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 Unit 1 Welcome Back!
Introductory Activities
SB pages 3, 4 and 5
After introducing yourself and explaining how this
Objectives new year will be organised, if not all the students
• To revise personal information. in the class have bought their books yet, take
• To revise school vocabulary. advantage of this time to check how much the
• To talk about different school subjects and students can remember from the previous year
timetables at school. presenting fun and entertaining activities. Here are
• To revise the days of the week. some suggestions:
• To share personal information. • Students may introduce themselves using
• To read and understand information. different techniques, for example, forming groups
• To listen to complete a chart. according to their favourite food, colours, rooms
• To write about school routines. of the house, activities they can perform or other
topics presented in All Around 1. Students may go
Language Focus around the classroom sharing information while
Production organising the groups. Once they have introduced
• I have (Science) on (Monday). themselves, translate their names into English,
• My favourite subject is... whenever possible. Students love this.
Recognition • Present some getting-to-know-you activities. In
• What’s your surname? this way, students will get to know one another,
and you will get to know them as well.
Vocabulary There are some entertaining games which can
Production be used at this stage. Here you are just two
• School Subjects: Art, Science, Physical possibilities:
Education (PE), Language, Maths, History, Read my lips.
Geography, Technology Choose a student and ask him / her a personal
question, any of the ones the students know
from the previous year:
Phonology What’s your name? / Where do you live?
How old are you? / Have you got a pet? etc.
Art \"AÜt\ However, you should do it in a very low voice so
Geography \dZI"Ågr´fI\ that the student cannot hear you but read your
History \"hIstrI\ lips. He / she guesses the question using the
Language \"lœnwItS\ movements of your lips as a clue. Then, he / she
Maths \"mAÜTs\ answers the question. Invite some students to
PE \ `piÜ "iÜ\ play your role and ask the questions.
Physical Education \ f` IzIkl edjU"keISn\ Nought and crosses
Science \"saI´ns\ Draw a 3 x 3 cm grid on the board. Write a
Technology \tek"nÅl´dZI\ personal question in each grid. Choose from
all the personal questions introduced in All
Around 1, for example:
What’s your name? / Where do you live?

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 orally first. You may ask the questions to different
students and encourage them to produce complete
How to go about it (page 9)
answers, not just yes or no. They may even 3. Circle the correct option.
complete the negative ones with the affirmative Invite students to have a look at the illustrations.
information. Has Pete got three notebooks? No, he Explain that some children are talking about their
hasn’t. He has got two notebooks. special pets. First, encourage students to read
» Answer key the sentences carefully. Then, give them some
a. Yes, he has. minutes to think and circle the correct option in
b. No, he hasn’t. each sentence. Check their answers on the board.
c. Yes, he has. » Answer key
d. No, he hasn’t. He has got two. a. Linda has got a long snake.
e. Yes, she has. b. The little children have got a new pet. It is a
f. No, she hasn’t. She has got her Science, History rabbit.
and Language books. c. Andrew and Cindy have got a tortoise. It can
walk very fast!
Grammar d. Lily and Sam haven’t got a nice bird. They
have got a naughty bird!
Draw the students’ attention to the use of have /
has got. Revise when to use one or the other and 4. Read. Then, write an e-mail about you in
write a chart on the board. your notebook.
Invite the students to have a look at the e-mail.
I
It is from an e-mail friend. Encourage them to go
You
We
HAVE GOT three notebooks. through it and get information about the person
who sent it. Ask personal questions: What is his /
They
her name? How old is he / she? Where is he / she
He from? Introduce the idea of pen friends or e-mail
She HAS GOT a red crayon. friends. Ask students if they have ever sent an
It e-mail like this or if they have friends living far away.
Now they have one, Sarah, the girl in the e-mail.
Students have to send Sarah an e-mail, this time
All Around Teaching Tips talking about them. This activity is intended to
Remember that the organisation of information develop literacy skills. It comprises the main
on the board is of great importance as it helps language points seen and revised up to now.
the class to concentrate and keep the lesson in Encourage students to explore the e-mail to see
focus. It is really essential not to clutter the board what they can include in theirs. Make sure they
too much and always give students enough time understand what they are supposed to write.
to copy everything. Elicit all the structures they may use to write the
e-mail in advance. Write them on the board for
Remind students of how to write negative and the students to refer to them while writing. Go
interrogative sentences, too. round and monitor students’ work. Remind them
of the use of capital letters and full stop. Finally,
Follow up: Reading aloud ask volunteers to come to the front and read the
After correcting the activity and checking the use e-mail aloud.
of possessive ‘s and have / has got, get some
students at random to read the passage aloud.
» Answer key
Students’ own answers.
Correct pronunciation.

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 Unit 2 Around the Town
Important!
Remember students will only be introduced to the
first person singular in Unit 2. It is not necessary
to introduce the rest of the persons in the Present
Simple tense at this stage.
How to go about it (page 15)
3. Read and match.
Invite students to pay attention to the sentences.
Invite them to read them in silence and match
them with the corresponding photographs. Once
finished, check orally with the whole class. Make
students become aware that each photo has extra
information about each person’s professional daily
life. Ask students to read these sentences aloud.
Encourage them to underline the actions and to
include them in the previous list.
» Answer key
a. I cook delicious food.
b. I help sick people.
c. I cure sick animals.
d. I deliver letters and packages.
e. I interview people.
f. I put out fires.
4. Choose a job. Draw and write about it.
Ask students to pay attention to the passage
written on page 15. It was written by a girl at
school. It is about her mum. She is pretending to
be her mum while writing. Remind students of
the relatives they talked about a couple of classes
ago. Ask them to bring back the photographs or,
if the photos are in the classroom, place them on
the board. Invite them to choose a relative and to
write about his / her life pretending they are their
relatives. Brainstorm ideas. Work as a facilitator
guiding the brainstorming session, encouraging
participation. While writing the passage, be ready
to help students in need. Once they have finished,
invite them to illustrate the activity or include a
photograph and then, to come to the front to
read the descriptions.
» Answer key
Students’ own answers.
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04-All Around_TB2_Unit 2_(26-37).indd 30
All Around Teaching Tips
Always remember that every piece of writing
is created as part of a process. Give students
the opportunity to discuss and work out ideas.
Sit next to the students while they are writing
and give them advice on how to improve their
writing. Get students to write draft copies first so
as to reach the best final production. Remember
constant observation helps you adjust your plan
so as to meet the students’ real needs.
Enrichment Activities
True or false?
Ask students to prepare two wooden sticks
with two paper squares stuck on them. One
paper square should read TRUE and the other
FALSE. Make statements about the different jobs
introduced up to now: I am a police officer. / I
work in a hospital. / I am a firefighter. / I cure sick
animals. / etc. Ask students to hold up their sticks
after each statement to show if they are true or
false. Encourage students to correct the false
statements. Then, invite some students to play
your role. They come to the front and provide
the statements for the rest of the class to decide
if they are true or false. Ask students to keep the
sticks for future activities.
Funny Activities
Opening the classroom to the school community
is a nice way to make them become aware of
everything done by the students at school. Make
a presentation of the pieces of writing. Invite
students’ relatives to come and share a reading
session. They will love listening to their children
speaking in English.
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 SB pages 40 and 41 All Around Teaching Tips
Cognates are all the English words that are
Objectives similar to Spanish because they share the same
root, for example: secret / secreto. They help
• To describe personal characteristics.
students to enlarge and enrich their vocabulary
• To revise action verbs and frequency adverbs.
in L2 in an easier way.
Language Focus
Production
• (I) usually clean (my bedroom).
How to go about it (page 40)
• (She) never talks (in front of the class). 1. Listen and number.
Recognition Invite students to look at the expression on
• He watches TV all day. each face, read what these people say and the
• He does what she says. personality adjectives that describe them. Ask
students to listen to and number the descriptions
Vocabulary in the order they hear them. Play the audio CD for
Production the students to listen and number.
• Personality adjectives: generous, obedient,
sociable, reliable, shy, friendly, lazy, intelligent Listening 20
Recognition Listen and number.
• Personality adjectives: messy, disobedient, 1. Man: I’m always early for work.
tidy, hardworking, dishonest Narrator: He is hard-working.
2. Boy 1: I never clean my bedroom. It is always
Phonology a disaster.
Narrator: He is messy.
messy \"mesI\ 3. Girl 1: I usually copy during my exams.
disobedient \dIs´"biÜdj´nt\ Narrator: She is dishonest.
tidy \"taIdI\ 4. Boy 2: I never do what my mother says.
hardworking \ `hAÜd"w‰ÜkIN\ Narrator: He is disobedient.
dishonest \dIs"Ån´st\ 5. Girl 2: I always keep my bedroom in order.
Narrator: She is tidy.
Introductory Activities
Act it out. » Answer key
Display cards with personality adjectives on the
board, read them and ask students to repeat after
you. Invite volunteers to come to the board and
circle the adjectives that are similar to the ones in
4
their native language. Then act out the words by 2
saying things that people who are like this might
say; for example: I always keep secrets. –reliable.
Encourage students to come to the front and take 3 5
your place acting out the words.
1

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 Unit 4 Best Friends
Introductory Activities
Mime it.
Bring cards with pictures of clothes and
accessories. Invite a volunteer to come to the
front and choose three cards without showing
them to anyone. The student pretends he / she
is wearing each clothing item or accessory and
mimes it. The rest of the class has to guess the
words. Repeat the procedure several times with
different volunteers.
How to go about it (page 46)
1. Match. Cross the odd one out.
Invite students to read the words in the drawers.
Ask them to think of a name for each group of
pictures: shoes, accessories, nightwear, outwear.
Write these words on the board for students to
refer to them when doing the activity. Read the
example and ask students to cross the odd word
and give reasons for their answer: Sweatshirt,
because it doesn’t belong to the category of
shoes. Ask them to follow the line to see what
belongs in the first drawer. Invite students to
match each drawer with the corresponding
picture and cross the remaining odd words.
» Answer key
a. sweatshirt
b. coat
c. slippers
d. overalls
e. slippers
2. Look, read and complete.
Invite students to look at the pictures and say
the name of the clothing item or accessory that
they can see. Encourage them to say where or
when they would wear it: necklace – to a party;
coat – in winter. Write the words that students
mention on the board so that they can use them
to complete the activity. Invite students to read
the texts in silence and try to complete them with
the corresponding words.
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06-All Around_TB2_Unit 4_(50-63).indd 60
» Answer key
a. pyjamas e. earrings
b. slippers f. bracelets
c. an apron g. necklace
d. overalls
Funny Activities
Mannequins
Bring two sheets of craft paper and give one sheet
to a boy and the other to a girl. Ask them to put
them on the floor and lie down on them. Invite
volunteers to trace their outlines and draw their
faces. Divide the class into boys and girls. Invite the
girls to make clothes for the figure of the boy and
ask the boys to do the same for the figure of the
girl. Provide students with fabric scraps, coloured
papers, strings, beads, markers, glue and scissors.
Ask students to paste the clothing items and
accessories on the figures. Display the mannequins
on the wall and invite students to describe them
and say when or where these people wear the
clothes; for example, On Sundays... / ... in summer.
How to go about it (page 47)
3. Listen and read.
Invite students to look at the comic strip and
describe it. Ask: What does the woman do? / Where
does she work? / What do the children do? / What
do they wear? / What school materials can you see
in the pictures? Tell students that they are going
to listen to part of a lesson. Play the audio CD and
ask students to follow the reading text. Encourage
students to read it in pairs.
Listening 23
Listen and read.
[The children are at school. They are talking until
the teacher speaks.]
[Picture 1]
Narrator: It is Tuesday. Sarah and Andrew are at
school. They have Language lessons on Tuesday
morning. They are practising punctuation today.
Listen!
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 Unit 5 Pop Stars
Listening 26
Listen and read.
[A boy is doing his homework in his bedroom.]
[Picture 1]
Narrator: It is a nice afternoon and Alex is at
home. He is in his bedroom and he doesn’t look
happy. Why? Well, I think he has problems with
his Language homework.
[short pause: The boy is thinking.]
Boy 1: [thinking] A sentence that has a noun, a
verb, an adjective and an adverb… Wow! That’s
difficult.
[Picture 2]
Boy 2: [shouting from outside] Hey, Alex! This
dog is eating your new shoes furiously!
Boy 1: [thinking and repeating clue words that
are useful for his homework] dog-eating-new-
shoes-furiously
Boy 1: [shouting] Great! Thanks!
All Around Teaching Tips
When working on listening tasks, it is important
to ask students to go through the instructions
attentively so as to make sure they all understand
what they have to do before listening. Relaxation
is a key point when solving a listening task. Invest
a few minutes to create a relaxed atmosphere.
Introductory Activities
Change it.
Get some students at random to read the
explanations that appear in the box. Write some
sentences on the board for students to identify
the parts of speech; for example: Miley adores
Italian food: noun, verb, adjective, noun. Ask
different students to erase and rewrite parts of
speech to form a new sentence; for example:
Miley hates Italian food. / Miley loves Mexican
food. / Miley likes romantic songs. Repeat the
procedure several times with different sentences.
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3. Read and write. Noun, verb, adjective
or adverb?
Invite a volunteer to read the first sentence and
say which part of speech the underlined word
is. Ask students to repeat the procedure for the
remaining sentences. Invite students to read their
answers to check.
» Answer key
a. adjective
b. noun
c. adverb
d. verb
e. adjective
f. noun
Enrichment Activities
1. Act it out.
Ask students why the boy is happy at the end:
Because he has a sentence with a noun, verb,
adjective and adverb for his Language homework.
Divide students into pairs and invite them to act
out the comic strip, changing the characters, the
situation and the sentence. Ask pairs of volunteers
to act out their new comic strip.
2. Mime it.
Divide students into two teams and give them
cards with parts of speech: noun, adjective,
adverb, and verb. Ask a volunteer from one
team to come to the front. Whisper a word to
the volunteer: eat. Ask him / her to hold up the
corresponding word card: verb and mime the word
to his / her team to guess. Repeat the procedure
several times alternating the teams. The team that
guesses the highest number of correct words wins.
SB pages 54 and 55
Objectives
• To talk about routines.
• To ask questions to check information.
• To revise the affirmative and negative forms
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 Invite students to listen to the first paragraph and
follow the reading text in their books.
Listening 30
Listen and read.
Narrator: Mike and his family usually go to the
beach on holidays. His father is a professional surfer
and his mother loves the sun and the sea. Mike has
got a little brother, Sam. He is ten years old and he
likes the beach very much. Today, Mike is at home
and he is looking at his holiday photo album.
Follow up
Get some students at random to read the
sentences aloud. Correct pronunciation.
All Around Teaching Tips
Remember that when students read aloud,
you can see how much they have improved
or if they still need further practice as regards
pronunciation, rhythm and intonation.
Enrichment Activities
Correct the mistake.
Ask students to close their books and read wrong
sentences about the text. Encourage them to
identify the wrong information and say the correct
sentence. For example: Mike is ten years old. /
Sam doesn’t like the beach. / His father is a
doctor. / His mother loves the rain. / Mike has got
two brothers.
2. Complete and check.
Ask a volunteer to read the words aloud. You can
tell students to add the words in the mind map that
they completed before. As some words are specific,
you can ask students to decide to which category
they belong; for example, you can write sand and
sea next to beach. Invite students to read the
08-All Around_TB2_Unit 6_(78-91).indd 79
sentences below the pictures and complete them
with a word. Then, play the audio CD to check.
Listening 31
Listen and check.
[voice of a boy who is describing some
photographs]
1. I’m playing with the sand.
2. I’m swimming in the sea.
3. Mum and Dad are standing in front of the
hotel.
4. My brother is making a wonderful sandcastle.
5. Dad is putting sun block on Sam’s back.
6. I’m playing volleyball on the beach.
7. We are sailing into the sea.
8. Sam is collecting shells for my Grandma.
9. Mum is lying in the sun.
10. We are sailing back to the beach.
11. Dad is surfing huge waves.
» Answer key
1. I’m playing with the sand.
2. I’m swimming in the sea.
3. Mum and Dad are standing in front of the
hotel.
4. My brother is making a wonderful sandcastle.
5. Dad is putting sun block on Sam’s back.
6. I’m playing volleyball on the beach.
7. We are sailing into the sea.
8. Sam is collecting shells for my Grandma.
9. Mum is lying in the sun.
10. We are sailing back to the beach.
11. Dad is surfing huge waves.
3. Match.
The aim of this activity is to work on specific verbs
presented in the story. Ask some students at
random to read the words aloud. Then, ask them
to write the letters in the corresponding box. Tell
them to look at the pictures for help.
» Answer key
a. play with the sand
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 Unit 6 Holiday Pictures!
Introductory Activities
Scrambled sentences
Bring a picture showing many people doing
different things. Write sentences that describe the
picture in strips of papers and cut all the words;
for example: A / man / is / wearing / a / black /
shirt. Divide the class into teams and give students
the word cards so that they put them in order and
form true sentences about the picture. The first
team that finishes forming the sentences wins.
How to go about it (page 68)
1. Match pictures and sentences.
Invite students to look at the boys in the picture
and say what they are doing: One boy is looking at
the city through some binoculars. Invite students to
talk about the different scenes the boy can see. Ask
a volunteer to read the first sentence and identify
the picture it describes. Invite students to read the
remaining sentences and write the corresponding
letters in the boxes. Once they have finished,
tell students to complete the two sentences that
appear below with other prepositions.
» Answer key
a. The children are sailing across the river.
b. The TV set is falling onto the sidewalk.
c. The plane is flying over the skyscraper.
d. The girl is running past the museum.
2. Find and circle 10 prepositions.
Encourage students to scan the wordsearch
carefully and circle ten prepositions of movement.
Ask them to exchange books with a classmate
and compare their work.
» Answer key
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08-All Around_TB2_Unit 6_(78-91).indd 84
Introductory Activities
Describe it.
Bring pictures illustrating bugs and display them on
the board, name them and ask students to repeat
after you. Choose a bug and ask the class to help
you describe it; for example: bee: it’s black and
yellow and it makes honey. You can write key words
next to each picture (bee: black and yellow, honey).
Repeat the procedure for the remaining pictures.
After describing each bug, invite students to say if
they like them or not and why; for example: I like
ladybugs because they are beautiful. / I don’t like
tarantulas because they are dangerous.
How to go about it (page 69)
3. Listen and read.
Invite students to look at the two pictures next to
the text and describe them. Ask: What has the girl
got? Where is she? What can you see in the other
picture? Trees, water. Then, discuss the title with
the class. Ask students why they think this is an
adventure holiday. Write their ideas on the board
to check their predictions after reading the text.
Tell students to listen to the audio CD and follow
the reading text in their books.
Listening 33
Listen and read.
Narrator: Sonia wants to be an entomologist
in the future. She is crazy about bugs! Now,
she is on holidays with her family. They are in
the Amazon rainforest in Brazil. Sonia is taking
photographs of all the bugs she can see because
she is working on a school project. Look at the
photos and read her notes.
a. butterfly / colourful wings
b. tarantula / eight legs (arachnid)
c. ladybug / black spots
d. ants / large colonies
e. beetle / wings (some fly)
f. bee / poisonous sting
g. mosquito / hot and humid places
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 the square signalled by the arrow (Start here). Unit 2: Around the Town
Students have to say a number from 1 to 6 and
1. Complete.
pick up a card. They have to read both A and
A. Bob is a pilot.
B instructions of the number they choose, for
B. Justine doesn’t work on a plane. She works
example: card: Unit 2 Around the Town; chosen
in a restaurant.
number: 5 Spelling. So, the student has to
answer both: A Spell post office, fire station and 2. Vocabulary
restaurant and B Spell the numbers from 1 to A. Students’ own answers.
10. The points that students win for answering B. Students’ own answers.
correctly are: A= 5 points; B= 10 points; A and 3. Ask.
B= 15 points. If the answers are correct, students A. Students’ own answers.
write the points on the board, either below Your B. Students’ own answers.
points or Your partner’s points. After answering, 4. True or False?
students move their counters one square forward A. False.
and repeat the procedure by taking turns. The B. True.
winner is the student who gets the highest score
when reaching the last square.
5. Spelling
A. Students’ own answers.
Game boards are an excellent tool for
B. Students’ own answers.
assessment. Monitor students while they are
playing. See that the rules of the game are 6. Answer.
respected and, what is most important, that A. Between Jane and Tom.
students enjoy playing. B. No, she doesn’t.

» Answer key Unit 3: Busy Days

Unit 1: Welcome Back! 1. Answer.
A. Hot and sunny.
1. Vocabulary
B. On Tuesdays.
A. Students’ own answers.
B. Students’ own answers. 2. Complete.
A. Jasmin lives in San Francisco.
2. Spelling
B. Lau’s father is a vet.
A. Students’ own answers.
B. Students’ own answers. 3. Spelling
A. Students’ own answers.
3. True or False?
B. Students’ own answers.
A. False.
B. True. 4. Talk.
A. Students’ own answers.
4. Complete.
B. She gets up at seven am, has breakfast
A. Tom has got a purple pen and a grey
and brushes her teeth. Then, she goes to
sharpener in his school bag.
school. She has lunch at home and does her
B. Nancy hasn’t got a blue sharpener.
homework. In the afternoon she chats with her
5. Answer. friends or watches TV. She goes to bed at about
A. Science. ten pm.
B. On Fridays.
5. True or False?
6. Talk about you. A. False.
A. Students’ own answers. B. False.
B. Students’ own answers.

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 Unit 6 Holiday Pictures!

6. Vocabulary B. Anna gets excited before a party.

A. Students’ own answers. 6. Vocabulary
B. Students’ own answers. A. Students’ own answers.
B. Students’ own answers.
Unit 4: Best Friends
1. Talk. Unit 6: Holiday Pictures!
A. He studies and does his homework. 1. Answer.
B. Students’ own answers. A. A green dress.
2. Complete. B. In hot, humid places.
A. Toffee is a sociable dog because he plays 2. True or False?
with the children in the neighbourhood. A. False.
B. Miss Carmen is worried because Susie B. True.
never works in class and she never does her
3. Complete.
homework.
A. Sonia wants to study about insects.
3. Answer. B. Did you know that praying mantises can
A. Students’ own answers. camouflage? (Sample answer)
B. Students’ own answers.
4. Choose.
4. Add the missing punctuation marks A. The plane is flying over the skyscraper.
and capitalisation. B. The boys are running towards the river.
A. Where do you work?
5. Vocabulary
B. Susan hates vegetables. What does she like
A. Students’ own answers.
for lunch?
B. Students’ own answers.
5. Vocabulary 6. Describe:
A. Students’ own answers.
A. Students’ own answers.
B. Students’ own answers.
B. Students’ own answers.
6. True or False?
A. True.
B. True. SB pages 92, 93, 94 and 95 -
Unit 5: Pop Stars
Workbook
1. True or False?
A. True. This set of reinforcement activities can be used
B. False. when students need extra written practice of
2. Answer. vocabulary or a specific language structure.
A. To Italy. These activities can also be solved at the end
B. Because they are uncomfortable. of the unit to integrate and consolidate all the
concepts learnt.
3. Mention the word’s category.
A. He has got straight dark hair. Adjective » Answer key
B. She can play her new guitar very well. Noun 1. Complete with the missing vowels.
4. Talk about: waves
A. Students’ own answers. sandcastle
B. Students’ own answers. sun block
5. Complete. surf
A. Miley Cyrus doesn’t eat green vegetables. shells
sand

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 All Around Celebrations

World Book Day (March 3) World Health Day (April 7)

Design a Book Cover. Sportswear Design

Materials: Magazines, paper (half a sheet per Materials: Construction paper.
student). Procedure: Brainstorm healthy and unhealthy
Procedure: Ask students about their favourite habits with the class. Invite students to reflect
books and write them on the board. Elicit the upon the importance of exercising. Also draw
names of different literary genres: mystery, their attention to the clothing items people
horror, comedy, science fiction, romance, fairy wear when doing sports. Encourage the class to
tale, detective story, etc. and ask students to describe the clothes; for example: comfortable
decide to which genre their favourite books trainers. Tell students they are going to find
belong. Distribute paper halves and magazines. out what kind of sportswear people of their
Invite each student to design a cover for his or age want to wear and design a piece of sports
her favourite book. Tell students to write the clothing for them. Divide the class into small
title and the author’s name decoratively and groups and ask them to decide what kind of
to draw or cut out pictures from magazines to sports clothing they will survey: sports shoes,
illustrate the cover. Encourage students to write jackets, sweatshirts. Write the following prompts
to which genre the book belongs on the inside on the board and invite groups to think about
back cover and also to include the reason why what questions to ask: colours, materials,
it is their favourite book; eg.: I like Harry Potter images, length, size -tight / baggy. Tell students
and The to interview at least 15 people and record what
Goblet they would like to include in the design. Finally,
of Fire distribute construction paper and have groups
because sketch a design for the new product, which
it is an meets the needs highlighted in the survey. Ask
amazing students to write a description of the product
adventure below the design: This is a sweatshirt. It is made
story. My of cotton and lycra. Invite the groups to present
favourite their designs to the class.
character
is Ron
and I
really like Earth Day (April 22)
Quidditch Make Your Own Ecology Poster.
games. Materials: Construction paper, chalk pastels.
Procedure: Before students make their posters,
you can show them different models and ask the
class to describe them, discuss the message,
decide if it is effective and why. Distribute
construction paper and pastels. Invite students

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 to design a poster about
caring for the environment.
Tell them to invent and
write a slogan for their
posters. Display students’
work around the classroom
and school.
International Music Day (June 21)
Make an Instrument.
Materials: Paper plates, dried beans, rice, glue,
nylon string, shoeboxes, toilet paper rolls, tissue
paper, rubber bands, waxed paper, masking
tape, plastic bottles, combs, wooden sticks.
Procedure: Display materials on the table.
Divide the class into pairs and have students
take any materials they want to make a musical
instrument. Each pair must make a percussion,
wind or stringed instrument with the materials.
Encourage students to display their instruments,
give a performance of their sounds and describe
them: It’s made of a (toilet paper roll). / It has
got… / It’s (red) (small). Once students have
created the instruments, invite the class to
classify them into wind, stringed or percussion.
Then, tell students to decide which instrument
makes the loudest, softest, highest or lowest
sound. Discuss which is the biggest, smallest
and most appealing instrument.
Father’s Day (3rd Sunday in June)
Mobile
Materials: Construction paper, glitter, foil, coat
hangers (one per student).
09-All Around_TB2_CelebrationsyTL_(92-96).indd 93
Procedure: Invite students to think of words
and phrases for describing their fathers, draw
pictures on the construction paper and cut them
out. Next, ask them to paint and decorate their
pictures with glitter, foil and any other material
they choose. Then, tell them to hang their
pictures from different lengths of string on a coat
hanger. Display students’ mobiles around the
classroom and invite students to describe them.
Friendship Day (July 20)
A Friendship Card
Materials: Paper, index cards, crayons.
Procedure: Distribute index cards, paper
rectangles and crayons. Invite students to draw
on their card a picture illustrating the most
important aspect of friendship to them. Then
ask them to write a corresponding definition on
their paper rectangle. Display students’ pictures
around the classroom. Collect the definitions
and redistribute them. Tell students to read the
definitions and locate the corresponding pictures.
Make a Card for Your Friend.
Materials: Construction paper, magazines.
Procedure: Distribute magazines and construction
paper. Ask students to write a card for his or her
best friend, telling him / her why they like them; eg.:
Dear Mario,
You’re my best friend.
I like you a lot because we play games and
watch football matches together.
Jorge
They can also glue pictures from magazines or
make drawings on their cards to decorate them.
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 All Around Celebrations
Mother’s Day (3rd Sunday in October)
Pressed Flower Cards
Materials: Small flowers and leaves, construction
paper, glue, waxed paper.
Procedure: Cut construction paper into letter-
sized rectangles (1 per student). Distribute
materials. Tell students to fold their paper
rectangles in half to make a card. Encourage
them to arrange some flowers and leaves on the
cover, leaving space to do some writing at the
top. Ask students to carefully dab a little glue
on the back of the petals, leaves and stems.
Allow the glue to dry. Then, help students place
a piece of waxed paper over the flowers and a
heavy book on top. This will prevent the petals
and leaves from curling. Leave cards for several
hours in a dry, cool place. Finally, tell students to
write a Mother’s Day message on them to give
to their mothers as a present.
Mum’s Place Mat
Materials: Student’s family photos, construction
paper, glue, white paper, clear contact paper,
markers.
Procedure: For each student cut a rectangle
(38 cm x 25 cm) from construction paper. Ask
students to draw pictures representing the
reasons for loving their mothers. Tell them to
outline their pictures with markers and colour
them brightly. Invite them to cut out and
glue their drawing and family photos onto
construction paper in the form of a collage.
Encourage them to date and sign their work.
Help students cover their collages with clear
contact paper to seal the place mat.
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09-All Around_TB2_CelebrationsyTL_(92-96).indd 94
Happy Holidays!
Make your own Wish Scroll.
Materials: A plastic film container, yarn, white
paper, a nail.
Procedure: Ask students what they want to do
for their summer / winter holidays. Divide the
class into pairs and invite students to tell their
partners five of their desires; for example: I want
to go to the beach this summer. Then, encourage
students to share some of their ideas with the
whole class. Next, ask them to take the materials
to make their wish scroll. Tell the class to cut
out three circles (2,5 cm in diametre) and a long
strip (2,5x 10 cm) from paper. Invite students to
write their wishes in pencil first -you can correct
their ideas before they put them into the film
canister. Encourage the class to draw pictures
to represent their desires on the paper circles.
Once they have finished, students have to glue
the circles onto a plastic film container: one on
the lid and one on each side. Then tell students
to roll up the strip and put it inside the container.
Use a nail to make a hole on each side of the
container, 2 cm from the top. Ask students to put
one end of the yarn through each hole and tie
two knots inside the container. Explain that they
can wear their Wish Scroll around the neck and
open it at the end of the summer / winter.
Wish
Scroll
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 All Around 2 Teacher’s Book / Rebecca Williams Salvador ... [et.al.]. -
58 St Aldates 1a ed. - Buenos Aires : Santillana, 2011.
Oxford OX1 1ST 96 p. + Audio CD ; 28x22 cm.
United Kingdom
ISBN 978-950-46-2452-3

1. Enseñanza de Inglés. I. Williams Salvador, Rebecca

CDD 420.7

Publisher: Mabel Manzano

Editorial Team: Adriana Méndez, Cristina Toti
Cover Design: Ana Lucía Garibotti
Design and Layout: María Florencia Visconti
Music and Songs: Javier Lupiañez
Illustrations: Conrado Giusti, Dalia Alvarado,Silvia Luz Alvarado, Isabel Arnaud, Arno Avilés, Martha Avilés, Gilberto
Bobadilla, Irina Botcharova, Gloria Cardenas, Alejandro Cervantes, Rosa María Fuentes, Alicia García, Marcela Gómez,
José Antonio Herrera,Tania Janco, Jotavé, Enrique Martínez, Javier Montiel, Ana Elena Moreno, Ana Ochoa, Alma
Pacheco, Gabriel Pacheco, Rubí V. Ramírez, Jenny Silva, Luis Serrano, Leonora Sixto, Maribel Suárez, Enrique Torralba,
Tané Arte y Diseño, Alejandra Walls, Leticia Barradas, Claudia Delgadillo, Estudio de Diseño “A corazón abierto”, Juan
Gedovius, Fabiola Graullera, Leandro Pauloni, David Peon, Héctor Carranza, Miguel Ángel Espinosa, Valeria Gallo,
Juan Ramón Jasso, Claudia Navarro, Sara E. Palacios, Tania Recio
Photo Research: Paula Fulía
Photographs: Dreamstime.com, Ana Corral, Corel Stock Photo, Corbis Images, Digital Stock, Stockbyte, John Foxx
Images, Comstock Klips and Digital Vision, ARCHIVO SANTILLANA

This Teacher’s Book includes an Audio CD and a Teacher’s CD-ROM.

ISBN: 978-950-46-2452-3

© 2011 Ediciones Santillana, S. A.

Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina

Queda hecho el depósito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2011

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary
omission at the earliest opportunity.
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