are following the instructions
properly and that they are using the comparatives
and pronouncing them correctly.
t When all the groups have reached the last
square, get them to ask their own questions about
objects, animals and people. Change the pairs
around and encourage them to answer the new
questions.

56
fifty-six
Project
Making Comparisons
Communicative Goals
1. Reads and understands instructions for carrying 4. Participates in simple conversations, asks for and
out the project. gives information to describe and compare.
2. Identifies people by saying their names. 5. Practices the vocabulary and expressions learned
3. Recognizes antonyms. in this unit.
Useful Expressions
Who is taller? Who is chubbier? Who is thinner? Which one is bigger? Is she/he thinner? The... is smaller
than the...
Materials
tGlue and scissors.
Step by Step
1. Read the first instruction with the children and

have them use the scissors to cut out the pieces
on the cutout page, Unit 5.
2. After cutting out the pieces, read with them the
second instruction and ask them to color the
pictures according to their own taste.
3. Read with them the third instruction and encourage
them to cut out and paste the names on each
picture.
4. Read instruction 4 with them as well as the
example given. Ask them to work in small groups.
They should take a pair of pictures and one
word. Encourage them to ask questions about
the pictures and to answer, formulating complete
sentences, as shown in the example. Make sure
that they practice the Useful Expressions and the
vocabulary learned in this unit.
57
fifty-seven
Project
Making Comparisons
1. Go to cutout page,
unit 5, and cut out
the pieces. 2. Color the pictures
from the pieces.
3. Cut out and paste the

names to label the pictures.
Who is taller?
Charlie is taller
than George.
4. Play! Ask and answer
questions about the pictures.
Use the cards, too.
Who is chubbier?
The … is smaller than the …

Ex
pr Usef
es Is she/he thinner?
sio ul
ns
Which one is bigger?

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fifty-seven
Evaluation
1. Find the opposites. Write them down.

GREENWICH LAB
TEST
L C H U B B Y A Q R S
E L E P H A O L M I H
P O S T M E U G L Y O
chubby
__________ thin
__________ short
__________ long
__________
R M T T H I N D E R T
E G E R S U G R A N R
T A S O L I S H O R T
T K I H E L M E L I O
Y P U S R E R S D M L
pretty
__________ ugly
__________ young
__________ old
__________
S L O N G E P S A E P
2. Look and complete the conversations.
I
And ______ am
____
I’m taller shorter
_______________.
________. I’m
And _______
shorter
_________________.
_____
I’m
________.
longer
I’m
_____
I’m
_____ And
pretty
________. I’m
___________ uglier
_________.
older
_______.
And ______
I ____
am
younger
________________.
And
I’m happier.
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fifty-eight
Evaluation
Communicative Goals
1. Finds words in a word search. 3. Listens and understands information to make
2. Names and writes the antonyms of some adjectives. comparisons.
3. Looks at and identifies the differences between 5. Produces, orally and in writing, complete sentences
two pictures and compares them by writing the to compare objects, animals or people.
comparatives properly.
1. Find the opposites. 2. Look and complete the conversations.

Write them down.
t Get the children to carry out this activity Read with them the instructions and help them
individually. Check that they write and pronounce understand the task. Explain to them that the
each word correctly. picture helps them as a guide to do the exercise.
They must use comparative adjectives to complete
each conversation.
t Check the exercise orally, asking the students to
read out loud each one of the complete sentences.

58
fifty-eight
3. Listen and circle the comparative 4. Look and answer.
form you hear.
tRead the instruction with the children and invite
t Encourage the children to listen carefully to each them to look carefully at each pair of pictures.
sentence at least three times. Invite them to circle tThen, encourage them to answer each question
just the word that completes each sentence. writing the right option in the blank.
t To correct this exercise, ask some volunteers to tGo around the classroom to check that they write
read each sentence out loud. Check the answers each word correctly. When the majority has
by writing them on the board and also correct finished, ask some volunteers to read out loud
their pronunciation. each question and answer.
Track
CD 2
12
5. Compare and write.
a. Santi is chubbier than Simon.
b. A book is heavier than a pencil.
c. Carol is thinner than Juliet. tEncourage the children to carry out this activity
d. The tiger is prettier than the lion. individually. They need to look carefully at each
pair of pictures and use the colored key word
to write a complete sentence comparing the two
animals or objects.
tTo correct, invite some volunteers to read and
copy the answers on the board. Make sure that
they pronounce correctly.

1. _________________________ ____________ 21. _________________________ ____________
2. _________________________ ____________ 22. _________________________ ____________
3. _________________________ ____________ 23. _________________________ ____________
4. _________________________ ____________ 24. _________________________ ____________
5. _________________________ ____________ 25. _________________________ ____________
6. _________________________ ____________ 26. _________________________ ____________
7. _________________________ ____________ 27. _________________________ ____________
8. _________________________ ____________ 28. _________________________ ____________
9. _________________________ ____________ 29. _________________________ ____________
10. _________________________ ____________ 30. _________________________ ____________
11. _________________________ ____________ 31. _________________________ ____________
12. _________________________ ____________ 32. _________________________ ____________
13. _________________________ ____________ 33. _________________________ ____________
14. _________________________ ____________ 34. _________________________ ____________
15. _________________________ ____________ 35. _________________________ ____________
16. _________________________ ____________ 36. _________________________ ____________
17. _________________________ ____________ 37. _________________________ ____________
18. _________________________ ____________ 38. _________________________ ____________
19. _________________________ ____________ 39. _________________________ ____________
59
fifty-nine
Derechos reservados Educactiva S.
20. _________________________
A. S. Prohibida su copia, reproducción y/o distribución.
____________ 40. _________________________ ____________
3. Listen and circle the comparative form you hear.
happier
older
a. Santi is taller than Simon.
c. Carol is thinner than Juliet.
chubbier
younger
bigger
b. A book is older than a pencil. stronger
heavier d. The tiger is faster than the lion.
prettier
4. Look and answer.

Which one is noisier? Who is happier?
Jack Jeison
The town
_______________________. Jeison
_______________________.
5. Compare and write. strong

slow
turtle is __________
The _________ slower than the
______ lion
The _________ stronger ______
is __________ than the
rabbit
___________. zebra
___________.
big cold
building is __________
The _________ bigger than the
______ The _________
night is __________
colder
Derechos
house reservados Educactiva S. A. S. Prohibida su copia,
___________. reproducción
than
______ y/o
daydistribución.
the ___________.
5959
fifty-nine
Unit
6 1.
Wildlife
Look and listen.

Lesson 1
Fun at the Zoo!
This is an elephant.
Look! It has the
longest trunk.
Wow!
This is the biggest

animal in the zoo.
2. Match the word with the picture.
12 6 1. an elephant
2. a lion
3. a dolphin
2 10 4. a shark
5. a zebra
9 4 6. a bear
7. a giraffe
8. a turtle
7 11 9. a hippo
3 8 10. a monkey
11. an owl
12. a bird
6600
sixty Derechos reservados
5 Educactiva S. A. S. Prohibida
1 su copia, reproducción y/o distribución.
skills Standards
1. Identifies the names of the characters and
Wildlife
Listening the main events in a short story, aided by

images.
2. Associates a picture with its corresponding 4. Recognizes in a short text what, who,
Reading written description. when and where.
3. Uses the dictionary as an aid to understand
a text.
5. Uses common grammar patterns and 6. Checks that frequently written words
Writing
structures properly. are spelled correctly.
7. Recites a simple tongue-twister, a rime or the 9. Names some actions they can or can
chorus of a song. not do.
Monolog 8. Describes some characteristics of animals,
himself/herself, other people, places, and
the weather around him.
10. Holds a simple conversation in English with
Conversation
a classmate when working in class.
Lesson 1 Fun at the Zoo!
Communicative Goals
1. Employs his/her previous knowledge about wild 3. Repeats the pronunciation of demonstratives in
animals. English properly.
2. Names and identifies the use of demonstrative 4. Writes correctly and practices demonstratives.
adjectives (this, that, these, those). 5. Imitates the intonation, rhythm and pronunciation of
complete sentences.

This is the biggest animal in the zoo. It has the longest trunk. Look here! Look there! This is… That is... These are...
Those are... Elephant. Ant. Snakes. Butterfly. Owl. Ladybugs . Giant bear. Wild monkeys. Frog.
Warm up
1. Look and listen. 2. Match the word with the picture.

t Get the children to open their books to page 60 t Read the instructions with the children and make
and ask them to look carefully at the picture. Let sure that they understand. Let them carry out the
them listen to the CD while they look at the page exercise individually. Monitor that they match the
and get them to point to the characters who are image with the right word and that they write the
speaking in each part of the dialog. number in the corresponding place.
t Play the CD once again and ask them to repeat the t Get them to make corrections in pairs.
intonation of the native speaker they hear. Avoid
translating into Spanish. Let students familiarize
themselves with the new expressions. They will
have time to practice them in lessons 2 and 3.
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sixty
Presentation
5. Write These or Those.
3. Look, and listen. Then, say. tExplain to the children that these new words are
useful to point to several animals (plural). Show
t Let the children listen to the CD while they look at them the difference by pointing to the dotted lines
the page. and saying: Those are far away.
t Play the CD a second time and ask them to tShow the group an example and then get them to
identify the characters that point out the animals. carry out the exercise individually.
t After a third listening, invite them to repeat. tCorrect by asking some volunteers to write the
Make sure that they imitate the sounds correctly, sentences on the board.
specifically the difference between this and these.
t Emphasize by showing the distance and Production
particularities in each example.
Grammar Tip Extra Activity
Remember that the demonstratives this and that Take some pictures or photographs of wild
refer to a single thing or animal (singular). The animals (singly and/or in groups) that the
demonstratives these and those are plural. The children already know from magazines and put
demonstratives this and these are used to denote them in strategic places around the classroom.
proximity; they indicate that the animals are close Invite them to say sentences pointing out each
(near). That and those indicate that the animals picture from different distances (far and near).
are farther away. Children should use the demonstratives and
pronounce them correctly.
Practice
4. Write This or That.

tExplain to the children that these new words are
useful to point to one animal (singular). Show
them the difference by pointing to the dotted line
and saying: That is far away.
tShow an example to the group and then get them
to carry out the activity individually.
tCheck answers by asking some volunteers to
write the sentences on the board.
Teaching Tip
Avoid giving the children grammatical

explanations. Let them discover the use of the
language through examples and the suggested
activities.

sixty-one
WB page 28
Look there!
Look here! That is a snake.
This is an ant.
Wow!
Look here! These Look there! Those

are spiders. are monkeys.
4. Write This or That.

That is a shark.
______ ........................
.
This is a butterfly.
______
This is an owl.
______
That is a lion.
______ ........................
That is an elephant.
______ ........................
5. Write These or Those.

These are turtles.
______
Those are bees.

______ ......................
Those are hippos.

______ ..........................
These are dolphins.

______
These are ladybugs.
______
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sixty-one
Lesson 2
Fun in the Wild!
1. Listen. Then, say.
That is a lion.
It’s the strongest
animal in the wild.
Stra Clap
teg
y
Putting the new word in

a sentence helps you to
learn and remember it.
2. Listen and repeat. Clap, Clap, Clap

strong the strongest Are lions the strongest animals in the wild?
long the longest Yes, they are.
fast the fastest
big the biggest Are giraffes the biggest animals in the wild?
small the smallest No, they aren’t.
tall the tallest They are the tallest animals in the wild.
3. Listen and complete. c. I am _______

the
_______________.
slowest
a. I am _______
the
_______________.
longest
d. the
I am _______
the
I am _______ tallest
_______________.
biggest
_______________.
b.
62
sixty-two Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Fun in the Wild!
Communicative Goals
1. Uses superlatives to compare wild animals. 3. Recognizes different wild animals’ skills and
2. Recognizes wild animals by identifying specific actions.
characteristics that differentiate them. 4. Learns and says correctly a tongue-twister
emphasizing the sound /g/.
It’s the strongest animal in the wild. The longest. The fastest. The biggest. The smallest. The tallest. Bats. Giraffe,
Lion. Turtle. Peacock. Eagle. Ostrich. Frog. Kangaroo. Geese. Alligator. Hills. Run. Fly. Swim. Hop. Crawl.
Jump. Check it out!
Warm up Practice
1. Listen. Then, say. 3. Listen and complete.

t Play the CD and ask the children to read the short t Play the CD and encourage the children to
conversation to themselves. Then, ask them to listen carefully to each sentence. After a second
listen to the CD a number of times and invite them listening, get them to write the missing words.
to read out loud and repeat. t Monitor to check that the answers they are writing
are correct.
Presentation t To correct the exercise, ask some volunteers to
write the answers on the board.
t If you consider it advisable, let the children listen
2. Listen and repeat. again to ensure that they have grasped the correct
pronunciation of each word and the intonation of
each sentence.
t Play the CD a number of times and get the children
to identify and read to themselves the chart in their Track CD 2
books. Then, let them listen carefully, pausing the 17
CD after each pair of words. Tell them to read out
loud and repeat. a. I am the longest.
b. I am the biggest.
Clap Strategy c. I am the slowest.
d. I am the tallest.
Read the learning strategy with the children. Avoid
translating into Spanish and get them to listen to the
second chart, where the information is presented
within a particular context.
Get the students to look carefully at each sentence.

Have them listen a number of times and get them
to repeat each complete sentence.

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sixty-two
That peacock is beautiful.
Check it out!
5. Check or cross out.

t Have the children look at the photograph. Then, complete.
t Let them listen to the CD while they look at the
page. t Have the children look carefully at the first
t Play the CD a second time and ask them to repeat. example. Then, get them to carry out the exercise
Make sure that they imitate the sounds correctly. individually.
t Give them enough time to write the words
properly. Check their work.
t Correct with the class by reading out loud or
4. Listen and say. calling some volunteers up to the board to write
the complete sentences.
t Have the children look carefully at each one of the
pictures. Play the CD and let them listen to each
sentence at least three times.
t To check that they have understood, ask simple
questions about each picture such as Can bats fly?
Can bats run? Can an ostrich fly? Can an ostrich Clap your hands, twist your tongue.
run? Can an alligator swim? Can an alligator fly? Three grey geese on three green hills.
New Words t Have the children listen to the CD while they look
at the picture. After the third listening, ask them
t Have the children listen to the CD and practice to repeat the tongue-twister a number of times.
with them the pronunciation of each new word: Emphasize the plosive, velar, voiced sound /g/.
hop, crawl, jump. t Try to get them to learn the tongue-twister and
t Play the CD once again and get them to listen pronounce it properly.
and repeat the pronunciation of each word. At the
same time, get them to associate the image with
the action that each animal is doing.
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sixty-three
That peacock WB pages 29-30
is beautiful.
Check it out! New essions
r
Exp
4. Listen and say.
Bats can fly, but An alligator can swim, An ostrich can

they can’t run. but it can’t fly. run, but it can’t fly.
New s Some ani-

rd
Wo mals can...
crawl
hop jump
5. Check or cross out. Then, complete.
crawl hop
run fly
panda bear
A ______________ run
can __________, kangaroos
_________________ hop
can __________,
crawl
but it can’t ___________. can’t
but they ________ fly
___________.
jump
run
frog
A ______________ jump
can __________,
run
but it can’t ___________.

Clap your han
Derechos reservados
Three gray geese on
Educactiva
three green S. A. S. Prohibida su copia, reproducción y/o distribución.
hills.
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sixty-three
Lesson 3
The Scariest Animal
1. Listen and complete. Then, match.

1
the
I’m _______ slowest
_____________ animal.
the _____________
I have ______ shortest legs.
3
run
I can’t ________ can hide myself
, but I _______
very fast in my shell.
2
the _____________
I’m _______ heaviest animal in the river.
the
I have _______ biggest
_____________ mouth.
4
swim
I can ____________ jump
and run, but I can’t ___________.
I’m
_______ the
________ animal
cutest ____________. 3
the
I have _______ shortest
_____________ neck and
1
the
I’m _______ chubbiest
_____________.
can walk, but I __________
I ______ can’t fly.
I’m
_______ the
_______ scariest animal of the sea.
the
I have _______ strongest
_____________ teeth.
2
swim , but I can’t _______________.
I can _________ crawl
64
sixty-four Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 The Scariest Animal
Communicative Goals
1. Uses superlatives to compare wild animals. 3. Reads and understands the description of a
2. Listens and recognizes wild animals specific animal.
identifying specific characteristics and abilities 4. Writes complete interrogative sentences.
that differentiate them. 5. Enjoys reading a short story written and
narrated in English.
I can hide. I can walk, but I can’t swim. I can’t crawl. Turtle. Shark. Bear. Hippo. The slowest. The shortest. The
heaviest. The cutest. The chubbiest. The scariest. The biggest bird. Wonderful. World. Neck. Fast. Wings. Eggs.
Jackal. Shell.
Warm up Practice
t Get the children to open their books to page 64. t After checking the answers, encourage the
t Ask them to look carefully at the pictures and children to listen and repeat each fragment a
identify the animals they see. number of times. Make sure that they pronounce
correctly. Invite them to imitate the accent and the
Presentation rhythm of the native speaker they hear.
t Make sure that they have matched each
description with the corresponding picture. Write
1. Listen and complete. the correct sequence that corresponds to the
Then, match. pictures on the board.
t Let the children listen to the CD once and ask them

to identify the words in the book. Extra Activity
t Get them to take their pencils and listen for a second
time to write the missing words that complete the Call upon the children’s creative skills by having
sentences. Let them listen a number of times. them write a short description of their favorite
animal. Explain to them that they could follow
the given models in the book and encourage
Track CD 2
22 them to illustrate their texts. They could present a
poster with a description and its corresponding
picture to the rest of the class.
1. I’m the cutest animal.
I have the shortest neck
and I’m the chubbiest.
I can walk, but I can’t fly.
2. I’m the scariest animal of the sea.
I have the strongest teeth.
I can swim, but I can’t crawl.
3. I’m the slowest animal.

I have the shortest legs.
I can’t run, but I can hide myself very
fast in my shell.
4. I’m the heaviest animal in the river.

I have the biggest mouth.
I can swim and run, but I can’t jump.

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sixty-four
Let’s Go Hunting
Short Story
2. Read aloud. Then, listen.
t Get the children to look carefully at the picture.
Ask them to describe what they see.
t Then, ask them to read to themselves while they
listen to the CD. After a third listening, ask them to
read out loud as a group.
t Have them listen to the CD to practice the
pronunciation of each sentence and encourage
them to read out loud individually for the rest of the
class.
Production
3. Write the questions for the following

answers about the ostrich. Use the clues.
t Read the instructions with the children. Explain
to them that they have to complete the blanks by Let’s go hunting.
writing a suitable question for the given answer. Let’s catch the cutest bear and put it on a chair.
(Yes/No answers). Read the example and work But then, we can let it go!
out the first question, using the clues, with the The tallest giraffe.
entire group. Then, let them continue working And put it in the garage.
individually or in pairs. The biggest bat on a cap.
t Encourage them to use superlatives and to write We always let them go because they can’t live at home.
them correctly.
t Draw the lines on the board while they do the Value: Respect for animals
exercise in their books.
t To correct, ask some volunteers to write the t This short story highlights the importance of
appropriate questions on the board. respecting and taking care of nature. Wild
animals live free and they are happy in their
natural habitat. It is the place where they were
born, where they grow and reproduce.
How to Use It
t Get the children to read the title and look

at the picture. Help them to predict what
they might find in the story and explore their
opinions about hunting.
CD while they read it to themselves.
t After a second listening, encourage them to
read out loud following the CD. Encourage
them to imitate the accent and rhythm of the
native speaker they hear.
t Then, get them to read out loud individually for
the rest of the class.
t Highlight the importance of the value using
the short story and find out their own opinions
about the hunting of wild animals.
65
sixty-five
2.
WB page 31
Read aloud. Then, listen.
The Biggest Bird

The ostrich is a wonderful bird.
It’s the biggest bird in the world.
It’s the tallest and the heaviest bird.
It has the longest neck and the longest legs.
It can run very fast, but it can’t fly.
It has the shortest wings.
It is the strongest bird and it has the biggest eggs.
An ostrich can kill a jackal to protect the eggs.
3. Write the questions for the following answers about

the ostrich. Use the clues.
a. ostrich
Is the ___________ the
_____ biggest
______________ bird
________________?
Yes, it is. (ostrich / biggest / bird)
Is _____
b. ___ the _________
ostrich _____
the ________________
shortest bird
_______________?
No, it isn’t. The ostrich is the tallest bird. (ostrich / shortest / bird)
c. the
Does it have ______ longest
_____________________ neck
_______________?
Yes, it does. It has the longest neck. (it / longest / neck)
Does ____
d. _____ it have _____
________ the __________________
biggest eggs
___________?
Yes, it does. It has the biggest eggs. (it / biggest / eggs)
Let’s Go Hunting Value:

Go to page 41. Listen and read Respect for animals
the story. Finally, think of the We have to respect the
value. environment where animals live.
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sixty-five
GREENWICH LAB
Game GAMES
Animals A to Z
Write the name of the animal

A
under each picture.
Alligator
_____________
B C E F
bat
_____________ crab
_____________ eagle
_____________ frog
_____________
G H K M
geese
_____________ hippo
_____________ kangaroo
_____________ monkey
_____________
O P Q R
ostrich
_____________ peacock
_____________ queen-bee
_____________ rhino
_____________
S T W Z
snake
_____________ tiger
_____________ wolf
_____________ zebra
_____________
Which animal in the list do you think is...

the snake
a. the longest? _______________. the bat
e. the scariest? _______________.
the kangaroo
c. the cutest? _______________.
the hippo
b. the strongest? _______________. the zebra
f. the fastest? _______________.
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sixty-six Derechos reservados Educactiva S. A.
d. the smallest? thesuqueen-bee
S. Prohibida copia, reproducción y/o distribución.
_______________
Game
Animals A to Z
Communicative Goals
1. Identifies, pronounces and writes the names of some 3. Expresses his/her opinions about animals.
wild animals correctly. 4. Has fun and plays in English.
2. Develops the skill of using the dictionary.

Alligator. Bat. Crab. Eagle. Frog. Geese. Hippo. Kangaroo. Leopard. Monkey. Ostrich. Peacock. Queen-bee. Rhino.
Snake. Tiger. Wolf. Zebra. The longest. The strongest. The cutest. The smallest. The scariest. The fastest.
Write the name of the animal under

each picture.
Materials
tA Spanish-English dictionary.
How to Play
t Read with the children the instructions for the game.

Explain that they will play in pairs. Encourage
them to use the dictionary to check the correct
spelling of a word or to look for the name of the
animals that they do not know about or do not
remember.
t Check that they write and pronounce each word
correctly.
t When they have finished, encourage them to
answer the questions at the end of the page,
expressing their personal opinions.
t Swap around the pairs and encourage them to
share their answers with other children.

66
sixty-six
Project
Animal Dominoes
Communicative Goals
1. Reads and understands the instructions for carrying 3. Participates in simple conversations by asking
out the project. for and giving information to find out which card
2. Identifies the animals according to their most they should use.
important characteristics and skills. 4. Practices the vocabulary and the expressions
learned in this unit.
Useful Expressions
Giraffe. Lion. Elephant. Snake. Bear. Shark. Turtle. Whale. Leopard. Cheetah. Monkey. Dolphin. Dog. Bat. Worm.
Kangaroo. Eagle. Fish. Grasshopper. Ostrich. Owl. Dinosaur. Chick. Chicken. Hippo. Ant. Spiders. Queenbee.
Tiger. Flea. The tallest. The longest. The strongest. The cutest. The smallest. The scariest. The fastest. The biggest.
The slowest. The heaviest. The funniest. The smartest. The friendliest. The ugliest. The oldest. The youngest. The
chubbiest. Can hunt. Run. Fly. Swim. Hop. Crawl. Jump. This is an… These are… That is a… Those are…
Cut along the dotted lines only.
Materials
tScissors.
Step by Step

have them use the scissors to cut along the
dotted line of the outside part of the cutout
page, Unit 6.
2. After cutting out the pieces, read with them the
second instruction. Ask them to fold the page
along the central dotted line and to cut along
that folded line.
3. Read with them the third step and get them to
cut horizontally along the dotted lines only, to
make the domino counters. Make sure that they
do not cut along the lines that are not dotted
because this could ruin the domino.
4. Read with them the fourth instruction. Get them
to work in groups of three and ask them to mix
up the cards. Then each player will take seven
cards.
5. Read the fifth instruction and the example. Make
sure that they know how to play dominoes and
that they practice the Useful Expressions and
the vocabulary learned throughout this unit.
67
sixty-seven
Project
Animal Dominoes

and cut out the outside part.
2. Fold the page along

the central dotted line.
Then, cut along that
folded line.
3. Take one half at a time and

cut horizontally along the
dotted lines only.
4. In groups of three,
mix all the cards.
Each child takes The hippo is the
seven dominoes. chubbiest animal.
ful
Use essions
r
Exp
This is a hippo.
The hippo can swim
5. Play! Place the dominoes one by one.
Match picture-text and/or text-picture.
but it can t hop.

67
sixty-seven
Evaluation
1. Complete.
AT THE ZOO...
this
A: What is _______? that
A: What is _______?
This is a _________.
B: _______ spider That
B: _______ is an _____________.
_____ alligator
these
A: What are __________? those
A: What are ___________?
These
B: __________ ants
are ________________. those
B: _________ are
______ bats
________________.
the ____________
a. The elephant is ______ biggest animal.
the smallest the longest X the biggest
the ____________
b. The lion is ______ strongest animal of the zoo.
the fastest the slowest X the strongest
the ____________
c. The shark is ______ scariest animal of the sea.
the friendliest X the scariest the shortest
the ____________
d. The whale is ______ heaviest animal in the world.
the cutest the tallest X the heaviest
the ____________
e. The ostrich is ______ biggest bird.
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sixty-eight
the ugliest X the biggest the shortest
Evaluation
Communicative Goals
1. Uses the demonstrative adjectives (this, that, these, 3. Writes complete sentences describing some
those) correctly. of the wild animals according to their skills.
2. Identifies wild animals according to a specific 4. Listens and understands information using the
characteristic using superlatives. vocabulary and the expressions practiced in
this unit.
1. Complete.
t Get the children to carry out this activity
individually. Explain to them that these pictures
are the clues to do the exercise and then get them
to look at the pictures carefully. Monitor that they
write each word correctly to complete the dialog.
To correct, encourage them to read out loud in
pairs.

individually. Read with them the instruction and
help them to understand the task. They need to
choose the appropriate option to complete each
sentence.
t Check the exercise orally by asking them to read
out loud each complete sentence.

68
sixty-eight
t To correct this exercise, ask some volunteers to
read each sentence out loud. Correct the answers
3. Look and write. by writing them on the board. Also correct their
spelling and pronunciation.
t Read the instructions with the children and invite
them to look carefully at the photographs. Track CD 2
t Then, encourage them to fill in the blanks, writing 26
the corresponding words for each of the pictures.
t Monitor that they write each word correctly. When a. This is a lion.
the majority has finished, ask some volunteers to It’s the strongest animal in the wild.
read each sentence out loud. It can run, but it can’t fly.
b. That is a turtle.
It’s the slowest animal.
4. Listen and complete. It can walk, but it can’t hop.
t Get the children to look at the picture and to listen c. These are sharks.
attentively to each description at least three times. They’re the scariest animals in the sea.
Tell them to write the missing words or expressions They can swim, but they can’t crawl.
to complete each description. Pause the CD after
each sentence to give them time to write.

1. ________________________ ____________ 21. ________________________ ____________
2. ________________________ ____________ 22. ________________________ ____________
3. ________________________ ____________ 23. ________________________ ____________
4. ________________________ ____________ 24. ________________________ ____________
5. ________________________ ____________ 25. ________________________ ____________
6. ________________________ ____________ 26. ________________________ ____________
7. ________________________ ____________ 27. ________________________ ____________
8. ________________________ ____________ 28. ________________________ ____________
9. ________________________ __________ 29. ________________________ ____________
10. ________________________ ____________ 30. ________________________ ____________
11. ________________________ ____________ 31. ________________________ ____________
12. ________________________ ____________ 32. ________________________ ____________
13. ________________________ ____________ 33. ________________________ ____________
14. ________________________ ____________ 34. ________________________ ____________
15. ________________________ ____________ 35. ________________________ ____________
16. ________________________ ____________ 36. ________________________ ____________
17. ________________________ ____________ 37. ________________________ ____________
18. ________________________ ____________ 38. ________________________ ____________
19. ________________________ ____________ 39. ________________________ ____________
20. ________________________ ____________ 40. ________________________ ____________
69
sixty-nine
3. Look and write.
can can’t
An
_______ eagle _________
________ can
fly / hunt
____________, can’t _________.
but it _______ swim
A
_______ zebra _________
________ can walk / run
____________,
can’t _______________.
but it _______ swim / fly
A
_______ snake _________
________ can crawl
____________,
can’t ____________________.
but it _______ hop/jump/run
This is a ___________.
a. _______ lion
the _____________
It’s ______ strongest animal in the
wild
__________________.
run
It can ___________, fly
but it can’t ____________.
These are ___________.

c. _______ sharks
the _____________
They’re ______ scariest animals
sea
in the ____________.
swim
They can ___________, but they can’t
crawl
____________.
That is a ___________.
b._______ turtle
the _____________
It’s ______ slowest animal.
walk
It can ___________, but it can’t
hop
__________.
69
sixty-nine
Unit
7 1.
Eating Out
Look and listen.

Lesson 1
At the Snack Bar
May I help you?
How much Two chicken sandwiches

is it? Yes, please. and two sodas, please.

Let’s go out!
Go out? When?
Let’s go out today!
Go out today? Where?
Let’s eat out today!
Yes! Let’s eat out today! Where?
Let’s go to the snack bar!
The snack bar? Great!
70
seventy
Let’s behave well because we are eating out today!
Derechos reservados Educactiva S.It’s
A. great!
S. Prohibida su copia, reproducción y/o distribución.
Unit
7 Communicative
skills Standards
Eating Out
1. Follows attentively what his/her teacher and 3. Identifies known objects, people
Listening
classmates say during a game or classroom and actions in a short, descriptive
activity. text read by the teacher.
2. Participates in games and activities following
simple instructions.
4. Associates a picture with its written description. 6. Recognizes in a short, narrative text
Reading 5. Uses graphics to represent the most important what, who, when and where.
information in a text.
Writing 7. Writes short descriptions and narratives based 8. Uses common grammatical patterns
on a sequence of pictures. and structures properly.
Monolog 9. Recites a simple tongue-twister, a rhyme or a
chant.
10. Participates in a simple conversation with a
Conversation classmate when carrying out a classroom
activity.
Lesson 1 At the Snack Bar

Communicative Goals
1. Recognizes and produces orally the names of 3. Listens and imitates the pronunciation of the New
some fast foods and beverages. Words and New Expressions.
2. Asks and answers simple informal questions to 4. Writes correctly and practices known vocabulary.
order meals in a cafeteria. 5. Imitates the intonation, rhythm and pronunciation
of complete sentences.

May I help you? Yes, please. No, thank you. Let’s go out. Let’s behave well. I drink... I eat... Cheeseburger. Soda.
Hot dog. French fries. Tuna pizza. Mushroom pizza. Onion and tomato pizza. Fruit juice. Hot sandwich. Chicken
sandwich. Tuna sandwich. Milk shake.
Warm up
1. Look and listen.
t Play the CD and get them to repeat, one by one,
t Get the children to open their books to page 70 the sentences of the chant while they are reading
and ask them to look carefully at the picture. Have in their books. Make sure that they pronounce the
them listen to the CD while they look at the page words today, snack and bar, properly.
and ask them to point to the characters who are t Divide the class into two groups and give a
speaking. role to each of them. Invite a group to take the
t Play the CD once again and ask them to repeat, role of dad and recite the first line of the chant
following the intonation of the speaker they are (Let’s go out) and the second group, to take
listening to. Avoid translating into Spanish. the role of the children, and answer (Go out?
When?). Continue with the same procedure
for the rest of the chant. Once they finish the
chant, swap their roles.
70
seventy
3. Listen and say. 5. Listen and say. Then, act out.

New Words t Get the children to look at the picture. Let them
listen and repeat the dialog at least twice. Play
t Have the children listen to the CD as they look at the CD once again and organize them in pairs to
the page. repeat the dialog. Check that they understand it
t Play the CD a second time and ask them to read and pronounce it properly.
the words to themselves while they are listening.
t After a third listening, invite them to repeat. Make Clap Strategy
sure that they imitate the sounds of each word
properly. Read the learning strategy with them. Avoid
translating into Spanish and invite them to perform
Practice the dialog in pairs.
4. Complete the puzzle. Swap the pairs and guide them so that they
perform the same dialog but using other
vocabulary related to meals and beverages. Get
t Carry out an initial exercise with the whole group some volunteers to perform their dialogs for the
as an example. Then, encourage them to continue rest of the class.
individually. Ask them to look carefully at the
pictures and to review the known vocabulary.
t Check that they write each letter in the
corresponding box. Correct by asking some
volunteers to write the words on the board.
71
seventy-one
WB page 32
3. Listen and say.

fruit juice chicken sandwich
New s
Wo
rd
milk shake tuna sandwich
hot sandwich
soda
mushroom pizza
lemonade
French fries
onion and tomato pizza
cheeseburger hot dog
4. Complete the puzzle.

1.
F 4.
R T
2. C H E E S E B U R G E R
N N
C A 8.
H M
5. M U S H R O O M P I Z Z A
F A L
R N K
3. F R U I T J U I C E D
E W S
6. S O D A I H
C A
7. H O T D O G K
E
5. Listen and say. Then, act out. Stra Clap

teg
y
Cooperation. Work
May I help you? together with peers to
model and perform
language activities.
Yes. A hot dog and
a glass of fruit juice,
please.
71
seventy-one
Lesson 2
At the Restaurant
1. Listen and read.

New s
rd
What’s on the menu
at Nino’s Kitchen
Wo Restaurant?
Nino’s Kitchen Restaurant
Menu Vegetable soup
Roast beef
Chicken soup Lettuce salad
Baked chicken Fruit juice
Tomato salad Ice cream
Soda
Apple pie
Mushroom soup
Fish soup Pork
Fried fish Tuna salad
Onion salad Lemonade
Milk shake Peach pie
Cheesecake
2. Sort them out.
chicken
baked chicken
vegetable
roast beef
fish
mushroom fried fish
pork
tomato
soda
lettuce
lemonade
onion apple pie
milk shake
tuna ice cream
fruit juice
cheesecake
72
seventy-two
peach pie
Lesson 2 At the Restaurant
Communicative Goals
1. Recognizes and uses informal expressions to ask 3. Classifies the food on a menu.
for food in a restaurant. 4. Learns and says a tongue-twister correctly
2. Listens carefully and identifies the names of some emphasizing the sound /dʒ/.
meals and beverages.

What’s on the menu? Can I help you? Anything else? Would you like some soup? What would you like? I would like
some vegetable soup. I’d like roast beef, please. Menu. Chicken soup. Baked chicken. Soda. Apple pie. Vegetable
soup. Roast beef. Lecture salad. Fruit juice. Ice cream. Fish soup. Fried fish. Onion salad. Milk shake. Cheesecake.
Mushroom soup. Pork. Tuna salad. Lemonade. Peach pie. Soups. Meats. Salads. Drinks. Desserts.
Warm up Practice
t Explore the children’s previous knowledge about

the food that they can find in a restaurant. Write 2. Sort them out.
the word restaurant on the board and encourage
them to think about food related to this word.
Organize a brainstorming session: t Get the children to carry out this activity with the
aid of the book. Tell them to write the names
of the dishes on the four menus of the previous
exercise in the corresponding boxes of the chart.
t Remember that, by means of this activity, they
will be able to practice the learning strategy
Restaurant Classifying, seen in Unit 2.
t Draw the chart on the board while they are doing
the activity. Correct the answers by inviting them
to spell each word and ask some volunteers to
write each word, filling out the diagram you have
drawn on the board.
1. Listen and read.
New Words
t Play the CD and get the children to listen while

reading to themselves each one of the menus in
their books. Then, let them listen a number of times
and get them to read out loud and repeat. Guide
them so that they associate each menu with the
pictures.

72
seventy-two
Production
3. Listen and say.

t Play the CD and encourage the children to
listen carefully to each sentence. After a second t Play the CD and encourage them to listen to the
listening, get them to read it for themselves. complete conversation three times.
t Play the CD once again and get them to listen t After the third listening, get them to write the
and repeat the sentences. Pause the CD after missing words to complete the conversation.
each sentence to give them time to repeat. t Give them enough time to write their answers
t If necessary, let them listen once again to practice properly. Monitor the activity.
the pronunciation of each word and the intonation t Check with all the group reading out loud and
of the complete sentences. call upon some volunteers to copy the complete
sentences on the board.
Practice
4. Listen and say. 6. Listen and repeat.

t Have the children look carefully at the picture. Joyful, jumpy Julie,
Play the CD and let them listen, at least three would you like a jumbo, juicy juice?
times, to the complete dialog.
t To check that they have understood, ask some t Have the children listen to the CD three times
simple questions such as Would Andrew like while looking at the picture. Then ask them to
some vegetable soup? Would he like some meat? repeat the tongue-twister a number of times.
Would Andrew like roast chicken? Would he like Emphasize the sound /dʒ/.
some lemonade? t Try to get them to learn the tongue-twister and
t Get them to listen again and practice with them pronounce it properly.
the pronunciation of each sentence.
New Expressions
Anything else?
t Get the children to look at the picture.

t Let them listen to the CD while they look at the
page.
t Play the CD a second time and ask them to repeat.
Make sure that they imitate the sounds and the
intonation correctly.
73
seventy-three
WB pages 33-34
3. Listen and say.
Clap, Clap, Clap What would you like to eat?

soup fish soup.
meat Yes, please!
?
I baked chicken.
Would you like some would like some
salad She tomato salad.
No, thanks! would like a
dessert He ice cream,
’d like an
4.
We onion salad and
Listen and say. apple pie.
Waiter: May I help you?

Andrew: Yes. I would like some vegetable soup.
Waiter: Would you like some meat?
Andrew: Yes, I would like baked chicken, please.
Waiter: Anything else?
Andrew: Yes, please. Lemonade and a piece of apple pie.

New essions
Exp
r
Anything
else?
help
Waiter: Can I ________________ you?
beef
Hilary: Yes. I’d like some roast _________________, please.
salad
Waiter: Would you like some ___________________?
onion
Hilary: Yes. I’d like _________________ salad
_________________.
else
Waiter: Anything __________________?
Fruit
Hilary: Yes. _________________ an
juice and _______ ice
__________ cream
_____________.

PORTFOLIO

Clap your han
Joyful, jumpy Julie,

would you
Derechos reservados like aS.jumbo,
Educactiva juicy su
A. S. Prohibida juice?
copia, reproducción y/o distribución.
73
seventy-three
Lesson 3
What Would You Like?
1. Listen. Check ( ) or cross out ( ).
a.
baked
chicken soup tomato salad soda apple pie
chicken

b.
cheese-
fish soup fried fish onion salad milk shake
cake
c.
vegetable
roast beef lettuce salad fruit juice ice cream
soup
d.
mushroom
pork tuna salad lemonade peach pie
soup
2. Look at the table. Complete the conversation.

Waiter: Can I help you?
Sue Bill fried
Sue: Yes. We’d like _____________ fish
_____________, please.
Fried fish Waiter: Would you like some salad?
Tomato salad thanks
Sue: No, ____________.
I’d
Bill: Yes. ________ like
________ tomato _________,
_________ salad please.
Milk shake
Anything
Waiter: ________________ else?
Ice cream
Yes _______
Sue: ______ milk shake
______________, please.
an
Bill: And ________ ice
__________ cream
__________. Thank you.
3. Play! Dress up and act out. I would like fried chicken,

lettuce salad, and peach
pie, please.
What would
you like to eat?
74
seventy-four
Lesson 3 What Would You Like?
Communicative Goals
1. Uses formal and informal expressions to ask for food in 3. Reads and understands the description of a
a cafeteria and in a restaurant. dinner in a restaurant.
2. Listens carefully and recognizes food ordered by others. 4. Writes complete affirmative sentences.
5. Enjoys the reading of a short story.
May I help you? Can I help you? Yes, please. No, thank you. Would you like some salad? What would you like?
I would like some vegetable soup. I’d like roast beef, please. Anything else? He is very hungry.
Warm up Girl: No, thanks.

Waiter: Would you like some pork?
t Get the children to open their books to page 74.
Girl: No, thank you.
t Ask them to say the names of the food in the Waiter: Would you like some tuna salad?
chart. Girl: Yes, please. And a glass of lemonade.
Waiter: Anything else?
Presentation Girl: A delicious piece of peach pie, please.
1. Listen. Check (✓) or cross out ( ✗ ).

Practice
t Let the children listen to the CD for the first time

and ask them to identify the characters who are
speaking.
2. Look at the table.
Complete the conversation.
t Tell them to take their pencils and listen for a
second time in order to check the food that each t Tell the children to look at and read carefully the
character orders and to cross out the food the information presented in the chart.
characters do not want. t Then, ask them to complete the conversation
t Let them listen a number of times. based on the information in the chart.
t After checking the answers, get them to listen t Monitor that they have understood the activity and
and repeat each conversation a number of times. that they are writing the right words to complete
Make sure that they pronounce correctly. Invite the dialog.
them to imitate the native speaker’s accent and t To correct, invite them to read out loud and in
rhythm on the CD. pairs for the rest of the class.
CD 2 Production
Track
37
a. Waitress: What would you like to eat?
Boy: Mmm... I don’t know. Let me see... 3. Play! Dress up and act out.
Waitress: Soup?
Boy: No, thanks. Baked chicken, please. t In advance, have the children bring costumes
Waitress: Tomato salad? from home. If this is not possible, all the class can
Boy: Yes, please. And a piece of apple pie. have fun and make ingenious costumes using
b. Waiter: Excuse me. May I help you?
different kinds of paper. Award prizes for the
Girl: Yes, please. Some fish soup and fried fish,
please. best costumes.
Waiter: Onion salad? t Get the children to listen to the dialog at least
Girl: No, thanks. A piece of cheesecake, please. twice. Ask them to repeat in pairs. Check that they
c. Waitress: Can I help you? understand it and that they pronounce it correctly.
Boy: Yes, I would like roast beef and a glass of fruit Ask them to perform the dialog.
juice. t Change the pairs and get them to carry out the
Waitress: Anything else? same dialog using other foods and beverages.
Boy: Yes. An ice cream, please.
d. Waiter: What would you like to eat? Invite pairs of volunteers to perform their dialogs
Girl: Mmm… I don’t know. Let me see... for the rest of the class.
Waiter: Mushroom soup?
74
seventy-four
A Poor
or Old Woman
Short Story
ory
4. Read and listen about
Andy and Carla.
t Play the CD a number of times and ask the children

to read to themselves while they listen to the text.
Then, read with them each one of the sentences.
Let them read the text again and encourage them
to read it out loud.
Teaching Tip
Explain the vocabulary showing the picture of menu

2, on page 72 or showing the corresponding
flashcards. Use the visual resource to support the Vocabulary and Expressions
content of the text and thereby avoid translating
into Spanish. A poor old woman…
She has nothing to eat.
She has only bread, cheese and fish.
Production ...is all that she can eat.
Potatoes, rice and beans.
She has no desserts to eat.
5. Now, answer these questions. …but pies, ice cream and cakes.
Value: Show appreciation

t Ask the children to read once again, if necessary.
Tell them to answer each of the questions about t This short story highlights the importance of
Andy and Carla’s dinner. Monitor that the children valuing what we have. Sometimes people
write the words and sentences correctly. who have too many choices seem the most
t Correct their answers by asking them to read out frustrated. We should learn to enjoy the things
loud. You could write them on the board to check we have, rather than complaining all the time
spelling. about the things we don’t have. There will
always be people with something we don’t
have, but we should keep in mind that there are
many people in the world who have far less
than us.
How to Use It

the picture. Help them to predict what they
might find in this story.
CD while they read it to themselves.
t After listening for the second time, have them
them to imitate the accent and the rhythm of the
native speaker they hear on the CD.
t Highlight the importance of the value (showing
appreciation) that was discussed using the short
story and find out their opinions and beliefs
75
seventy-five
about the issue.
4.
WB page 35
Read and listen about Andy and Carla.
Andy and Carla are at Nino’s Kitchen Restaurant.

It’s their favorite place to eat out.
It’s seven P.M. and Andy is very hungry.
He looks at the menu and he orders vegetable soup,
roast beef, lettuce salad, fruit juice and an ice cream.
Carla is not very hungry.
She loves drinks and desserts. She orders a glass of
lemonade and a piece of peach pie. They think the food at
Nino’s Kitchen Restaurant is delicious.

e. Is Carla hungry?
No, she isn’t
______________________.
a. Where are Andy and Carla?
They are at Nino’s kitchen Restaurant
__________________________________________________.
b. What time is it there?

It’s seven P.M.
__________________________________________________.
c. What does Andy order?

He orders vegetable soup, roast beef, lettuce
__________________________________________________
salad, fruit juice and an ice cream
__________________________________________________.
She orders a glass of lemonade

d. What does she order? _______________________________
and a piece of peach pie
__________________________________________________.
A Poor Old Woman Value:

Go to page 49. Listen and read
Show appreciation.
Show appreciation for the food
value.
and the things you have around.
75
seventy-five
GREENWICH LAB
Game GAMES
Downstairs Restaurant
Make a sentence for each of the pictures.

For each sentence, go down the stairs taking
one word each time.
Would Would Would Would Would Would Would
you you you you you you you
like like like like like like like

a an some a an some a
mushroom hot onion vegetable ice cold French
soda, fries, soup, pizza, coffee, salad, cream,

Sir? boy? Madam? girl? Madam? Sir? boy?
Would you like an onion
______________________
Would you like some salad, sir?
c. ______________________.
French fries, Madam?
a.
f.
Would you like a hot

______________________
Would you like
______________________
coffee, sir?
______________________.
a soda, boy?
______________________.
Would you like some

______________________ d.
vegetable soup,
______________________
b.
madam?
____________________.
Would you like a

______________________
Would you like an ice
______________________ mushroom pizza, boy?
______________________.
cream, girl?
______________________.
g.
e.
76
seventy-six
Game
Downstairs Restaurant
Communicative Goals
1. Identifies, names and writes correctly food and 2. Makes sentences to offer food in English.
beverages. 3. Has fun and plays in English.

Would you like...? French fries. Cold soda. Onion salad. Vegetable soup. Hot coffee. Ice cream. Mushroom pizza.
Make up a sentence for each of the pictures.

For each sentence, go down the stairs taking
one word each time.
How to Play
t Read the instructions for the game with the children

and study the example with them. Explain to them
that the pictures give clues as to how to form each
sentence. Get them to play in pairs.
t Monitor that they write and pronounce each word
correctly.
t When the pairs have finished, get them to read
each sentence out loud.
t Tell them to share their answers with other
classmates.

76
seventy-six
Project
Food Spinner
Communicative Goals
1. Reads and understands the instructions for 3. Gives prices for food and adds in English.
carrying out the project. 4. Practices the vocabulary and expressions
2. Participates in simple conversations asking learned in this unit.
for and offering food and drinks.
Useful Expressions
What would you like? I would like some french fries and a lemonade. How much is it? OK. 10 + 7? It’s 17 dollars.
May I help you? Can I help you? Anything else? Plus (+).
Materiales
tScissors tGlue tClip or drawing pin.
Step by Step

have them use the scissors to cut out the three
circles on the cutout page, Unit 7.
2. After cutting out the pieces, read the second
instruction with them and ask them to decorate
the empty circle with the small figures.
3. Read the third step and get them to join the three
circles with the clip/drawing pin. The circle with
the prices should be first, the decorated circle
should be in the middle and the circle with the
names of the food should be the last. Tell them to
look at the model on page 77.
4. Read instruction 4 with them and work an initial
example: move the spinner to ask and answer
questions and get them to listen and read the
example in the book. Make sure that they
know how to play and that they practice the
Useful Expressions and the vocabulary learned
throughout this unit.
77
seventy-seven
Project
Food Spinner

and cut out the pieces.
SHAK
-ILK E
SANDWINCH
4UNA
! IE
P
P
P
CH IED
LE
&R
&
ICK
JU RUIT
EN
ICE
FRIE
&REN S
-US
CH
PIZZ HROOM
A S
SOUP
6EGETABLE
#HEESE
HAMBURGUER
CAKE SE
D #HEE
&RIESH
FI E D
ICK N
LA C
E
SAETTU
CH CKE
EN
D
M
A
4OMATOE
,
"A
N
REA
O
M
SALAD
)CE C
,I
2. Use these figures

to decorate the
empty circle.
3. Join the three

circles and I would like French fries
FI
FISH
"ACKEEN
&R
CH
C ICK
What would you

S
RIED
HAHEE
4O LAD
play. like to eat? and a glass of lemonade.

SA
M SE
MA
N
B UR
TOE
P
GU
- IZZ
)CE US A
ER
CR HR
EA OO
M M
S
JUICE
,IMON &RUIT
ADE
E
,ETTUC PIE
SALAD !PPLE
SE E
EE AK
#H KE
CH
SH ILK
LE
CA
IN
B
-
NA W
UP TA
How much
4U AND
SO EGE
ICKEN
FRIES CH
6
4.
IED
is it?
&REN
CHIC
&RIIE
Move the spinner to ask and

answer questions. Listen to the OK. 10 plus 7.
example. It’s 17 dollars.
ful
Use essions
r How much is it?
Exp May I help you?
I would like...
It’s ___ dollars.
Can I help you?
Would you like some...
Anything else?
+ plus
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. seventy-seven
77
Evaluation
1. Complete. Use the clues.
S O U P S D R I N K S
v g t bl m l k sh k
ch c k n c ld s d
M E A T S f r t j c
r s t b f l m n d
b k d ch ck n h t c f f
fr d f sh D E S S E R T S
S A L A D S pp l p
l t t c ch s c k
t m t p ch p
n on i c e c r am
t n
2. Complete the conversation. Use the words in the box.
May I ______
Waiter: ______ help you?
mushroom
would
Grace: Yes. I __________ like a ____________
_______ mushroom pizza, please. please
help
Waiter: Anything else? thanks
would
please A glass of __________
Grace: Yes, ________. fruit juice. fruit
may
Waiter: Dessert? like
thanks
Grace: No, ___________.
78
seventy-eight
Derechos
Waiter:reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
OK, madam.
Evaluation
Communicative Goals
1. Identifies the food and beverages on a menu. 3. Listens and understands information about
2. Understands and uses the expressions to ask for food using the vocabulary and expressions
and serve food in a restaurant or a cafeteria. learned and practiced in this unit.
4. Expresses opinions and preferences about
meals, drinks and desserts.
1. Complete. Use the clues. 2. Complete the conversation.

Use the words in the box.
individually. Explain to them that the picture helps t Have the children carry out this activity individually.
them as a guide to do the exercise and tell them Read with them the instructions and help them
to complete it. Monitor that they are writing the understand the task. They need to complete the
missing letters to complete the words on the menu dialog using the words in the word bank.
correctly. t Correct the exercise orally by asking the students
to read the dialog out loud in pairs.

78
seventy-eight
3. Listen and check (✓) or cross 4. Listen and complete.
out (✗).
tRead the instructions with the children and have t Get the children to look at the picture and listen
them listen carefully to the conversation at least carefully to the conversation at least three times.
three times. Invite them to listen out for the missing words and
tTell them to mark each box with the appropriate expressions. Pause the CD after each sentence to
symbol. give them time to write.
tMonitor that they mark each box properly. t To correct this exercise, ask for some volunteers to
tTo correct, ask for the answers orally or draw read each sentence out loud. Correct the answers
a chart on the board to be filled in by some on the board and check the pronunciation.
volunteers.
GREENWICH LAB
Track
41 CD 2 5. What about you?
Girl: I’d like some vegetable soup, please. t Invite the children to answer the questions
Boy: I don’t like soup. I’d like some baked individually, first orally and then in writing.
chicken, please. Encourage them to express their preferences
Girl: I’d like some fried fish and cheesecake. regarding food: their favorite soup, meat, salad,
Waiter: Anything else? drink and dessert.
Boy: Mmm... Let me see... Lettuce salad,
please.
Girl: Oh! For me, too. Salads are delicious.
Waiter: Sodas?
Boy and Girl: No, thanks. Two glasses of
lemonade.

1. ________________________ ____________ 18. ________________________ ____________
2. ________________________ ____________ 19. ________________________ ____________
3. ________________________ ____________ 20. ________________________ ____________
4. ________________________ ____________ 21. ________________________ ____________
5. ________________________ ____________ 22. ________________________ ____________
6. ________________________ ____________ 23. ________________________ ____________
7. ________________________ ____________ 24. ________________________ ____________
8. ________________________ ____________ 25. ________________________ ____________
9. ________________________ __________ 26. ________________________ ____________
10. ________________________ ____________ 27. ________________________ ____________
11. ________________________ ____________ 28. ________________________ ____________
12. ________________________ ____________ 29. ________________________ ____________
13. ________________________ ____________ 30. ________________________ ____________
14. ________________________ ____________ 31. ________________________ ____________
15. ________________________ ____________ 32. ________________________ ____________
79
seventy-nine
16. ________________________
Derechos
____________
reservados Educactiva____________
17. ________________________ S. A. S. Prohibida34.
33. ________________________
su ________________________
____________
copia, reproducción y/o distribución.
____________
3. Listen and check ( ) or cross out ( ).
SOUP MEAT SALAD DESSERT DRINK

would ____
Waiter: What ________ you ______
like to eat?
Kelly: I’d like ________ vegetable
some ______________ soup and
fried fish, please.
_________
some
Waiter: Would you like __________ salad
___________?
thanks
Kelly: No, ______________.
Anything
Waiter: ________________ else
_______?
ice
Kelly: Yes. An _______cream. much is it?
How ________
20
Waiter: It’s ________ dollars.
5. What about you?

What’s your favorite soup?
_____________________________________.
vegetable/chicken/fish/mushroom soup
What’s your favorite meat?

pork/chicken/fish
_____________________________________.
What’s your favorite salad?

_____________________________________.
lettuce/tomato/tuna salad
What’s your favorite drink?

fruit juice/lemonade
_____________________________________.
What’s your favorite dessert?

ice cream/peach pie/cheesecake
_____________________________________.
79
seventy-nine
Unit
8 1. Listen and say.
What Are You
to Do? Le
Yo
ou Going
Lesson
e onn 1
Go
G o ng
g
After
A
Af
fter Class
sss
What are you going I’m going to go to

to do after class? the park!
Stra Clap
teg
2.
y
Sing along. Repeat and imitate a
language model to
practice, learn and re-
member new words or
Hey! Hey! Hey! phrases.
What are we going to do after class?
After class? After class? After class?
Are we going to go to the park?
Are we going to go to the park?
Sure! We are going to go to the nearest park!
We are going to have so much fun!
Fun! Fun! Fun!
80
eighty
skills
What Are You Going to Do?
Standards
1. Follows attentively what his/her teacher 3. Identifies the sequence of actions of a
and classmates say during a game or daily routine and associates it with the
Listening
classroom activity. different moments in the day.
2. Participates in games and activities.
4. Associates a picture with its written 6. Identifies the actions in a short sequence
description. of events.
Reading
5. Identifies the main places and events in 7. Recognizes in a short narrative text
a short text. what, who, when and where.
8. Uses common structures and grammatical
Writing
patterns properly.
9. Recites a simple tongue-twister or
Monolog
rhyme and sings the chorus of a song.
10. Maintains a simple conversation with a
Conversation classmate in English when carrying out
an activity within the classroom.
Lesson 1 After Class
Communicative Goals
1. Recognizes and produces orally the names of differ- 3. Listens to and imitates the pronunciation of the
ent spaces within the park. New Words and New Expressions.
2. Asks and answers simple questions about the near 4. Imitates the intonation, rhythm and pronunciation
future (after school). of complete sentences in songs.
After school. What are you going to do? I’m going to go to the park. The nearest park. We are going
to have so much fun. Playground. Bench. Trash can . Duck pond. Hand truck. Merry-go-round. Sprinkler.
Water fountain. Slide. Swings. Seesaw. Jungle gym. Sure!
Warm up
Clap Strategy
1. Listen and say. Read with them the learning strategy. Avoid
translating into Spanish and invite them to repeat
and imitate the sounds and sentences of the song.
t Get the children to open their books to page 80
and ask them to look carefully at the picture. Have
them listen to the CD while they look at the page
and ask them to point to the characters who are
speaking.
2.Sing along.
t Play the CD again and get them to repeat t Play the CD and have the children listen to the
following the intonation of the native speaker on whole song. Then, get them to repeat, one by
the CD. Avoid translating into Spanish. one, the lines of the song while they read them
in their books. Make sure that they pronounce
the words going, after, school, park and fun
properly.

80
eighty
Presentation Practice
3. Listen and say. 4. Label. Use the previous numbers.

New Words
t Carry out the first exercise with the children as an
example and then ask them to continue individually.
t Get the children to listen to the CD while they look Tell them to look carefully at the pictures and to
at the page. review the vocabulary already studied.
t Play the CD a second time and ask them to read t Monitor that they write each number in the proper
the words individually as they listen. circle. Correct by asking some volunteers to point
t After a third listening, get them to repeat. Make out the right picture for each word numbered.
sure that they imitate the sounds of each word
correctly.
81
eighty-one
WB page 36
3. Listen and say.

New s
rd
Wo
1. playground 5. hand cart 9. slide
2. bench 6. merry-go-round 10. swings
3. trash can 7. sprinkler 11. seesaw
4. duck pond 8. water fountain 12. jungle gym
4. Label. Use the previous numbers.
7
3
10 2
11
9
12
8

81
eighty-one
Lesson 2
Tomorrow
1. Listen, say and match.

What are they going
to do tomorrow?
1 She’s going to ride a bike. 4

7
2 He’s going to play the piano.
3 They’re going to play soccer.
5
4 She’s going to do her homework.
1
5 They’re going to play baseball.
2
6 She’s going to play the trumpet. 3
7 He’s going to play the drums.
2. Act out.
I’m going
What are you to play the
going to do drums.
tomorrow?
82
eighty-two
Lesson 2 Tomorrow
Communicative Goals
1. Recognizes and uses going to to express future. 3. Participates in simple conversations using going to.
2. Listens and recognizes the names of some activities. 4. Learns and recites a tongue-twister emphasizing the
sound /i:/ of the vowels ea.
Tomorrow. He’s/She’s going to... Ride a bike. Play the piano. Play soccer. Do her homework. Play baseball. Play
the trumpet. Play the drums. Go to the movies. Play the guitar. Watch television. Play video games. Scream. Ice
cream
Warm up Practice
t Explore the children’s previous knowledge

concerning the activities they do in their free time. 2. Act out.
Write the phrase Spare or Free time activities on
the board and encourage the students to have a t In advance, tell the children to bring some toys,
brainstorming session about the topic: instruments or objects that they play with in their
free time. If that is not possible, get them to draw
pictures of their favorite activities on sheets of
colored paper or cards.
t Get them to listen to the dialog at least twice.
Ask them to repeat it in pairs. Check that they
Spare time activities understand it and that they pronounce it correctly.
Now, ask them to perform the dialog for the rest
of the class.
t Swap the pairs around and get them to perform
the same dialog but include different activities and
Presentation show the objects that represent them. Invite some
pairs of volunteers to perform their dialogs for the
rest of the class.
1. Listen, say and match.
t Play the CD and guide the children to listen and
read each sentence individually in their books. At
the same time, encourage them to look carefully
at each picture. Then, let them listen a number of
times and invite them to read out loud and repeat.
Get them to match the sentences with the pictures.

82
eighty-two
New Expressions
Production
What are you gonna do?
I’m gonna go swimming.
t Have the children listen to this New Expression a
number of times. Ask them to repeat the dialog in
t Get the children to look carefully at the picture that
pairs. Check that they understand it and pronounce
goes with each conversation. Play the CD and
it properly.
let them listen at least three times to the complete
dialogs.
Teaching Tip
t Tell them to complete the dialogs by writing the
missing words or expressions.
In order to facilitate the understanding of this New
t To check that they have understood, get them to
Expression, without translating into Spanish, write
read each complete dialog out loud and in pairs.
on the board: going to = gonna. And then the
Correct by writing the missing words they dictate
question and the answer using both versions:
to you on the board.
- What are you gonna do? = What are you
t If necessary, let them listen once again and practice
going to do?
with them the pronunciation and intonation of
- I’m gonna go swimming = I’m going to go
each dialog.
swimming.
GREENWICH LAB
Communicative Tip Track CD 2
50
It is very common to hear the contraction gonna for a. Girl: What are you going to do after class?
going to in spoken English. This last expression is Boy: I’m going to the movies.
used more in written texts and formal interactions.
Gonna is always pronounced with the schwa b. Boy: Is Graham going to watch television?
sound (ə) used for both syllables. It is seldom Girl: No, he is not going to watch television.
written, being considered very colloquial. Boy: What is he going to do?
Girl: He is going to play video games.
3. Listen and say. Then, match.

t Play the CD and tell the children to listen carefully
to each sentence. After a second listening, get Clap your hands, twist your tongue.
them to read it quietly. I scream, you scream,
t Play the CD once again and get them to listen we all scream for ice cream.
and repeat the sentences pausing the CD after
each one of them. t Have the children listen to the CD while they
t If you consider it appropriate, let them listen again observe the picture. After the third listening,
to practice the correct pronunciation of each word ask them to repeat the tongue-twister a number
and the intonation of the complete sentence. of times. Emphasize the long sound /i:/ of the
t Get them to associate the sentences by reading vowels ea, and make sure that they pronounce
out loud in small groups. the words scream and ice cream correctly.
t Invite them to learn the tongue-twister and
pronounce it properly.
83
eighty-three
WB pages 37-38
What are you I’m gonna go

swimming.
New essions
gonna do?
r
Exp
3. Listen and say. Then, match. Clap, Clap, Cla

p
you you
Are they play the piano? What are they going to do after class?
we do the homework? we (gonna) do tomorrow?
going to
go to the park?
(gonna)
she play basketball? she
Is he ride a bike? What is he going to do?
it rain? he going to go jogging?
going
a. A: What are you __________ to
_____ do after class?
______
going
B: I’m __________ to the movies.
____
watch
b. A: Is Graham going to __________ television
____________?
watch
B: No, he is not going to __________ television
_____________.
is
A: What _____ he
______ going to do?
play
B: He is going to _________ video _________.
_______ games

Clap your han
I scream, you scream, we

all scream for ice cream.

83
eighty-three
Lesson 3
Next Week
1. Listen and read.
Next Week Is My Week!
Aunty Kristy is going to come home.

She is going to visit my family next week.
She is going to bring presents and sweets.
Mom is going to buy a delicious cake.
Dad is going to cook delicious food.
My sister and brother are going to decorate
the rooms.
We are going to go to the movies next
Friday. We are going to go to the
park, too. And next Sunday, we are going
to go to the beach.
I’m going to have so much fun next week!
2. Write the questions for the following answers.
What is Aunty Kristy going to do?

She is going to come home.
she ___________
Is _______ going to __________
___ bring presents
____________?
Yes, she is. She is going to bring presents and sweets.
What ___
______ is _______
mom ____________
going to ____?
___ do
Mom is going to buy a delicious cake.
When _____are _____

they ____________
going to ______
____ go to the beach?
84
eighty-four
They are
Derechos going toEducactiva
reservados go to theS.beach next Sunday.
A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 Next Week
Communicative Goals
1. Uses the expression going to to express future. 4. Writes complete interrogative and affirmative
2. Listens carefully and recognizes activities to carry sentences referring to the future.
out in the future. 5. Enjoys reading a short story.
3. Reads and understands someone’s schedule for
next week.

Next week. Come home. Presents and sweets. Mom and Dad. Buy a cake. Cook delicious food. Decorate the rooms.
Next Friday. Next Sunday. I’m going to have so much fun. Next Monday. Tuesday. Wednesday. Thursday. Friday.
Saturday. Sunday. Rest. Aunt. Visit. Too. Beach.
Warm up Practice
t Ask the children to open their books to page 84.

t Get them to remember the days of the week by 2. Write the questions
saying them and then writing them in their exercise for the following answers.
books.
Presentation t Ask the students to read the text once again if

necessary. Tell them to read carefully each
answer and write, with the aid of the class, the
first question on the board. After this first example,
1. Listen and read. let them continue individually and check that they
write the questions correctly.
t Play the CD a number of times and ask them to t Correct by asking them to read each question out
read to themselves while they listen to the text. loud with its corresponding answer. You could
Then, read each one of the sentences with them. write them on the board to correct spelling.
Let them read the text once again and encourage
them to read out loud.

84
eighty-four
When the School
Year Is Over
3. Read Kevin’s plans for next week. Short Story
t Tell the children to read the key words and the

pictures that are on each day of the schedule.
Invite them to mark the word for the activity that
the picture represents. Show them an example.
Production
4. Now, write.
t Get the children to write complete sentences to
describe the activities that Kevin is going to carry
out, according to his schedule, next week. Read
When the school year is over.
the first example out loud with them, and invite We are going to hug each one goodbye.
them to continue doing the exercise individually. Our friends and teachers are going to be sad.
t To correct, ask some volunteers to write the shelves, empty, classrooms, dark, have fun,
complete sentences on the board. slide, swings, merry-go-round, swimming,
dancing, playing non-stop.
Value: Fulfillment
t This short story highlights the importance of

setting and attaining goals for ourselves.
Life has different cycles that we complete as
we grow up. The end of one stage is the
beginning of a new set of experiences offering
lots of new opportunities to learn.
How to Use It

the picture. Help them to predict what they
might find in this story.
t Then, get them to listen to the short story on
the CD and ask them to read it to themselves
as they listen.
t After the second listening, encourage them to
them to imitate the accent and the rhythm of the
native speaker on the CD.
t Highlight the importance of the value promoted
in the short story and find out their opinions,
feelings and perceptions about it.
t If appropriate, use this story on the last day of
school and say your good-byes to the school
year by using it.
85
eighty-five
WB page 39
3. Read Kevin’s plans for next week.
Monday Tuesday Wednesday Thursday
do homework piano guitar baseball

TV guitar swimming beach
Friday Saturday Sunday
play video games ride my bike

trumpet drums picnic rest
4. Now, write.
Next Monday Kevin is going to do his homework, but he is not going to watch TV.
Kevin is going to play the guitar, but he is not going to play the piano
Next Tuesday... ___________________________________________________________.
He’s going to go swimming, but he is not going to play the guitar
Next Wednesday... ________________________________________________________.
He’s going to play baseball, but he is not going to go the beach
Next Thursday... ___________________________________________________________.
He’s going to play video games, but he is not going to play the trumpet
Next Friday... _____________________________________________________________.
He’s going to ride his bike, but he is not going to play the drums
Next Saturday... ___________________________________________________________.
He is going to go picnic and he is going to rest
Next Sunday... ____________________________________________________________.
When the School Year Value:

Is Over Fulfillment
Go to page 57. Listen and read the Surpassing stages contributes to
story. Finally, think of the value. achieving fulfillment in life.
85
eighty-five
GREENWICH LAB
Game GAMES
…buy
…play
…do in the next Go back next
park? week? two spaces.
Saturday? …do next
Wednesday?
…do next
Thursday? …do
tomorrow?
…play
next
Friday? Miss a
turn!
Miss
a turn!
…eat for
dinner?
Ask a
new …do next
question… week?
…do after
school?
eat …play next
tomorrow? Sunday? Go
…wear Ask a back
What are you new one
next
gonna do ? space.
Saturday? question.
…wear
tomorrow?
…do next
…do Monday?
…eat for
after this Miss a
lunch?
class? turn!
86
eighty-six
Game
Communicative Goals
1. Identifies, names and writes correctly the vocabulary 3. Has fun and plays in English.
learned.
2. Forms sentences to express future actions.

Start/Finish. Miss a turn! Go back one space. What are you going to... do after this class? ...eat for lunch? ...do next
Monday? ...wear tomorrow? ...do after school? ...eat for dinner? ...do tomorrow? ...play next Saturday? ...buy next
week? ...do in the park? ...eat tomorrow? ...do next week? Ask a new question…
Materials
tA die for each pair and a counter for each
player.
How to Play
t Read with the children the instructions for the game

and show them in detail an example that includes
the complete question (What are you going to
do after this class?) and the complete answer (I’m
going to go to the park). Explain to them that the
pictures give clues to forming the sentences. Get
them to play in pairs.
t Check that they form and pronounce both
questions and answers correctly.
t When players have finished the game, encourage
them to read out loud the list of sentences created.
t Get them to play with other classmates.

86
eighty-six
Project
Plans Catcher
Communicative Goals
1. Reads and understands instructions for carrying out 3. Practices the vocabulary and the expressions
the project. learned in this unit.
2. Participates in simple conversations, formulating
questions and answers referring to future plans.
Useful Expressions
What are you going to do tomorrow? ...after class? ...next Sunday? ...next Tuesday? ...next week? What’s your
favorite day of the week? How do you spell your name? What’s your favorite food? Where are you from?
Materials 7. Make sure that everybody has followed the

tScissors. procedure correctly and that they put their fingers
in the proper places. Read with them the final
Step by Step instruction and show, with a couple of volunteers,
the way to use it. One of them chooses one of
Carry out the steps yourself at home in advance so the questions. For example, What’s your favorite
as to be able to show the children the procedure day of the week? The other participant answers,
easily and clearly. for example, Saturday. The first one spells the
answer making a movement with his/her fingers
1. Read the first instruction with the children and get for each letter. When he/she stops, four short
them to use the scissors to cut out the square on questions appear, for example: Tomorrow? He/
the cutout page, Unit 8. She must ask the question: What are you going
2. After cutting only the edge of the square, read to do tomorrow? And the other should answer
the second instruction with them and ask them logically using going to, for example: I’m going
to fold the square diagonally along the dotted to go swimming. Make sure that they understand
lines, in the form of an X. how to play and that they practice the Useful
3. Read the third step with them and get them to Expressions and the vocabulary learned
open the square, put it face down and fold each throughout this unit.
corner to the middle of the square.
4. Read instruction 4 with them. Get them to fold
the new corners into the middle of the square.
They will have formed a smaller square.
5. Read with them the fifth instruction and do a
demo, folding the square on all sides. They will
have created an even smaller square.
6. Open the sides of the square and put the
forefingers and thumbs under each side. Push up
and toward the sides so that the questions are
face up.
87
eighty-seven
Project
Logo cross curricular: Arts and Crafts
Plans Catcher

2. Fold the square
diagonally along
and cut out the square. the dotted lines.
3. Open the square. Put

it face down and fold
each corner to the
middle of the square.
4. Turn the square up and

fold the new corners What are you
5.
into the middle. going to do I’m going to go
tomorrow? to the park.
Fold the small square
along all sides.
6. Open it and put the forefinger and
7.
thumb of each hand under the flaps
with the questions, then push up so Play! Ask and answer questions
that the questions are face up. about you and your friend’s
ful plans. Listen to the example.
Use essions
r
Exp I’m going to do my homework.
I’m going to play baseball/ soccer/ the piano.
I’m going to ride my bike.
8787
eighty-seven
Evaluation GREENWICH LAB
TEST
1. Look and write the correct words.
swing
_______________ slide
_______________ jungle
_______________ seesaw
_______________
gym
_______________
hand
_______________ trash
_______________ duck
_______________ sprinkler
_______________
cart
_______________ can
_______________ pond
_______________
2. Look and answer.

What is Gerardo going to do What is Lisa going to do after What are Niko and Maggie
tomorrow? class? going to do?
He ____
____ is ________
going to
____ She ____
____ is ________
going to
____ They ____
____ are ________
going to
____
play _______________
_______ basketball . play
_______ the _________
_____ piano . ride
_______ bike
_______________ .
88
eighty-eight
Evaluation
Communicative Goals
1. Identifies, names and writes the key locations in 3. Listens to and understands information about the
a park. activities and vocabulary practiced in this unit.
2. Understands and uses expressions to refer to 4. Expresses his/her ideas about things that they
the future. are going to do soon.
1. Look and write the correct words. 2. Look and answer.

t Have the children carry out this activity t Have the children carry out this activity individually.
individually. Explain to them that they have to Read the instructions with them and help them
name each photo and write the corresponding understand the task clearly. They need to look at
words in English. Check that they are writing and answer each question based on the activities
each word properly. To correct, ask some represented in the pictures.
volunteers to write on the board. t Correct the exercise orally, asking students to read
each one of the complete sentences out loud.

88
eighty-eight
3. Listen and write their names. 4. Listen and choose the correct answer.
tRead the instructions with the children and have tEncourage the children to read each question
them listen carefully to the CD at least three times. and its three possible options before listening.
tTell them to write the name in the corresponding tPlay the CD and get them to listen to each part at
place. Monitor that they are looking at the least three times.
illustrated actions and writing each name correctly. tTo correct this exercise, ask some volunteers to
tTo correct, ask them for the answers orally while read each question and its respective answer out
pointing to each character. loud. Check the answers by writing them on the
board and also correct pronunciation.
Track Track
CD 2 CD 2
55 56
Hi! I’m Peter. - Hilary is my daughter. We are going to go to the
I’m going to play video games after class. park next Friday.
Hi! I’m Mary. - Brian is my son. He has a concert next Sunday.
I’m going to watch TV after class. He is going to play the trumpet.
My name is Jim.
I’m going to play the drums tomorrow.
5. What about you?
My name is Rose and this is my friend Lucy.
We are going to ride our bikes.
t Invite the children to answer the questions
Hi! We are Tom and Jerry. individually, first orally and then in writing.
We are going to go swimming. Encourage them to express their ideas about the
activities that they are going to carry out in the
near future: after school, tomorrow, next Saturday.

1. ________________________ ____________ 17. ________________________ ____________
2. ________________________ ____________ 18. ________________________ ____________
3. ________________________ ____________ 19. ________________________ ____________
4. ________________________ ____________ 20. ________________________ ____________
5. ________________________ ____________ 21. ________________________ ____________
6. ________________________ ____________ 22. ________________________ ____________
7. ________________________ ____________ 23. ________________________ ____________
8. ________________________ ____________ 24. ________________________ ____________
9. ________________________ __________ 25. ________________________ ____________
10. ________________________ ____________ 26. ________________________ ____________
11. ________________________ ____________ 27. ________________________ ____________
12. ________________________ ____________ 28. ________________________ ____________
13. ________________________ ____________ 29. ________________________ ____________
14. ________________________ ____________ 30. ________________________ ____________
15. ________________________ ____________ 31. ________________________ ____________
89
eighty-nine
16. ________________________ ____________ 32. ________________________ ____________
Jim
___________________ Tom
______________ Jerry
______________
Mary
___________________
Rose
_____________ Lucy
_____________ Peter
___________________
4. Listen and choose the correct answer.
When is Hillary going to go to the park?

Next week X Next Friday Next Monday
When is Brian going to play the trumpet?

After class Tomorrow X Next Sunday
5. What about you?
a. What are you going to do after this class?

I’m going to…
___________________________________________________.
b. What are you going to do tomorrow?
I’m going to…
___________________________________________________.
c. What are you going to do next Saturday?
I’m going to…
___________________________________________________.
89
eighty-nine
14 20
15
16
22
19
27
29
28
30
3
6
4
2
1 5
90
ninety
8
24
13
23 21
9
Picture
Dictionary
1. football
2. tennis
3. hockey
4. basketball
5. baseball
6. volleyball
26 7. gymnastics
8. taekwondo
9. table tennis
18 10. soccer
11. aerobics
12. swimming
13. jogging
14. skiing
15. skating
16. hiking
7 17. photography
18. ballet
25 19. sunbathing
20. camping
21. video games
22. fishing
23. painting
24. dancing
25. sprinkler
17 11 26. picnic area
27. slide
10 28. swings
12 29. seesaw
30. jungle gym

91
ninety one
6
11
13
25
20
19
1 2
10
21
12
26
15
3
16
92
ninety two
Derechos reservados Educactiva S. A. S. Prohibida su copia,8reproducción y/o distribución.
4
23
14
1. doctor
2. nurse
28 3. chef
4. scientist
5. fireman
18 6. pilot
7. teacher
24 8. waiter
9. secretary
10. police officer
11. engineer
22 12. electrician
13. artist
14. plumber
15. hairdresser
16. mechanic
17. truck driver
27
18. housewife
29 19. architect
20. school
5
21. hospital
22. church
23. airport
24. bus station
25. park
26. bakery
27. museum
28. theater
17 29. bank

93
ninety three
13
18 36 24
19
1
35
2 33
34
15 22
29
3 4 28
32
23 14
8
5
7
30 9
6
27
31
17
20 21
10 16
12
25
26 11
1. Canada 5. Colombia 13. England 21. Italian 29. Venezuelan

2. United States 6. Peru 14. Spain 22. French 30. Ecuadorian
3. Mexico 7. Ecuador 15. France 23. Spanish 31. Peruvian
4. Guatemala 8. Venezuela 16. Italy 24. English 32. Colombian
9. Brazil 17. Japan 25. Argentinian 33. Guatemalan
10. Paraguay 18. China 26. Chilean 34. Mexican
94
ninety four
11. Chile
Derechos reservados
19. Chinese
Educactiva S. A.20.
12. Argentina S. Japanese
27. Paraguayan
Prohibida su copia, reproducción
35. American
28. Brazilian y/o distribución.
36. Canadian
9
16
14
13
23
21
15
18
8
22 24
6 20
10
7 11
17 19
12
5 3
4
1
1. whale 7. lion 13. monkey 19. rhino

2. dolphin 8. bear 14. owl 20. peacock
3. shark 9. snake 15. bat 21. wolf
4. crab 10. giraffe 16. eagle 22. zebra
5.
6.
seal
elephant
11. turtle
Derechos reservados
17. ostrich
Educactiva S. A. S. Prohibida
12. hippo
23. honeybee
su copia, reproducción24.
18. tiger y/ofrog
distribución.
95
ninety five
5
21 8
16
11 4
2
27
7
22
26 12
6 3
1
28 17
15
10
20
14 25
19
13 24
18
23
1. cheeseburger 6. French fries 13. vegetable soup 21. milk shake

2. hot sandwich 7. onion and tomato 14. roast beef 22. cheesecake
3. hot dog pizza 15. lettuce salad 23. mushrooms soup
4. mushroom pizza 8. tuna sandwich 16. fruit juice 24. pork
5. chicken sandwich 9. chicken soup 17. ice cream 25. tuna salad
10. baked chicken 18. fish soup 26. lemonade
11. soda 19. fried fish 27. peach pie
96
ninety six
12. apple pie 20. onion salad 28. hot coffee
Picture Dictionary
Suggested Activities
t Number the Pictures t The Odd One Out
Get the children to turn to the Picture Dictionary For this activity you need to use a page in the
pages. Help them find the vocabulary related Picture Dictionary from which you have chosen
to the unit that you are working on. Explain to three words. Two of these should be on the same
them that the idea is to find the objects, persons topic but not the third: for example, eraser , baby
or places in the numbered word list within the and sharpener. Write them on the board and
contextualized illustration. explain to the children that the idea is to identify
the word that doesn’t belong to the group. Do
t I Spy this by asking: Which one is the odd one out?
Obviously in this case the answer is ‘baby’ since
This activity is a game in which the teacher gives the others are both school utensils.
the students clues to finding a specific word. The
clues should be simple, use words that are familiar t Pictionary
to the students and help them out with gestures
and actions. For example, if you want to get them Choose a topic that you would like to work on
to guess the word ‘apple’ say: I spy with my little and get the children to focus on the right part of
eye… Something beginning with… A!, and then: the Picture Dictionary. Choose a word and draw
It is a fruit. It is like a circle. You could also pretend the object it names on the board. Ask them to
to be eating an apple. The students can have their guess the word you have illustrated. This game
books open at the Picture Dictionary to help them can also be played as a competition by dividing
guess the word. Tell them to take turns and also the students into groups. In this case, one member
choose a word from any page for their classmates of each group should come up to the board to
to guess draw the picture that illustrates the word that his/
her group has chosen and that the other group
t Bingo needs to guess.
Students should create a table of three or more t Sorting Words Out

columns and three or more rows and write nine
(or more) words taken from the Picture Dictionary This is an activity that can be carried out using
which they have chosen to work with. The teacher all the pages in the Picture Dictionary. Here there
then calls out different words and the children are words corresponding to a number of subject
have to cover each word named with a piece areas. Identify these areas or categories and
of paper. The idea of the game is to cover all write them down on the board as in the following
of the words in the table drawn by the student. example:
You could vary the game so that they only need
to cover the words of one line, or words whose
positions in the table form a particular shape, such Animals Sports Jobs
as that of the letter L or the letter U.
t Spelling Bee Then ask the class to classify the words that you
dictate or show them on flashcards by writing them
Choose the topic that you want to work on and below each category.
help your students find the relevant vocabulary in
the Picture Dictionary. Read the words with the t Tell Me Tell Me Chant
class several times and explain that the idea is
to memorize the spelling of these words. Allow The following rhyme can be used to practice the
enough time for the students to study them. Get vocabulary presented in the Picture Dictionary.
them to cover the page of the book and say a They just need to change the word indicated for
word so that they can spell it, either orally or another chosen by yourself or your students.
in writing, as you prefer. This activity can be
organized as a competition. Tell me tell me
What do you see?
I see a book in front of me.
t Hangman t Memory Game
Choose the topic that you would like to work with Choose the topic that you would like to work with
and get the students to turn to the right place in and get the students to turn to the right place in
the Picture Dictionary. Choose a word and draw the Picture Dictionary. Encourage them to look
a dash on the board for each of the letters of carefully at the page for five minutes. Get them
the word. Ask them to decide by groups on a to memorize as many words that appear on the
letter that they think might form part of the word page as possible. Then choose volunteers to say
you have thought of. If the letter does occur in the words that they remember. The student who
the word, write it on the dash or dashes which remembers and pronounces correctly the greatest
correspond(s) to that letter. If not, begin to draw, number of words is the winner.
line by line, a picture of a stick man hanging from
a gallows. The idea is to guess all the letters of the t Lost Animals
word before the picture is complete.
Choose the topic of Wild Animals on the
t Scrambled Letters corresponding page of the Picture Dictionary.
Write the English names of the animals on different
Ask the children to work in pairs to create a list of pieces of card. Before the children arrive, hide or
words related to a particular topic. In each word place, the cards in different places around the
the letters must be mixed up, but clearly written. room (underneath the chairs or tables, by the
You should decide on a particular number of words door or windows…) When the children come in,
that must appear in each list and ask the children tell them that all the animals have escaped and
to create words of no more than six letters. Then, are lost somewhere in the room. They should find
get the children to pass their finished list to another them and write in their exercise books where they
pair and the first couple to unscramble the letters are but they shouldn’t touch them. After 15 minutes
of all the words on the list they have been handed make a list of the animals on the board and ask
wins the game. the children who has found them and where
they were found. For example, The Elephant is/
t Alphabetical Order was under the desk. This activity could also be
performed with other types of vocabulary as long
Choose the topic that you would like to work with as the words all apply to the same topic.
and get the students to turn to the right place in the
Picture Dictionary. Get them to work in groups of t Favorite Words
three or four to put all the words you have chosen
into alphabetical order in the shortest possible Some activities cause children to feel a sense of
time. identity with or feel attracted to a certain group
of words. Ask them to choose their favorite words
t Picture Cards and Word Cards taken from the pages of the Picture Dictionary,
and get them to draw or create their own Picture
Get the children to create cards with pictures Dictionary, making up scenes or putting together
or words based on what they see in the Picture a collage with cuttings taken from magazines,
Dictionary. Assign different topics to different newspapers or posters.
groups. When they have prepared all the cards,
reorganize them into different groups and mix all
the cards up. The object of the game is to match
each picture card with its corresponding word
card.
t Miming Game
You can work with the different topics of the Picture

Dictionary. Write the key words on small colored
cards. Divide the class into groups and choose
a volunteer to mime the first word that is secretly
chosen. The first group to guess the word wins
a point and gets to nominate a representative to
mime the second word. The group with the most
points at the end wins.
Elementary Test
This test is designed to be photocopied so that it can be used as a final exam when the students finish the fourth grade or as
preparation for the international English language exams for students at a basic level. This Elementary Test is composed of the
following sections:
Listening In the second part, the students will find a short dialog between
two characters. This conversation has three options from
The first part presents an illustrated situation with several which the student should choose the appropriate expressions
characters doing different activities. The student will listen to complete the dialog. In the last part of this section, there is a
to short sentences and identify the characters in the picture, short narrative text. The student has to understand information
according to the activity that they are carrying out. In the about the characters and the context, and also has to answer
second part there is an ID card. The student must listen to the questions by using key words or short and simple sentences.
personal details of a character and fill out the card with the
key information. Speaking
In the third part, the student will listen to short sentences that
In this section, the teacher can use two different strategies
describe the daily activities of a character and he/she has to
based on the pictures and on the specific tasks that are
identify the activities corresponding to each day of the week.
explained on the last page of this guide. This page also
In the last part of this section, there are some short questions
contains the key to the answers.
with their possible answers. The student will listen to the short
The first part presents an illustrated scene. The student has to
sentences and choose the appropriate answers according to
describe it by talking about the people, places and objects
the context and the answer given by the speaker on the CD. that he/she can see there. In the second part there are two
Reading and Writing similar pictures with subtle differences that represent a situation
at the zoo. The student will have to identify the differences
The first part contains pictures of things with their corresponding between them and compare them by using short and simple
names in English. The student should read and understand sentences in English.
several definitions related to the vocabulary learned throughout
Clapping Time 3.
Listening • On Monday, Brad goes to school at 8:00 AM.

• On Tuesday, Brad plays soccer with his friends.
Track • On Wednesday, Brad visits his grandmother.
62 CD 2 • On Friday, Brad listens to music.
• Every Saturday, Brad goes swimming.
Part I. Listen and match. Look at the example. • Every Sunday, Brad plays the drums.
Example: Look! Sam is there. He is jumping the rope.
Now, listen and answer questions one to five.
• Look! They are Sally and Carlos. They are playing Track Part IV. Listen and choose. Look at the
volleyball. 65
example.
• Can you see Paula? She is eating an ice cream.
• Look at William. He is playing on the swings. Example: What is Mike’s favorite wild animal?
• Can you see Kathy? She is going down the slide. My name is Mike. I love the animals of the jungle.
My favorite wild animal is the tiger.
Track Now, listen and answer questions one to five.
63 Part II. Listen and write. Look at the example.
1. Which object does Gerard choose?
“Hi. I’m Gerard. This box of books is heavier than
1. Hi. What’s your name? My name is Kate.
How do you spell it? K-A-T-E this box of chocolates. I prefer to choose the box of
2. What is your last name? My last name is Baldwin. chocolates.”
How do you spell it? B-A-L-D-W-I-N 2. Where does Maggie work?
3. What is your phone number? It’s 587 9417. “Hello. My name is Maggie. I am a nurse. I work at
Where are you from? I’m from New York City, The United the hospital.”
States. 3. What does Luisa do every Sunday morning?
4. What’s your nationality? I’m American. “Hi. I’m Luisa. I love sports. Every Sunday morning I go
5. What is your favorite sport, Kate? Swimming. I love to the gym and I do aerobics.”
swimming.
4. Joseph is at the restaurant. What would he like to eat?
“I would like french fries and baked chicken, please.”
“Anything else?“ No, thank you.”
Track Part III. Listen and write the correct day.
64 5. What is Jim going to do after school?
“Oops! I have a lot of homework to do. I don’t have
Look at the example.
What does Brad do every week? time to play video games. I’m going to have to do my

homework after class”.
Elementary Test
Listening
Part I. (5 questions. 2 points each. Total: 10 points)
Listen and match.

1. William
2. Kathy
Sam
3. Sally
4. Carlos
5. Paula
1
Elementary
-Photocopiable-
Test
Listening
Part II. (5 questions. 2 points each. Total: 10 points)
Listen and write. rm

Look at the example. Student Registration Fo
1. Name:
2. Last name:
3. Phone number:
Place of Birth: Ne w Yor k Cit y, U.S .A.
4. Nationality:
5. Favorite Sport:
Listening
Part III. (5 questions. 2 points each. Total: 10 points)
Listen and write the correct day.

Sund
Monday y
Wednesday Thursday Friday Saturday ay
Tuesda
What does Brad do every week?
Tuesday 1. 2.
3. 5.
4.
-Photocopiable-
2
Elementary
Test
Listening
Part IV. (5 questions. 2 points each. Total: 10 points)
Listen and choose.
What is Mike’s
favorite wild animal?
a. b. c.
1. Which object does

Gerard choose?
a. b. c.
2. Where does
Maggie work?
a. b. c.
3. What does Luisa

do every Sunday
morning?
a. b. c.
4. Joseph is at the
restaurant.
What would he like
to eat?
a. b. c.
5. What is Jim going to

do after school?
3 a. b. c.
Elementary -Photocopiable-
Test
Reading and Writing
Part I. (5 questions. 2 points each. Total: 10 points)
Look and read. Then, write the correct word.
a library
the jungle
a giraffe a rabbit
a frog
tennis
a mechanic
Example:
a library
You can go there to study and read books.
1. Wild animals live in this place.
2. People play this sport.

They need a racket and a small green
ball.
3. He fixes cars. He uses many tools.
4. It’s greener than a leaf. It eats insects.

It can jump very high.
5. It is the tallest animal in the jungle.

4
-Photocopiable- Elementary
Test
Reading and Writing
Part II. (5 questions. 2 points each. Total: 10 points)
Read and choose the correct answer.

Peter: Excuse me.

Can you help me?
Rose: a. I’m fine.
b. Sure.
b
c. He is my friend.
1. Peter: Do you live in this town? 4. Rose: And where are you from?
Rose: a. Yes, I am. Peter: a. I’m from Lima.
b. Yes, I can. b. I’m fine, thanks.
c. Yes, I do. c. Colombian.
2. Peter: Where is the museum? 5. Rose: Are you Peruvian?

Rose: a. It’s at home. Peter: a.Yes, please.
b. It’s across from the church. b. No, I don’t.
c. It’s at 2:00 o’clock. c. Yes, I am.
3. Peter: How can I get there?

Rose: a. It’s the biggest building.
b. Yes. I can go there.
c. Go straight on. Then, turn left.
5
Elementary
-Photocopiable-
Test
Reading and Writing
Part III. (10 questions. 2 points each. Total: 20 points)
Read. Then, answer the questions.

I am Melissa and this is my brother Diego.

We are from Chile. We live in the city.
Our house is next to the park. We always go
to the park together. Our favorite sport is basketball.
We play every Saturday. Diego is taller than me.
He can run faster, too. He is the fastest in our school.
We always have lunch together. Diego doesn’t like
salads, but I like them a lot. We are going to visit
our grandma next week. She lives on her farm.
We are going to swim in the river and eat delicious meals.
Example:
Who is Melissa’s brother? Diego
1. Where are Melissa and Diego from?
2. Where does Diego live?
3. What is next to their house?
4. What is their favorite sport?
5. When do they play?
6. Is Melissa taller than Diego?
7. Who is the fastest in their school?
8. Does Diego like salads?
9. Where does their grandma live?
10. What are they going to do next week?

6
Test
Speaking
Part I. Describe this scene.
7
Elementary
-Photocopiable-
Test
Speaking
Part II. Compare.
Find the differences.

8
Test
Answer Key
Listening Reading and Writing
Part I Part II Part I Part II

1. William is playing on the swings. 1. Kate 1. the jungle 1. c
2. Kathy is going down the slide. 2. Baldwin 2. tennis 2. b
3. Sally is playing volleyball. 3. 587 9417 3. a mechanic 3. c
4. Carlos is playing volleyball. 4. American 4. a frog 4. a
5. Paula is eating an ice cream. 5. Swimming 5. a giraffe 5. c
Part III Part IV Part III

1. Sunday 1. c 1. Chile 8. No
2. Wednesday 2. b 2. In the city 9. (On her) farm
3. Friday 3. b 3. The park 10. - Visit their grandma .
4. Monday 4. c 4. Basketball - Swim in the river.
5. Saturday 5. a 5. Every Saturday - Eat delicious meals.
6. No
7. Diego
Speaking
Teacher’s role Minimum expected answers More actions and questions

from student to guide the student
• Show the picture to the It is a town/city. • Point to people or places

student. There is an old man that the student does not
• Get the student to describe and an old woman. mention.
the situation illustrated: There is a boy riding • Give the child the initial
Look at this picture. Describe his bike. part of the answer(s):
what you see. There are people talking. Look. Here there is a/an...
Part 1 • Help the student by creating There is a girl playing This is a plumber. He...
an environment wherein with her dog. Ask questions and point to
he/she feels confident and There is a school. pictures:
secure. There is a teacher. Who is this person?
She works in the school. What is his/her job?
There is a truck . There is a teacher.
Where does he/she work?
What does he/she do
Where is the...?
• Show the pictures to the Here the giraffe is small(er) • Point to the differences
student. and here it is big(ger). that the student does not
• Get the child to describe Here there is one monkey, but mention.
and compare the two here there are two monkeys. • Give the child the initial
pictures: Other differences: part of the answer(s):
Part II Look at these pictures. They - morning/afternoon. Look. Here the two
are similar, but there are - old /young zookeeper. dolphins are... but, here...
differences. Here the - small/big balls (seals’ • Ask questions and point to:
elephant is big(ger) and here game). What is the old man
the elephant is small(er). - eating/not eating a doing?
Now, tell me more banana. What is his job?
differences. - big/small bear. Where are the children?
• Help the student by creating Is there any difference
an environment of confidence between this... and that...?
and security. Where is the...

Clapping Time Workbook is the activity book books, teaching English as a foreign language
that accompanies the basic primary education for Beginners, is aimed at level A2 as defined by
English course Clapping Time. This series of six the Common European Framework.
Clapping Time Workbook and Literacy: Reading and Writing

Clapping Time Workbook is aimed principally Clapping Time Workbook is structured with eight
at the development of reading and writing skills. themed units per book and has been designed
The complete series follows an approach that alongside the Clapping Time Student’s Book.
allows the children to be proactive in their own Each unit consists of four pages and includes
learning experience. Consequently, it gives activities corresponding to the three lessons
them opportunities to practice and interact worked through in the Student’s Book. Thus, the
meaningfully in real daily situations. In addition, first page of the Workbook corresponds to the
they are encouraged to explore their own world first lesson in the Student’s Book. The second
and that of others, especially within the socio- lesson is studied on the following two pages
cultural areas most relevant to Latin American and the third lesson on the fourth page of each
and certain English speaking countries. unit.
7
e?
You Lik and DeÀ
nitions
t Would g Words
3 Wha
Matchin
Le ss on
=VQ\
lines.
rds on the
Eating Out Look and
read. Wr
ite the wo
Le ss on
2 At
At the Snack Bar the Resta
Le sson 1
1. Look at the snack bar list. Then, label.

Using Imagery
1. Look at the
me
ur
your Studen nu at Nino’s Kitc

ant
Making Con ___ho t __
___ ___ g_
do___
p ____
______
______sou
nections
___ad _______
t’s Book. hen Restau ______sal
Then, com rant on pa ___e____
onad
lem___
plete the ge 72 of ______
SOUPS T-charts.
I like
sandwich
______________ ________ juice
fruit ________ I don’t like
soda
_____________ MEATS
I like ach___ pie
___ ___
I don’t like pe___
za_ ___
piz
___m___
___oo
___
___shr
t _ mu
restau
___ ______
ran
fries ______
pizza
____________ French ________
_______ _______
iter
shake
milk ________
______ ______wa
___
SALADS
I like
dog
hot ______ cheeseburger__
______________ I don’t like ke__
lemonade _
______________ ______ DRINKS sha
___ ___
mil
___ k_
___
I like bu rge
___ r_
___
I don’t like che
___ ese
___ ___
Look at
Using Images to Convey Meaning r
ba___
2. ___ck
___ ___
sna
___ the examp
le:
Look and complete. sal
___ ad___
___
.
please and healthy
2.
Yes, ________. icious
uce. It is del
dog _________
hot _____,
A _____ French ato and lett es it p _
______
___sou
Create you It has tom on. Sometim
lemonade r own me using a spo ___ ___
r
ba___
fries and a ___________.
______ nu. eat it hot ___ ___ck
sna
Personal Personaliz a. You can it. ke_
answers. ing ble s in sha___
k __ ___
They may has vegeta can eat fast food. ___mil
___
var y. ere you of ice. _____
___iter
place wh all pieces a _ ___wa
b. This is a k and sm ___
It has mil
us drink. restauran
t.
What’s you c. A delicio lunch in a
favorite lun r who serves shrooms ___za
___piz ____ Workbook
ch? d. A person es the re are mu
help
Can I _______ d. Sometim pie
___
______ Italian foo ach__ ___
pe___
e. Typical at. y sweet.
___ 47
you
_____? nd and fl ch. It is ver n
in it. It is rou ces of pea
forty-seve
t. It has pie
us desser
f. A delicio
Wo
44
rkbook
forty-four
Workbook
45
forty-five
rkbook
I
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Clapping Time Workbook and Learning Strategies
For the development and promotion of reading- ✓ They allow the students to assume a certain
writing skills, Clapping Time Workbook offers an responsibility with regard to their own
approach based on learning strategies. Thus, learning.
each activity presents the student with a strategy ✓ They contribute to the development of
that helps her or him to become conscious of how communicative competence in English.
she or he learns and how reading and writing
✓ They involve different cognitive aspects.
skills are developed, offering students significant
✓ They incorporate elements related to the
opportunities to improve their communicative
aptitude and motivation of the student, as
competence in English.
do planning, management and control
The strategies for learning a language activities.
are specific actions, behaviors, ✓ They are not always observable although
steps or techniques which the they are flexible and transferable.
students use, frequently and
✓ They guarantee a highly meaningful learning
intentionally, to improve their
experience.
progress and to develop their
✓ They broaden the role of the teacher, who
skills in the foreign language
can steer, demonstrate and encourage their
(Oxford, 1990). The student
use.
realizes these specific actions
in order to achieve an easier, ✓ They support, both directly and indirectly, the
more effective, faster, more learning process and they are influenced by
independent and more enjoyable a wide variety of factors.
learning process, with the possibility Language learning strategies have been
of transferring the knowledge acquired to new classified into three groups (O’Malley and
situations. The primary objective of the use Chamot, 1990): cognitive, metacognitive and
of learning strategies is the development of socio-affective. Cognitive strategies refer to the
communicative competence. integration of the new material with previous
Clapping Time Workbook advocates the use of knowledge and they are related to the specific
learning strategies because of the following: learning tasks. At the same time, they imply
a more direct manipulation of the learning
✓ They facilitate internalization, retention, recall material. Metacognitive strategies refer to the
and use of the new language. processes of planning, controling, reflectioning
✓ They are actions and tools that can be used to on and monitoring of the learning process.
solve a problem, complete a task or achieve Socio-affective strategies are related to activities
a goal. of mediation and social transactions with other
✓ They can be seen as a guide for the actions people.
needed to be carried out. Therefore, they
Clapping Time is based on a system of
are always conscious and intentional, being
classification organized around communicative
directed towards an objective related to
development of the foreign language as a basic
learning.
principle in which the student takes on a more
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active role of greater responsibility. The following language in a direct way and demand its
table shows the classification of Rebecca mental processing, and the indirect strategies,
Oxford, who makes a distinction between the which are useful in supporting and controlling
direct strategies, which focus on the foreign the learning of the language in question.
Classification of Learning Strategies (Oxford, R.)

Memory strategies Used to store and retrieve information when needed.
Strategies
Direct
Used in the formation and revision of mental models to produce and receive
Cognitive strategies
messages in the foreign language.
Help students to fill gaps in their knowledge and give communication greater
Compensation strategies
fluency.
Metacognitive strategies Help students plan, steer, regulate and self-assess their learning.
Strategies
Indirect
Affective strategies Help control motivations and attitudes to learning.
Social strategies Encourage teamwork and interaction with other students.
Each activity developed in the lessons and units Creating Mental Linkages
of Clapping Time Workbook promotes the use of These three strategies specifically emphasize the
both direct and indirect learning strategies. learning of the foreign language by means of
associations meaningful for the student in his or
Direct strategies
her context.
A. Memory strategies
1. Grouping and classifying
Noise
2. Making associations
4M [[W V We Heard a Strange
3ODFLQJ:RUGVLQ&R
QWH[W
3. Placingg new words in context
1. Read and fill in the blank
words from this Word
s below with
Bank.
tent
traveled
Going Camping campsite
climbed
Last weekend my family lake
ing
decided to take a camp cooked
bus
trip. We _________ by hill
and arrived at the hot dogs
AM.
___________ at 10:00
wood
was to
The first thing we did
helped
next to
put up the _________
the lake.
Camping Activities
ous lunch on the camp
We ________ a delici
stove.
a ______. My sister and
Then, we walked up fun.
tree. It was so much
I _________ up a tall
fishing in the _________.
Dad and mom were
The Campfire
dad to chop
At night we ________ en,,
campfire. Then,
some ________ for the
hung ry and roaste d some
we were _
____ ___
_____
marshmallows and _____
over the fire.
47
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Applying Images and Sounds
= V Q\
These four strategies facilitate the storing and Wow! I’m Bigg
er !
retrieval of vocabulary and expressions by Le ss on
1 I’m Ha
ppier Today!
means of the use of images. 1. Look at the pic

tures. Then, com
plete.
Using Images
to Convey Mea
ning
1. Using imagery a. The tree is

tall___
______ er __. b. The baby is
2. Using key words ___you

___nge
___r__.
3. Using images to convey meaning

c. His shoes are
very
small. He nee d. The stick is ver
ds y short.
___big
4. Semantic mapping
___ger
____ shoes. The snake nee
ds a
___lon
___ger
__ stick.
2. Sort the words

out W it h Cl
7
4M [[W V Very Special Dates
1.
=V Q\
Look. Label the race. Use Using Key Words
Eating Out ordinal numbers.

The last
Le sso n 1 At the Snack Bar Using Imagery
1. Look at the snack bar

list. Then, label.
juice
fruit___ _____
_____ ___
sand
_____ wich
_____ ____
_____soda
________
French
_____ fries___
__ _____
e pizz
_____ a __
_____
shak___
milk _ _____
_____ The first
chee_____
_____ rger _
sebu_____
dog _
hot _ _____
_____
lemo
_____ nade
_____ _____
y Meaning Aski d
Using Images to Conve
Reviewing Well: Time to Check B. Cognitive strategies

Seeing or reading information presented in a
Practicing: Time to Practice
foreign language just once is not sufficient to
Practice is essential to the learning process. To
recall it, memorize it or process it. This strategy
help the students become more conscious of
invites the student to revise repeatedly what she
the importance of this strategy, Clapping Time
or he reads or writes. With this in mind, Clapping
Workbook includes the section Time to Practice,
Time has included a section called Time to
which invites the children to carry out meaningful
Check.
supplementary activities in their exercise books.
signature
How to Write a Postcard

Has your postcard
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Clapping Time Workbook includes a group of
4M [[ WV
I Went to
a Fantastic
1. Read. Then,
chat.
Place
Practicing:
six different strategies designed to facilitate the Recombinin
g
You are chatting

with Benny
cognitive strategy of practicing: and he wants
your last vac
expressions
to know abo
ation. Take the
ut
from the Cha

Room Box and t
chat with Ben
1. Copying: following models

ny.
2. Recognizing and using formulas and patterns Chat Room
3. Applying rules
Box
Did you eat
chicken? Not by plane.
4. Recombining
Did you swim? I took a bus.
I went to the No, I didn’t. I
Where did you beach ate delicious
go? fish.
Did you buy How did you
It was fantast anything? travel? By pla
ic!
5. Practicing naturalistically
Yes, I did. I bou ne?
ght a T-shirt Yes, I swam
for you! in the ocean!
How was you
r last vacatio
n?
6. Producing authentic texts Benny: __ Ho

You: ______
w wa s yo ur
las t vac ati on
____________ ? ________
____________
Benny: ______ ______
____________
You: ______ ___ ____________
I take a show ____________ _
We get dressed at quarter past five. ____________
at six o’clock. Benny: ______ ______
a quarter to seven. ____________
____________
You: ______ ____
____________
____________
Benny: ______ ______
____________
rns
Formulas and Patte ____________
Recognizing and Using
You: ______ ____
____________
____________
2.
Benny: ______ ______
answer.
the question. Then,
____________
Unscramble and write You: ______ ___ ___ ___ ___
____________ ____
______
______
______
______
Benny:y: _________ __________
_ __________? ____
______
______
___________ _____ ______
______
______
_______
I ________ ________ You: ___
______
______
______
____________
______
____
s
/ Does / up / Applying Rule
_____________
early / wake / Diane ___
_________.
____________________ 53
Yes,________________
3.
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Look. Read and com
.
_____ ______
_____________ ____
______? I Benny Then, he ______
J ______ ______ _____ __________ ___
___.
ed / time / get /
Tom / on / Does / dress _______.
____________________ 21
No, _______________
mp^gmr&hg^
________
Then, she ___
__ ____.
J Susie ______ a ____________
.
to the bathroom
______
Then, he ______
__ ____.
K Bob _________ his _________
breakfast.
Texts
to Create New
Using Images
Analyzing and Reasoning

These strategies require the application of
analysis and logical reasoning in order to
develop communicative skills in the foreign
language. Strategies of this type can be used
by students to understand the meaning of an
expression or new word or to create new texts.
1. Analyzing
2. Critical thinking
3. Solving puzzles
4. Transferring
5. Making connections
6. Personalizing
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Receiving and Sending Messages C. Compensation Strategies
These are strategies that facilitate the processes
This type of strategy helps the student to fill gaps
of comprehension of information and the
in his or her knowledge during the processes
production of new texts.
of comprehension and production. Thus, the
1. Getting the idea quickly: skimming and communication gains continuity by the use
scanning of linguistic pointers or clues found within the
2. Using resources context.
Scanning
1. Guessing intelligently
3. Check or cross out to answer the que
stio ns.
2. Using linguistic clues
a. What sport do the
y play? 3. Using context clues
4. Making inferences
hockey
football
X baseball
tennis
y do?
b. What sports do the do__?
you ___ Le ss on 3 I’m Smaller tha
n Your Feet!
1.
es
Using Resourc
After Reading book, encyclopedia Read and guess.
4. answers in a Guessing from Clue
n. Find out the s
Read the questio Then, compleaer s rt.
cha
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te the
the Inte
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nas t.tics
ondo or on
taekw I’m small,
yoga
s but an ant is sma
i l t ur they go What rights doe ller than me.
a kid have? I’m fast,
but a hare is faster
than me.
I’m smart and I wor
Kids’ Rights k hard.
I can build my own
house,
and I love to hunt.
3URWHFWLRQ
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6XUYLYDO
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______
&KLOGUHQKDYHWK BBB
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25
twenty-five
W
Making Inferences
Creating S Structure ffor IInput and

dOOutput 3. Look and complete the conve
rsations.
_____d
Woul like
_ you _____
rt
desse___?
some _____
like _
Would you _____
These three strategies are necessary, in the soup___?
some _____ No,
thank
_____ s
____!
learning of the foreign language, for creating a Yes,
pleas
_____ e
____!
structure, both for the processes of comprehension

and those of production. ______ you
_____t_ would
Wha
like to drink?
_____
What would you
1. Taking notes like to eat?
like _
2. Summarizing
would
I _____ __ _____
like _
would_ _____
I _____
some fruit juice.
some salad.
3. Highlighting: identifying Organizing
Le sson 2 Where
Are You From?
1. Circle all the UPPERCASE letters

Reading and Identifying 3. Choose the answer.
Guessing from Context
on the envelope.
I Are you from China?
J What language do you speak
F rom: China is a big country. ?
She speaks French.
M r. M artin S mith I live in a small country.
O8426 B ee C aves R oad I speak Filipino and Tagalo
No. I’m from the Philippines. .
A ustin , T exas 7687 4 We are Chinese.
T he U nited S tates
K Do you speak English, too?
Sure, I do.
Yes. She can.
No. Sorry. He doesn’t.
L Where do you live?

T o:
M iss S arah C elaya I guess you live in Japan
.
12342 L etter s R iver S I live in Manila, the Philipp
treet ines.
B arcel ona, C atalu ña 08021 I am from Mexico.
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How many did you circle? __

22

Indirect Strategies
A. Metacognitive strategies 2. Look and co Using Select
ive Attention
mplete.
a. Where is the
Centering Learning It is ___
be___
hin___
snake?
d _ the tree.
1. Using prior knowledge b. Where are the
They are ___
ne___
xt ___
stones?
to _ the tree.
2. Using selective attention c. Where are the
They are ___
in
squirrels?
ning fro___
_ ___ nt ___of _ the tree.
Centering Lear
d.Where are the
nuts?
2. Read and mark. Then, com

plete. They are ___
be___
twee
___n_ the squirre
ls.
to ____ h your hair.
brus____
___
I You need a
wash brush
comb
W ork b o o k
to ________ your hair. 27
J You need a twenty-seven
comb wash
brush
s.
to ________ your hand
K You need
brush cut
wash
nails.
to ________ your finger
L You need
clean brush
cut
teeth.
to __________ your
M You need
brush clean
wash
Using Expressions
Arranging and Planning Learning

These seven strategies help the students to
organize and plan in order to take maximum
advantage of learning activities in the foreign
language.
1. Organizing Do you want ________

__ carrots?
Sequencing
2. Sequencing events 2. Write numbers to seq

uence the comic.
Let’s go to the
3. Using graphic organizers supermarket.

We need some fruits
.
1
4. Identifying the purpose of a language task

5. Planning for a language task Oh, Grandma.
No veggies please!
6. Previewing and anticipating Yes. We have some.

We
OK, let’s go! Do we
7. Making predictions have any cookies?
need some veggies.
Le ss on 2 37
Are You Slee thirty-seven
ping?
11. Color the next
scene for the
comic in your
Making Predic
tions
on page 20. Student’s Book Using Graphic Organizers
Peter Penguin
What are you
! 2. Look, read and complete. Then, write the time.
Hi, Friend!
doing? M
How are you?
E Starts at
Ends at
2 Wi h
Placing Word
i
12
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VII
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Evaluation Learning 1. Using a checklist
Self-monitoring: Time to Check 2. Discussing / Expressing personal feelings
3. Using laughter
Clapping Time Workbook includes a special
section inviting the students to identify and correct After Reading
their own mistakes during their production in the 4. Think about you and share. Expressing Personal Feelings
foreign language. The fact of becoming aware of I How do you feel at school?
______________________________
these mistakes and trying to correct them not only J What’s your favorite school subject?
_______
develops their ability to reflect and analyze, but ______________________________

_______
K At school I like __________________
______ _
also allows them to take on some responsibility ______________________________
_______
L At school I don’t like __________________
in regard to their own learning. ______________________________
_______
__
19
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nderf
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Takin
swer.
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se yo
ur an
y awful.
2. n d S urve
a rs
Read
e
Learn

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age
u OK.
Lang el…
ool I fe
. W
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aweso
me.
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le.
Do you base your map

el…
_ Englis
h class
I fe so-so
.
e
In my
description on th
stic.
fanta
g.
borin
_. you drew ? g Eng

lish is
…
all rig
ht.
e main
rnin
Do you include th
that lea
I think
erful.
wond
__ places?
the
_. Do you say where 50
locations are?
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29 C. Social Strategies
B. Affective strategies 1. Asking questions

2. Developing cultural understanding
Lowering Anxiety
The main aim of this strategy is to reduce anxiety
ral Understanding
Developing Cultu
levels and promote a relaxed and enjoyable 3. Read. Then, fill in the
chart.
in your
the holidays chart
the world. Look at
different parts of different in your
learning experience. People celebrate

special dates in
Student’s Book page
23. Those are speci
the same?
al dates in the U.S.A
.? Are the dates
country? Are they Date in

Date in my
Different country the U.S.A.
Same
Holiday
Taking Your Emotional Temperature New Year ´s Day
X
Janu ary
the first
Janu ary
the first
These strategies allow the students to take note Vale ntine ´s Day
of, evaluate and express their own feelings, Wom en´s Day
Fool ´s Day
motivations and attitudes in relation to their Moth er´s Day
learning processes. The first step towards Than ksgiv ing
Day
Inde pend ence
understanding, explaining and controlling Teac hers ’Day
these processes is the identification of negative My birth day
attitudes that block or impede learning. Labo r Day
Child ren’s Day
Chri stma s
16
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Clapping Time Workbook favors an approach Using images to create new texts:
which combines learning strategies in order to Using Images to Create New Texts
improve results. 4. Look. Complete the conversation.

He _________ _____
What time ________ at _______ _______
Sam _______ _____ ____________.
Examples of combined learning strategies every morning?
included in Clapping Time Workbook:

He _________ to
school at _____
Recognizing (identifying) and using key words: What time
_________ he
______ to school?
__________ _____
_____________.
d. ____________
tennis ______ 18
e. ______skating
____________ f. ______
baseb eighteen
all______
______
2.
4M [[WV What Do We Need?
Recognizing and Using Key Words
1.
Using Images and Graphic Organizers
Draw lines to match. Then, comple Read and look. Then, complete the
T-Chart.
te with play, do and go. The Werners want to go shopping.
They have some things but
do
I _____ play
I _____ do
I _____
Using images and they don’t have some other things.
There are some things they need to
Can you help them?
buy.
taekwondo. hockey. gymnastics.

go
I _____
skating.
do
I _____
aerobics. play
graphic organizers:
I _____
volleyball.
Let’s go
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What do
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they need?
fourteen
soap
33
mabkmr&mak^^
Language Learning Strategies

tGrouping
Creating Mental
tAssociating and Elaborating
Linkages
tPlacing New Words into a Context
tUsing Imagery
A. Memory Applying Images tUsing Key Words
Strategies and Sounds tUsing Images to Convey Meaning
tSemantic Mapping
Reviewing Well tStructured reviewing: Time to Check
tUsing Physical Response or Sensation
Employing Action
tUsing Mechanical Techniques
tFormally Practicing: Time to Practice
tCopying: Following Models
tRecognizing and Using Formulas and Patterns
Practicing tApplying Rules
tRecombining
Direct tPracticing Naturalistically
Strategies tProducing Authentic Texts
tAnalyzing
B. Cognitive tCritical Thinking
Strategies Analyzing and tSolving Puzzles
Reasoning tTransferring
tMaking Connections
tPersonalizing
Receiving and tGetting the Idea Quickly: Skimming and Scanning
Sending Messages tUsing Resources
tTaking Notes
Creating Structure
tSummarizing
for Input and Output
tHighlighting: Identifying
tUsing Linguistic Clues
C. Compensation
Guessing Intelligently tUsing Context Clues
Strategies tMaking Inferences
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IX
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Language Learning Strategies
tOverviewing and Linking with Known Material
Centring Learning tUsing Prior Knowledge
tUsing Selective Attention
tOrganizing
tSequencing Events
A. Metacognitive
Arranging And tUsing Graphic Organizers
Strategies Planning Learning tIdentifying the Purpose of a Language Task
tPreviewing and Anticipating
tMaking Predictions
tSelf-monitoring: Time to Check
Evaluating Learning
tSelf-evaluating
tUsing Laughter
Lowering Anxiety tUsing Music
Indirect
tUsing Progressive Relaxation
Strategies
tUsing a Checklist
B. Affective Taking Emotional
tDiscussing / Expressing Personal Feelings
Strategies Temperature
tWriting a Language Learning Diary
tRewarding Yourself
Encouraging
tTaking Risks Wisely
Yourself
tMaking Positive Statements
tAsking for Clarification or Verification
Asking Questions
tAsking for Correction
C. Social Cooperating with tDeveloping Cultural Understanding
Strategies Others tBecoming Aware of Others’ Thoughts and Feelings
Empathizing with tCooperating with Peers
Others tCollaborating with Proficient Users of the New Language
References
Hsiao & Oxford, R. (2002) “Comparing Theories of Language Learning Strategies: A confirmatory
factor analysis.” The Modern Language Journal 86, iii, pp. 368-383.
Oxford, Rebecca L. (1990) Language Learning Strategies: What Every Teacher Should Know.
New York: Newbury House Publishers.
O’Malley, J. M. & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition.

New York: Cambridge University Press.
Rodríguez, M.& García-Merás, E. (2003) “Las estrategias de aprendizaje y sus particularidades en

lenguas extranjeras.” Revista Iberoamericana de Educación. ISSN: 1681-565.
Rosenblatt, L. M. (2002) La literatura como exploración. México: Fondo de Cultura Económica.

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Unit Lesson Language Learning Strategy Activity Page
1. Are You New 1. A New Reading Aloud and Identifying: reads out loud the 1 8
at School? Friend alphabet letters and identifies the lowercase and the
uppercase letters.
Reading Aloud and Classifying: reads out loud the 2 8
alphabet letters and classifies them into four groups
(vowels, consonants, lowercase and uppercase
letters).
2. Where Are Reading and Identifying: reads a series of words 1 9

You From? within a written authentic context (the envelope of a
letter) and identifies the initial capital letters.
Recognizing Capitalization Rules: recognizes basic 2 9
capitalization used at the beginning of words such as
names, cities and countries.
Personalizing: includes personal information to 3 10
complete a registration form.
Brainstorming: generates ideas through his/her 4 10
answers to some questions producing information to
be used later on.
3. I Guess You Looking at a Model: observes the model of a 1 11

Are Italian postcard to identify its content and principal parts.
Using Models and Notes to Write: uses previously 2 11
observed models and previously generated ideas in
order to write his/her own postcard.
2. Sports and 1. At the Using Images to Convey Meaning: uses pictures 1 12

Hobbies Sports of objects related to sports in order to name different
Center sport-related activities.
Recognizing and Using Key Words: identifies and 2 12
uses key words in order to complete sport-related
expressions.
2. I Always Associating Words and Pictures: relates words and 1 13

Play Video pictures associated with hobbies.
Games Identifying Words: identifies a series of key words 2 13
within a specific context (a poem).
Recognizing Rules: distinguishes situations in which 3 14
the third person singular is needed in simple present
tense.
Using Background Knowledge: uses his/ 4 14
her knowledge of the world, particularly his/her
knowledge about famous sportsmen and a female
singer.

Workbook 3
3. Laura Reading from Charts: reads a series of words 1 15

Never Does presented in a chart that informs about the
Aerobics frequency in which two given characters practice
sports and hobbies.
Using Charts to Write: uses the information 2 15
provided in a chart in order to write meaningful
sentences.
3. Wonderful 1. Where Do Making Associations: relates words and pictures 1 16

Jobs People associated with the jobs and the places where
Work? people work.
Using Experience: uses his/her experience as a 2 16
speaker of a foreign language in order to make
decisions on how to answer a question.
Using Authentic Texts: completes an authentic
2. What Do text (an interview) in an authentic context. 1 17
You Do?
Relating Expressions and Pictures: associates
expressions and pictures related to the actions 2 17
that people take in their specific jobs or
occupations.
Applying Rules: puts into practice the use of the 3 18
third person singular as required in simple present
tense.
Asking Questions: writes the questions to 4 18
complete specific conversations.
3. Who Is Ordering Pictures: puts pictures in the correct 1 19
Who? order based on the events and actions described
in a short text.
Scanning: searches for key words and ideas in 2 19
order to write the answer to a specific question.
4. Around the 1. I Can See Recognizing Places in Authentic Contexts: 1 20

City the Park! identifies and names places illustrated in the
context of an authentic city.
Making Inferences: reads the text and the 2 20
illustrations of a short conversation and makes
inferences on how to complete it.
2. Where Using Images to Show Understanding: uses 1 21

Is the pictures in order to show comprehension of the
Cinema?
location objects are in or the direction in which
they move.
4 Derechos
Workbook reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Using Selective Attention: focuses his/her 2 21

attention on specific parts of the language input
being learned and practiced.
Understanding Maps: shows comprehension of 3 22
the information presented in the map of a city.
Using Maps to Give Directions: completes 4 22
conversations by asking for and giving directions
based on the information provided by the map of
a city.
3. My Town Is Drawing Maps: draws a map of his/her own town 1 23

Great! naming the streets and places.
Personalizing: writes a short description of his/ 2 23
her own town.
5. Wow! I’m 1. I’m Happier Using Images to Convey Meaning: uses pictures 1 24
Bigger! Today! of objects, people and animals to communicate
differences among them.
Classifying: uses a web word to sort words out 2 24
and classify comparatives according to the way
they are written or spelled.
2. Sam Is Associating Expressions with Images: relates 1 25

Taller than expressions and pictures associated with
Mike comparisons.
Using Background Knowledge: uses his/ 2 25
her knowledge of the world in order to make
comparisons.
Making Inferences: reads the text and the 3 26
illustrations of short conversations and makes
inferences on how to complete them.
Making Comparisons: compares objects, people 4 26
and places using key words.
3. I’m Smaller Guessing from Clues: guesses the answer of a 1 27

than Your riddle by reading and observing given clues.
Feet! Recombining: Constructing Meaningful 2 27
Sentences: recombines known elements of
the language in order to construct new and
meaningful sentences.

Workbook 5
6. Wildlife 1. Fun at the Classifying: organizes animals in different 1 28

Zoo! categories according to the group they belong to.
Making Inferences: reads the text and 2 28
2. Fun in the Making Associations: relates expressions and 1 29

Wild! pictures according to given characteristics.
Transforming Key Words: modifies adjectives 2 29
in their base forms in order to use them as
superlatives in a given context.
Using Images to Convey Meaning: uses pictures 3 30
of animals and actions to refer to abilities.
Using Background Knowledge: uses his/her
knowledge of the world in order to describe animals 4 30
and refer to the actions they can and can’t do.
3. The Scariest Forming Pictures in your Mind: underlines 1 31

Animal the lines that help him/her visualize or “see” a
character or a scene in a short text about ants.
Responding to Reading: responds to the reading 2 31
of a text by drawing pictures of the characters
and scenes that have called his/her attention.
7. Eating Out 1. At the Using Imagery: uses pictures of objects in order 1 32

Snack Bar to name different fast food products.
Using Images to Convey Meaning: creates a 2 32
conversation based on an illustrated situation
between two people in a restaurant.
2. At the Making Connections: relates the information in 1 33

Restaurant a menu to his/her own experiences in order to
express his/her preferences.
Personalizing: creates his/her own menu 2 33
indicating his/her preferences related to food.
Making Inferences: reads the text and 3 34
Organizing: reads and organizes the different 4 34
interventions of two people in a conversation.
6 Derechos
Workbook reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
3. What Would Matching Words and Definitions: connects 1 35

You Like? words with their corresponding definitions.
8. What Are 1. After Class Solving Puzzles: applies logical thinking in order 1 36
You Going to solve a puzzle.
to Do?
2. Tomorrow Reading and Identifying: reads a series of 1 37
expressions and sentences within a given context
and identifies the picture that illustrates its content
and meaning.
Using Images to Convey Meaning: creates 2 37
descriptive sentences based on an illustrated
situation.
Making Associations: relates short conversations 3 38
to pictures that illustrate different situations in a
given context.
Asking Questions: writes specific questions to 4 38
complete given conversations.
3. Next Week Reading for Specific Information: reads a short 1 39

descriptive text in order to find specific information
related to the days on which events happen.
Using Charts to Write: uses information provided 2 39
in a chart in order to produce an authentic text
according to his/her level.
Time to Have Using Laughter: enjoys and shows understanding 1 40

Fun! of a humorous passage.

Workbook 7
Unit
1
Lesson 1
A New Friend
1.
Reading Aloud and Identifying
Read aloud. Color each UPPERCASE letter and circle each

lowercase letter.
2.
Reading Aloud and Classifying
Fill in the alphabet train. Use the letters from activity 1.
aeu w rmvn
kdqyl
I OU
C YRKTMV
QPXGZF
JBNHPSW
8
eight Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Where Are You From?
1.
Reading and Identifying
Circle all the UPPERCASE letters on the envelope.
F rom:
Mr . Mar t in S m it h
O842 6 Bee Caves Road
A u s t in, Texas 76874
T h e U nit ed S t at es
To:
M i s s. S ar ah C el ay a
1 2 3 42 L et t er s Ri v er S t r eet
B ar c el o n a, C at al u ñ a 08 02 1
S p ai n
How many did you circle? ______________________

22
Recognizing Capitalization Rules
2. Which words need initial UPPERCASE letters?

Put a check. Then, write an example.
Names Martin, Sarah

_____________________________________
Smith, Celaya
Last names _____________________________________
Write an envelope
Austin, Barcelona
Cities __________________________________________ with your
information.
The United States, Spain
Countries _______________________________________ 'RQ·WIRUJHWWRXVH
UPPERCASE and
Bee Caves Road, Letters River Street
Street names _____________________________________ lowercase letters
correctly.
Mr. Miss
People’s titles ____________________________________
9
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. nine
3.
Personalizing
Complete your registration form.
School
Student Information
Stick your
Name picture
Last name (IN CAPITALS) here.
Country Nationality
Address Birthday
Year Month Day
Age Grade
Parents
Father‘s name
Address
Phone Cell phone
Father‘s e-mail address
Mother‘s name
Address
Phone Cell phone
Mother‘s e-mail address
Student signature ___________________________
4.
Brainstorming
Answer the following questions.
a. Do you have a new friend/a new teacher at school? _________________________

b. What is his/her name? __________________________________________________
c. How do you spell his/her last name? ______________________________________
d. Where is he/she from? __________________________________________________
e. What is his/her nationality? ______________________________________________
f. Is he/she tall? Short? Chubby? Thin? Nice? __________________________________
10
ten Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 I Guess You Are Italian
1.
Looking at a Model
Read Julian’s postcard. Number the principal parts.
1 date
February 14, 2008
2 greeting
Hi everyone,
I have a new friend in my class. Her 3 body
name is Anahí Puente. She is from
Acapulco, Mexico. She is Mexican. 4 closing
She is very tall. She is a nice girl.
Her telephone number is 5 signature
664 8597.
Love,
Julian.
2.
Using Models and Notes to Write
Complete the postcard below.

date
greeting
body
closing
Dear ,
signature
I have a new .
name is .
is from , . Draw a design for

your stamp. How to Write a Postcard
is . Does your postcard
KDYHÀYHSDUWV"
is and . Do you use the
UPPERCASE letters
is a nice . FRUUHFWO\"
Does your postcard
I like . include information about
the name and last name,
Your friend, city and country,
nationality, and description
. RI\RXUQHZIULHQG"
11
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. eleven
Unit
2
Lesson 1
Sports and Hobbies
At the Sports Center
1.
Using Images to Convey Meaning
Look at the pictures and write the sport.
soccer
a. __________________ basketball
b. __________________ swimming
c. __________________
tennis
d. __________________ skating
e. __________________ baseball
f. __________________
2.
Recognizing and Using Key Words
Draw lines to match. Then, complete with: play, do and go.
I play
_____ do
I _____
do
I _____ gymnastics.
hockey.
taekwondo. go do
I _____
I _____
skating. aerobics. play
I _____
volleyball.
12
twelve Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 I Always Play Video Games
1. Look, read and match.

Associating Words and Pictures
d b
a. video games
b. hiking
a c c. sunbathing
d. photography
e f e. camping
f. fishing
2.
Identifying Words
Read and find the words: always, sometimes and never.
I love sports and hobbies

Sports and hobbies are great!
I always go swimming
Oops! My swimming goggles, I never forget!
I sometimes play tennis
Oops! My tennis racquet, I never forget!
I sometimes go camping
Oops! My camping tent, I never forget!
I always do taekwondo
Oops! My taekwondo belt, I never forget!
I love sports and hobbies
Sports and hobbies are great!
13
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3. Choose the right word to complete.
p
Recognizing Rules
does taekwondo.
a. Dana always _________ do.
goes swimming.
b. Simon sometimes ________ ming.
go
c. I never ________ jogging.
plays soccer.r.
d. Sometimes Carlos _______
does gymnastics.
e. Maddy always ________ tics.
play video games.
f. We sometimes _______ mes.
play tablee tennis.
g. Pam and Sam never _______
4.
Using Background
B k d Knowledge
K l d
Read and complete. Use the words from the Word Bank.
a. Michael Jordan is a basketball player.

always _________
He ________ plays basketball.
always
never
go b. Dulce María Espinoza is a singer.
sometimes never
She ______________ does aerobics.
_______
play
do
Cut out a picture

c. Rafael Nadal is a tennis player. of your favorite
sportsman/woman.
sometimes _______
He ______________ goes jogging. Paste it on a card and
write his/her name
always
He ______________ plays tennis.
_______ and the sports he/she
plays.
14
fourteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 Laura Never Does Aerobics
1. Read about Danica and Enrico.

Reading from Charts
Using Charts to Write
2. Write about Danica

and Enrico.
Danica and Enrico

always play
volleyball.
sometimes does
a. Danica ____________________________________ taekwondo.
sometimes goes
b. Danica ______________________________________ hiking.
never does
c. Enrico _____________________________________ taekwondo.
always goes hiking
d. Enrico _______________________________________________
never go skating
e. Danica and Enrico _____________________________________
always goes sunbathing
f. Danica _______________________________________________
sometimes goes sunbathing
g. Enrico ________________________________________________ 15
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. fifteen
Unit
3
Lesson 1
Wonderful Jobs
Where Do People Work?
1.
Making Associations
Label. Then, match.

Jobs Places
astronaut
a. I’m an _____________. restaurant
1. I work in a ___________. 3
a. ___
4
b. ___
2
c. ___
lifeguard
b. I’m a _____________. laboratory
2. I work in a ___________.
1
d. ___
does
scientist
c. I’m a _____________. outer _________.
3. I work in ______ space
waiter
d. I’m a _____________. beach
4. I work on the _________.
2.
Using Experience
Read and complete. Choose the answer.

a. Where does your dad work?
I work in the city.
She works in the city.
He works in the city.
b. Is he a police officer?
Yes, I am.
No, he isn’t. He is a firefighter.
16 No, she isn’t. She is a firefighter.
sixteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 What Do You Do?
1. Complete the interviews.
Using Authentic Texts
What do
they do?
What do
you do? cook
They ____________
delicious meals.
teach at school.
I ______ chefs
They are ________.
teacher
I’m a ________.
2.
Relating Expressions and Pictures
Read and match.

a. A truck driver f. takes care of the family.
b. An electrician g. teaches at school.
c. A housewife h. travels to outer space.
d. A teacher c + f i. drives trucks.
e. An astronaut j. repairs electric things.
a + i
d + g
e + h
b + j
17
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. seventeen
3.
Applying Rules
Look. Read and complete.
a. A hairdresser b. An architect
cuts hair.
_________ designs houses.
___________
c. A mechanic d. A plumber
repairs cars.
__________ fixes pipes.
__________
e. A truck driver f. An engineer

delivers products.
___________ builds roads.
__________
4. Write the questions to complete the conversations.

Asking Questions
her job?
a. What’s ______
She is an artist.
does she _____?
What ________ do
She paints pictures.
What’s ______
b. ________ job
his _______?
He is a photographer.
What _______
_______ does ____
he ___?
do
He takes photographs.
18
eighteen Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 Who is Who?
1.
Ordering Pictures
Read about Linda’s job. Then, number the pictures.

I’m a dog walker
2 I have a wonderful job.
I always go to work at eleven o’clock. 3
I’m always on time to get my dogs.
Then, we go to the park.
We play and have so much fun.
I feed my dogs at two o’clock.
Then, I ride my bicycle and they run around.
I enjoy my job. I love to take care of my dogs.
4
2. Read again and answer these questions.

Scanning
a. What is Linda’s job?

dog walker.
Linda is a _______________________
b. What does Linda do at 11:00?
goes to work.
She ____________________________
c. What do they do in the park?
play and have so much fun.
They ______________________________________________
d. What does Linda do at 2:00?
She feeds her dogs.
___________________________________________________
e. What does she love to do?
She loves to take care of her dogs.
_____________________________________________________________ 19
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. nineteen
Unit
4
Lesson 1
Around the City
I Can See the Park!
1.
Recognizing Places in Authentic Contexts
Look at the picture of the city. Then, label the places.

stadium
bus station airport
police
station
zoo
park bakery
movie gym
church
theater
2. Read and complete the conversations.

Making Inferences
Go to the
We need a a. b.
place to sleep. We need bakery
________.
Go to the
hotel
________. to buy some
bread.
I want to
watch a play.
Go to the
theater
_________.
I want to see Go to the
some animals. zoo
_______.
20
twenty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Where Is the Cinema?
1.
Using Images to Show Understanding
Match pictures and expressions.

f Go straight.
___
a. a behind
___
d. g
___ Turn left.
b. b in front of
___
f. e between
___
d Turn right.
___
c on the corner
___
g. e.
c.
Using Selective Attention
a. Where is the snake?

behind the tree.
It is __________
b. Where are the stones?
next ____
They are ______ to the tree.
c. Where are the squirrels?
in ______
They are ____ front ____
of the tree.
d. Where are the nuts?
between the squirrels.
They are __________
21
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. twenty-one
3.
Understanding Maps
Look at the map. Choose T (true) F (false) or DK (Don’t know).
4.
Using Maps to Give Directions
Complete the conversations. Look at the map again.

a. Alessia: Excuse ____.me How ____ get to the post office?
can I ____
straight on First __________.
Steve: Go ___________ next _____
Avenue It is ______ to the police station.
right
It is on the ____________.
Excuse me. How _____
b. Joan: _________ can ___ get to the library?
I _____
Go straight on _________
Anne: _____ First Avenue. Then, turn ______
left and walk on Peace
Street It is ____________
___________. left
behind the church. It is on the ______.
c. Maddy: Excuse me. ______ can ___
How ______ get to the gym?
I _____
Go ____________
Luigi: ____ turn left and walk on
straight on First Avenue. Then, ________
Peace ______________.
_________ Street right and walk on Spring ___________.
Then, turn ______ Avenue
22 bakery It is on the _________.
It is next to the ____________. left
twenty-two Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 My Town is Great!
1.
Drawing Maps
Draw a map of your own town. Label the streets and the places.
Look at the maps in

\RXU6WXGHQW·V%RRN
on pages 43 and 45.
Use them as a model
to draw your own map.
Practice spelling the
key words you use to
label and name the
streets and places.
2.
Personalizing
Write a description Use page 45 of

of your own town. your Student’s Book
Use the map you drew. as a model.
t The airport is __________________________________

____________________________________________.
t The library is __________________________________
____________________________________________.
t The hospital is _________________________________
How to Write a
____________________________________________. Descriptive Text
Do you base your
t The bakery is __________________________________ description on the map
\RXGUHZ"
____________________________________________. Do you include the main
t _____________________________________________ SODFHV"
Do you say where the
____________________________________________. ORFDWLRQVDUH"
t _____________________________________________
____________________________________________. 23
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. twenty-three
Unit
5
Lesson 1
Wow! I’m Bigger!
I’m Happier Today!
1. Look at the pictures. Then, complete.

a. The tree is b. The baby is

taller
___________. younger
___________.
c. His shoes are very d. The stick is very short.

small. He needs The snake needs a
bigger shoes.
__________ longer stick.
________
2. Sort the words out. Write the comparatives.

Classifying
long
Word + er noisy big Double last letter + er
longer
_________________ chubby old thin bigger
_________________
fat happy small
older
_________________ hot young thinner
_________________
younger
_________________ ugly fatter
_________________
smaller
_________________ hotter
_________________
Change y to i + er (ier)
noisier
______________ happier
______________
chubbier
______________ uglier
______________
24
twenty-four Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Sam Is Taller than Mike
1. Match pictures and expressions.

Associating Expressions with Images
d c
a. You are older than me.
b. You are stronger than me.
c. I’m taller than you.
d. I’m chubbier than you.
a
2.
Using Background Knowledge
Read and choose. Then, complete.

hotter than spring.
a. Summer is ________
tIPUUFS tUBMMFS tPMEFS
longer than a week.

b. A month is __________
tTIPSUFS tZPVOHFS tMPOHFS
colder than the day.

c. The night is _________
tUIJOOFS tDPMEFS tCJHHFS
faster than the turtle.

d. The hare is _________
tGBTUFS tIBQQJFS tPMEFS
25
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. twenty-five
3.
Making Inferences
Look and complete.
Who is younger?
a. A: _______ Who is slower?
b. A: _______
girl is
B: The _______ B: The snail is
younger than the slower _____
__________ than
grandmother
_________________. the crab.
Which one is colder?

c. A: _______ Which one is shorter?
d. A: ________
B: The glass with ice is ruler is ________
B: The _______ shorter
colder than the
___________ than the measuring tape.
ice
glass without _______.
4.
Making Comparisons
Look. Compare and write. Use the words from the Word Bank.
prettier noisier heavier happier
sugar is ___________
a. The _________ heavier princess is __________
b. The __________ prettier
salt
than the ________. than the witch.
happier
clown is ___________
c. The _________ city/town is __________
d. The __________ noisier
26 wizard
than the ___________. farm
than the ________.
twenty-six Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 I’m Smaller than Your Feet!
1. Read and guess.

Guessing from Clues
I’m small,
but an ant is smaller than me.
I’m fast,
but a hare is faster than me.
I’m smart and I work hard.
I can build my own house,
and I love to hunt.
a spider
Who Am I? ______________
Can you draw me?
2.
Recombining: Constructing Meaningful Sentences
Look. Write about them. Compare Shrek to Princess Fiona.
taller
a. Shrek is ______________ than Fiona.
thinner
b. Fiona is ______________ than Shrek.
is chubbier than Fiona
c. Shrek __________________________________________________.
is prettier than Shrek
d. Fiona __________________________________________________.
Shrek is uglier than Fiona
e. _______________________________________________________.
Fiona is younger than Shrek
f. _______________________________________________________.
27
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. twenty-seven
Unit
6
Lesson 1
1.
Wildlife!
Fun at the Zoo!
Look at the zoo sections. Put the animals in the right place.
Classifying
Bird House owl

______________
parrot
______________ eagle
______________
Insect Box butterfly
______________
ant
______________ ladybug
______________
Wild Mammals lion
______________
tiger
______________ panda bear
______________
Aquarium dolphin
______________
shark
______________ clown fish
______________
2. Look. Complete the conversations.

Making Inferences
there
A: Look _______! here
A: Look _______!
those
B: What are _______? these
B: What are _______?
A:Those zebras
_____ are _________. A: These snakes
_____ are _________.
here
A: Look _______!
this
B: What is _______?
there
A: Look _______! This is a __________.
A: ______ turtle
that
B: What is _______?
28 That is a bear.
A: ______
twenty-eight Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Fun in the Wild!
1.
Making Associations
Match.
d
a. I’m the longest.

b. I’m the tallest. b
a c. I’m the smallest.
d. I’m the fastest.
2.
Transforming Key Words
Read and complete. Use the key words from the Word Bank.
a. That is an elephant. b. Those are hippos.

biggest
It is the ___________ chubbiest
They are the _____________ big
animal of the wild. animals in the Congo River. chubby
heavy
strong
c. That is a whale. d. Those are crocodiles.

heaviest
It is the __________ strongest
They are the ____________
animal in the world. reptiles in the Nile River. 29
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. twenty-nine
3. Look and complete. Write the action, too.
frog
I’m a _______. bird
I’m a ______.
jump
I can _______. fly
I can ______.
dolphin
I’m a __________.
swim
I can ________.
snake
I’m a _________. seal I can
I’m a ______.
crawl
I can ________. swim play
______ and ____.
tiger kangaroo
I’m a __________.
I’m a ________. hop
I can _______.
I can run/hunt
______.
4. Look. Complete the descriptions.

Using Background Knowledge
owl
a. This is an _________.
fly
An owl can _______,
but it can’t swim/run
_________.
turtles
b. These are ___________.
They can _______
________ swim
walk and __________,
worm
c. This is a _________. but they can’trun/fly
_______.
worm can ________,
A ________ crawl
but it can’t hop/run
________.
monkeys
d. Those are _____________.
Monkeys can ________
___________ run
jump and ________,
30 swim
but they can’t ___________.
thirty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 The Scariest Animal
1.
Forming Pictures in your Mind
Read about ants and underline the lines that help you “see” a
character or a scene.
2.
Responding to Reading
Draw the pictures you “see” in the Response notes.
Response notes
Ants
Ants are amazing small animals.
They are some of the smallest ones.
They can walk along the longest paths

and run inside the smallest holes.
They can live in the darkest hills

and they can carry the biggest leaves.
The biggest ant is the Queen Ant.

The Queen Ant is the cutest one;
she can lay the smallest eggs:
thousands and thousands of tiny little eggs.
Ants can feed each other;

they can work really hard.
Ants are always together
living in their cities of ants.
31
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirty-one
Unit
7
Lesson 1
Eating Out
At the Snack Bar
1. Look at the snack bar list. Then, label.

Using Imagery
soda
_____________ sandwich
______________ fruit ________
________ juice
milk ________
______ shake pizza
____________ _______ fries
French _______
lemonade
_______________ hot ______
______ dog cheeseburger
________________

please
Yes, ________.
A _____ dog _________
hot _____, French
fries and a ___________.
______ lemonade
Can I _______
______ help
you
_____?
32
thirty-two Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 At the Restaurant
Making Connections
1. Look at the menu at Nino’s Kitchen Restaurant on page 72 of

your Student’s Book. Then, complete the T-charts.
SOUPS MEATS
I like I don’t like I like I don’t like
SALADS DRINKS
I like I don’t like I like I don’t like
2. Create your own menu.

Personal answers. They may vary.
Personalizing
What’s your
favorite lunch?
33
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirty-three
3.
Making Inferences
Look and complete the conversations.

Would like
______ you _____
like
Would you ______ dessert
some ________?
soup
some ________?
No,
thanks
_________!
Yes,
please
_________!
What
______ would
______ you
What would you like to drink?

_____
like to eat?
I would like
______ ______ I would like
_______ ______
some salad. some fruit juice.
4. Read and organize the conversation.

Organizing
5 Waiter: Would you like some salad?

3 Waiter: Would you like some meat?
6 Eileen: Yes. I’d like a lettuce and tomato salad.
1 Waiter: May I help you?
8 Eileen: Yes, please. A milk shake and some peach pie.
2 Eileen: Yes. I’d like some mushroom soup.
7 Waiter: Anything else?
4 Eileen: No, thank you. I’m a vegetarian.
34
thirty-four Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 What Would You Like?
0DWFKLQJ:RUGVDQG'HÀQLWLRQV
Look and read. Write the words on the lines.
lemonade
________________ salad
________________ hot _______
________ dog ________________
soup
waiter
________________ restaurant
________________ mushroom pizza _________
________________ pie
peach ______
snack ______
_________ bar ________________
cheeseburger _______ shake
milk ________
Look at
the example:
It has tomato and lettuce. It is delicious and healthy. salad
_________
a. You can eat it hot using a spoon. Sometimes it
has vegetables in it. soup
__________
b. This is a place where you can eat fast food. snack ______
_________ bar
c. A delicious drink. It has milk and small pieces of ice. milk _______
________ shake
d. A person who serves lunch in a restaurant. a ___________
____ waiter
e. Typical Italian food. Sometimes there are mushrooms
in it. It is round and flat. pizza
__________
f. A delicious dessert. It has pieces of peach. It is very sweet. ________ pie
peach ______
35
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirty-five
8
Unit
Lesson 1 After Class
1. Look at the pictures. Complete the puzzle.

Solving Puzzles
We are going
to have fun!
1
e n c
e a
2
r a s h c a n
r d p
y r
d
o w e t i
3 w g l i d e r n
n o n s u k
g a c l
s w k e
4 r
u n g l e g y m
n
5 u c k p o n d
across
6 7 8 9 10
36
thirty-six Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 2 Tomorrow
1.
Reading and Identifying
Read. Choose the correct picture.
a. Mireia is going to play the piano.
b. Juan is going to ride a bike tomorrow.
c. Kate is going to go to the park.
d. It is going to rain.
2. Look and write.

What are they

going to do
tomorrow?
going ____
a. Ben is ________ to ______
play
basketball
______________.
are _______
b. Joe and Maddy ____ going ___
to is ________
c. Eileen ____ going ____
to ________
take
go ___________.
___ skating pictures
_______________. 37
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirty-seven
3.
Making Associations
Read. Look and match.
a. Are you going to play soccer?

Yes. I am going to play with my friends.
b. Are we going to go swimming? c
b
No. We are going to go to the gym.
c. Is Tom going to read a book?
Well, he is going to do his homework. a
d. Is Helen going to walk the dog?
Yes. She is going to walk around. d
4.
Asking Questions
Read the answers. Then ask the questions to complete the

conversations.
a. What are _____

______ _____ you _________
going
to ____
____ do after class?
I am going to go skating.
What _____
b. _______ is Santy going
_____ ________
to do
___ ___ tomorrow?
Santy is going to go to the zoo.
What _____
c. _______ is Irene going ___
_____ ________ to
do after class?
___
38 Irene is going to her swimming lessons.

thirty-eight Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Lesson 3 Next Week
1. Read. Then write the days of the week.

5HDGLQJIRU6SHFLÀF,QIRUPDWLRQ
Next week is gonna be a busy week.

We are gonna go on a trip.
Mom is going to drive the car on Monday.
The next day we are going to visit Tuesday Monday
the museums.
We are going to go to the beach
on Wednesday.
On Thursday Dad is going to take
nice pictures. Saturday Thursday
We are going to go to the movies
on Friday.
On Saturday, we are going to eat
delicious fish. a y
Friday Wednesd
It’s gonna be a great trip!
2. Look at the chart. Write about Mireia.

Using Charts to Write
do her homework but she is not going to ___________.

a. After class, Mireia is going to _________________, watch TV
Mireia is going to go skating, but she is not going to go to the beach
b. Tomorrow, ______________________________________________________________.
Mireia is going to play the trumpet, but she
c. Next week, __________________________________________________________
is not going to play the violin
___________________________________________.
39
Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución. thirty-nine
Using Laughter
Read, follow and answer the questions. Use the Joke Box to answer.
Rea
Go up four squares. Stop. Where are you? A1 Go right one square. Stop. Go up three
What can you see? Read and answer. squares. Stop. Where are you? E3
Go right one square. Stop. Go down three Read and answer.
squares. Stop. Where are you? B4 Go right two squares. Stop. Go down two
What can you see? Read and answer. squares. Stop. Where are you? G5
Go down two squares. Stop. Go right one Read and answer.
square. Stop. Go up four squares. Stop. Go up four squares. Stop. Go left one
Where are you? C2 Read and answer. square. Stop. Where are you? F1
Go right one square. Stop. Go down four Read and answer.
squares. Stop. Where are you? D6
Read and answer.
up
down
left
right
G5 C2 A1
7KHKRUVHSLWDO$PRQNH\·VEUHDWK$QDQWVURQDXW
40 D6 A happy-potamus! B4 A shell-ter! F1 Croaka-Cola! E3 They have seven lives!

forty Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.
Project Unit 1
Page 17
Cutout

Project Unit 2
Page 27
Cutout

Camper: Camper:
Steven Sarah
Always Sometimes Never Always Sometimes Never
Project Unit 2
swimming fishing aerobics soccer swimming hockey

basketball jogging gymnastics jogging tennis aerobics
Camper: Camper:
Kate Timmy
aerobics volleyball basketball gymnastics hockey jogging
gymnastics skating football swimming skating volleyball
Camper: Camper:
Thomas Claire
football aerobics fishing baseball soccer gymnastics
jogging swimming tennis jogging basketball aerobics
Tennis court Gym Skating rink Lake

Page 27
Soccer field Baseball field Jogging area Video and

T.V room
Swimming pool Hockey rink Volleyball court Music and

dance room
Cutout

Cutout Page 47 Project Unit 4
You are here
PINE
AVEN
U E
Don’t cut down Love and protect Don’t throw garbage

Use the trash can. Keep the city clean.

the trees. the trees. on the floor.
Don’t pollute Don’t contaminate Love and protect Recycle

the air. the rivers. the sea. garbage.
taller bigger thinner older
Project Unit 5
Page 57
Cutout
prettier longer stronger noisier

the the the the
Project Unit 6
smallest tallest strongest biggest
the the the the

longest cutest scariest slowest
the the the the

heaviest fastest funniest smartest
the the can can

friendliest ugliest crawl hop
Page 67
can can can can

hunt swim jump run
Cutout
can the the the

fly oldest youngest chubbiest
this is these that is those

an are... a... are...

FISH
&RIED
"AKED N
CHICKE
#H
4O LAD
Project Unit 7
SA
M
E

ES
AT
EB
P
O
)CE - IZZA
UR
US
CR
G
HR
EA
ER
OO
M M
JUICE
,EMO &RUIT
NADE
E
,ETTUC PIE
SAL A D !PPLE
E
ES
E
E AK
#H KE H
E
K
ICH S IL
CA
BL
NA W -
UP TA
4U AND
SO EGE
&RIED EN
FRIES CH
6
S
CHICK
&REN
Page 77
Cutout

Project Unit 8
Page 87
Cutout

CD1
Contents Track Contents Track Contents Track
Intro 1 P. 21. Act. 4 22 P. 38. Act. 2. Evaluation 45
Review P. 22. Act. 2. Clap, clap, clap 23 P. 39. Act. 5. Evaluation 45
P. 6. Act. 1 2 P. 22. New Expressions 24 Unit 4
P. 7. Act. 2 3 P. 23. Act. 5 25 P. 40. Act. 1 47
P. 9. Act. 10 4 P. 23. Act. 6. Tongue Twister 26 P. 41. Act. 2 48
Unit 1 Story Book P. 9 27 P. 41. Act. 3 49
P. 10. Act. 1 5 P. 27. Project 28 P. 41. Act. 4. Song 50
P. 11. Act. 3 6 P. 29. Act. 5. Evaluation 29 P. 42. Act. 1 51
P. 11. New Expressions 7 Unit 3 P. 42. Act. 2 52
P. 11. Act. 4 8 P. 30. Act. 1 30 P. 43. New Expressions 53
P. 12. Act. 1 9 P. 30. Act. 2. Song 31 P. 43. New Words 54
P. 12. Act. 2 10 P. 31. Act. 3 32 P. 43. Act. 5 55
P. 13. Act. 3 11 P. 31. Act. 4 33 P. 43. Act. 7. Tongue Twister 56
P. 13. Act. 5. Tongue Twister 12 P. 31. Act. 5 34 P. 44. Act. 1 57
P. 14. Act. 1 13 P. 32. Act. 1 35 P. 45. Act. 3 58
Story Book P. 1 14 P. 32. Act. 2. Clap, clap, clap 36 Story Book P. 25 59
P. 17. Project 15 P. 33. New Expressions 37 P. 46. Game 60
P. 17. Project 16 P. 33. Act. 4 38 P. 47. Project 61
P. 18. Act. 2 17 P. 33. Act. 6. Tongue Twister 39 P. 48. Act. 3. Evaluation 62
P. 18. Act. 3. Evaluation 18 P. 34. Act. 1 40 P. 49. Act. 5. Evaluation 63
Unit 2 P. 34. Act. 2 41 Unit 5
P. 20. Act. 1 19 P. 35. Act. 3 42 P. 50. Act. 1 64
P. 20. Act. 2. Chant 20 Story Book P. 17 43 P. 51. Act. 3 65
P. 21. Act. 3 21 P. 37. Project 44
CD2
Contents Track Contents Track Contents Track
P. 51. Act. 4 1 Story Book P. 41 24 P. 82. Act. 1 46
P. 51. Act. 5 2 P. 67. Project 25 P. 82. Act. 2 47
P. 52. Act. 1. Clap, clap, clap 3 P. 69. Act. 4. Evaluation 26 P. 83. New Expressions 48
P. 53. Act. 3 4 Unit 7 P. 83. Act. 3. Clap, clap, clap 49
P. 53. Act. 4. Song 5 P. 70. Act. 1 27 P. 83. Act. 4 50
P. 53. New Expressions 6 P. 70. Act. 2. Chant 28 P. 83. Act. 5. Tongue Twister 51
P. 53. Act. 5. Tongue Twister 7 P. 71. Act. 3 29 P. 84. Act. 1 52
P. 54. Act. 1 8 P. 71. Act. 5 30 Story Book P. 57 53
Story Book P. 33 9 P. 72. Act. 1 31 P. 87. Project 54
P. 55. Act. 3 10 P. 73. Act. 3. Clap, clap, clap 32 P. 89. Act. 3. Evaluation 55
P. 57. Project 11 P. 73. Act. 4 33 P. 89. Act. 4. Evaluation 56
P. 59. Act. 3. Evaluation 12 P. 73. New Expressions 34 Picture Dictionary
Unit 6 P. 73 .Act. 5 35 P. 90 & 91. Sports, Hobbies
P. 60. Act. 1 13 P. 73. Act. 6. Tongue Twister 36 and Recreation 57
P. 61. Act. 3 14 P. 74. Act. 1 37 P. 92 & 93. People and the City 58
P. 62. Act. 1 15 P. 75. Act. 4 38 P. 94. Nationalities and Countries 59
P. 62. Act. 2. Clap, clap, clap 16 Story Book P. 49 39 P. 95. Wild animals 60
P. 62. Act. 3 17 P. 77. Project 40 P. 96. The Food we Eat 61
P. 63. New Expressions 18 P. 79. Act. 3. Evaluation 41 Elementary Test
P. 63. Act. 4 19 P. 79. Act. 4. Evaluation 42 Part I 62
P. 63. New Words 20 Unit 8 Part II 63
P. 63. Act. 6. Tongue Twister 21 P. 80. Act. 1 43 Part III 64
P. 64. Act. 1 22 P. 80. Act. 2. Song 44 Part IV 65
P. 65. Act. 2 23 P. 81. Act. 3 45
g
Clappin Time
With the standards required by the Common
European Framework, it allows students to develop
their communicative skills effectively. For this reason,
Clapping Time features:
8LIYWISJZEPYEFPIXSSPWFEWIHSRXLIQSWX
recent approaches for teaching English with a
communicative purpose.
1IERMRKJYPEGXMZMXMIWJSVXLIHIZIPSTQIRXSJ
communicative skills and the multiple intelligences.
(MJJIVIRXWXVEXIKMIWXSEPPS[WXYHIRXWXS
comprehend their learning processes and to
become autonomous learners.
)ZEPYEXMSRWFEWIHSRERMRXIVREXMSREPXIWXMRK
methodology.
4VSNIGXWXSMRXIKVEXIGYVVMGYPEVERHGYPXYVEP
contents and use them communicatively.
1EWGSXWKEQIWERHWXSVMIWXSEPPS[WXYHIRXW
to have fun while learning.
C.C. 26505439
ISBN: 978-958-45-4152-9
9 789584 541529

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C.C.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Claudia Marcela Chapetón Castro

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Printed in Colombia. Impreso en Colombia.

Greenwich Editorial Director, Ana María Rojas F.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Clapping Time understands the learning of English as a creative

With Clapping Time, teachers will be able to enrich the learning

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Student’s Book Workbook

IV Student’s Book audios are also available for

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Clap, Clap, Clap with models, examples

Each lesson includes sections

New Words with key vocabulary for the

VIII Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Clap your hands, twist your tongue with tongue-

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

In the ﬁnal pages of each book, we ﬁnd

t " 1JDUVSF %JDUJPOBSZ Each Picture Dictionary

the the the the

smallest tallest strongest biggest

the the the the

the the the the

the the can can

can can can can

can the the the

this is these that is those

X Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

The philosophy and characteristics of the series,

At the beginning of each unit, the teacher will

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

XII Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

This is the ability to use words effectively in an oral and written

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

XVI Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

t Oral description of images, scenes, photographs and pictures.

t Pictures and key words.

t Models, guided practice and free practice.

t Creation of simple sentences, dialogs and short conversations.

t Word games, role-playing and contests.

t Progressive and constructive evaluation.

t Family members t Mentions the basic vocabulary

t Parts of the face t Mentions the basic vocabulary related

t Colors t Mentions the most common colors.

t Farm animals t Mentions the basic vocabulary related

t Toys t Mentions the basic vocabulary related

t Mentions the basic vocabulary related

Derechos reservados Educactiva S. A. S. Prohibida su copia, reproducción y/o distribución.

Is it a...? Yes, it is.

Who is this/he/she? This/he/she?

Plural and singular nouns

Hello, Hi, Good morning/afternoon/evening.

eraser, book, pencil, glue, pen,

point to, touch, open, close, go to...

father, mother, grandmother, grandfather, brother,

face: eyes, eyebrows, eyelashes, lips, nose, mouth,

big, small, long, short.

touch, show me, open, close.

red, blue, yellow, orange, green, purple, brown,

dog, turtle, rabbit, cat, bird, ﬁsh, chick, horse, pig,

ball, car, bear, doll, puppet, clown, kite, bike, boat,

t " 1JDUVSF %JDUJPOBSZ Each Picture Dictionary