Extra Reading and

Activities Teacher’s Notes

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 Social and
CSE Speaking CSE Primary
Unit Content Interpersonal
Activity Curriculum Link
Skills
Being Calm Following directions Pairwork: Give your Your body – Take care of the

1 partner commands to
help them be calm
body

Making Friends Building on other’s Pairwork: Ask and Your relationship with

2 ideas answer questions yourself and others – Value

affectivity

Being Polite Praising Roleplay: Being polite Your relationship with

3 yourself and others – Value

affectivity

Following Following directions Game: Freeze Tag. Stay Your relationship with

4 Instructions there. Now you can go. yourself and others –

Exercise our rights

Helping Others Sharing Roleplay: Sharing your Your relationship with

5 things to help someone yourself and others – Value

affectivity

Teamwork Working together Game: Charades Your relationship with

6 yourself and others –

Respect diversity.

Solving Problem solving Pairwork: Ask and Your relationship with

7 Problems answer questions yourself and others – Value

affectivity

Self-esteem Introducing oneself Make a Big Life Board Your relationship with

8 yourself and others – Value

affectivity

2
© Copyright Oxford University Press
Introduction
The Rainbow Bridge Plus Extra Reading
and Activities Book and CSE
The Rainbow Bridge Plus Extra Reading and Activities
Books have a Social Emotional Learning (SEL) focus which
is evident in the stories and the reading comprehension
activities. This SEL focus is linked to the citizenship value in
each unit of Rainbow Bridge Plus. Additionally, the booklets
are mapped against the Argentinian Educación Sexual
Integral program (Comprehensive Sexuality Education - CSE),
more specifically in the speaking activities.
The CSE program in Argentina aims to develop an
understanding in children of:
–d  iversity in people, accepting differences and how we as
individuals grow at different rates
– t heir rights as children and their right to be protected by
adults
– t heir own feelings and interactions with others as they
grow and become independent
– gender differences and similarities, abilities and opportunities
– t he development of their bodies and their autonomy
over them The importance of social skills and embedding
them in our teaching
In this book, we have highlighted the social skills that
students will foster and practise when working together on
the content. Social skills are key for students to get along
and respect each other. The success of their relationship with
others depends a lot on social skills and not only helps in the
classroom but beyond it. In Level 3, the social skills that have
been embedded into the content are: following directions,
making friends, building on other’s ideas, praising, sharing,
Other aspects to consider when using working together, problem solving and introducing oneself.
the Rainbow Bridge Extra Reading and Through the daily practise of these social skills (among others),
Activities Book students learn to be more caring and respectful of others.

Eliciting emotions and why it is important

Eliciting emotions while we teach helps students with
retention and memory, motivation and, more importantly,
makes the learning more meaningful and relevant.
Great ways to elicit positive emotions include: roleplays,
projects, humour, visuals, music, games, as well as
engaging student interests and interactions.
Students need to understand their emotions and learn
how to manage them. Students need to understand that
all emotions have the capacity to be good. They need to
recognise positive emotions, as well as negative ones and
their consequences. In this book, we have incorporated
different ways to elicit emotions from your students;
some of these ways include roleplays, chants and games.
Remember to ask your students how they feel, teach them
to recognise their emotions and what the consequences
are when we act on negative emotions. However, don’t
forget that all emotions are good; we just need to help our
students manage them.

3
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 Unit 1: Being Calm
Exercise 1: Watch the video. What are they
doing? 
• Tell students they are going to watch a video and answer
a question.
• Play the video and pause it every so often, asking students
what they see and what is happening.
• Ask the question: What are they doing? Elicit answers.
ANSWERS
breathing / meditating
Exercise 2: Watch the video again and follow
along. 
• Play the video again and ask students to follow the
directions.
• Pause if necessary to help students follow along.
Exercise 3: Match to describe the video.
• If necessary, play the video one more time and ask
students to match the sentence halves.
• Check answers as a class by asking students to say them
out loud.
ANSWERS
1 c)  2 a)  3 b)
Exercise 4: Practise a breathing technique.
• Have students look at the rainbow and explain what they
will do.
• Ask students to focus on tracing the rainbow but also on
their breathing.
• Students will breathe in slowly as they trace the first arc
(red) of the rainbow and hold their breath when they
reach the cloud.
• Student will breathe out slowly as they trace the next arc
(orange) and hold their breath when they reach the cloud.
• Model for students so they see what they will be doing.
• Invite students to do the same for each colour arc of the
entire rainbow.
Exercise 5: Work in pairs. Give your partner
commands to help them be calm.
• Have students work in pairs and invite them to take turns
giving their partner directions.
• Each partner will have one turn giving their partner
directions and another turn following their partner’s
directions.
• Invite the class to discuss how the breathing exercises
make them feel and when they could use these exercises.
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Unit 2: Making Friends
Exercise 1: Listen and read.  3•01
• Tell students they are going to listen to the audio and read
along.
• Play the audio and pause it every so often, asking students
what they see and what is happening.
• Ask students the questions: What’s your name? How old
are you? Have you got any brothers and sisters? What’s your
favorite animal?
• Elicit and write on the board some example answers.
Audioscript:
1 Hi, my name’s Leo. I’m 9. What’s your name? How old are
you?
2 Hello, I’m Mia. My favourite animal is a rabbit. What’s your
favourite animal?
3 I’m Dan. I’ve got one brother and two sisters. Have you got
any brothers and sisters?
Exercise 2: Listen again and repeat.  3•01
• Have students look at the photo and have them point to
each of the children and repeat what that child said and
the question that child asked.
• Have students work in pairs and have them ask and
answer the same questions.
• Tell students they can refer to the examples on the board.
Audioscript:
1 Hi, my name’s Leo. I’m 9. What’s your name? How old are
you?
2 Hello, I’m Mia. My favourite animal is a rabbit. What’s your
favourite animal?
3 I’m Dan. I’ve got one brother and two sisters. Have you got
any brothers and sisters?
Exercise 3: Match.
• Ask students to look at the questions and answers.
• Have students work individually and match the questions
to the answers.
• Have students work in pairs and check if they have the
same answers.
ANSWERS
1 b)  2 a)  3 d)  4 c)
Exercise 4: Work in pairs. Ask and answer for you.
• Ask students to work in the same pairs.
• Use one pair to model the questions and their personal
answers.
• Ask pairs to practise the questions and answer the
questions for them.
• Monitor the students as they speak and praise their work.
Exercise 5: Discuss as a class.
• Ask students: What questions do you ask to make friends?
• Give students think time to come up with examples of
questions.
• Have volunteers share their questions with the class.
• Ask students to answer some of the questions and add
to each idea.
Unit 3: Being Polite
Exercise 1: Read. What food can you see?
• Have students read the story ‘The Rude Queen’ and, as
they read, ask them: What food can you see?
• Ask students what examples of the queen ant’s behaviour
are not polite.
• Ask volunteers to share their answers.
• Have students share with the class how they feel when
someone is rude to them.
• Ask them what they can do if someone is not polite. Give
the example in the story and what the ants did.
ANSWERS
biscuits, apples, bread, crisps
Exercise 2: Order the events 1–5.
• Read the story again and ask students to look at the
statements.
• Read the statements and have students number them
1–5 in the correct order.
• Check the answers as a class by asking students to read
the sentences out loud in the correct order.
ANSWERS
2, 3, 1, 4, 5
Exercise 3: Roleplay being polite.
• Write the conversation on the board and ask a pair of
students to model it for the class.
• Ask the pairs to roleplay the conversation and insert their
personal information into the first and last sentence.
Exercise 4: Circle.
• Write the questions on the board and ask students to
reflect on their answers.
• Ask students how they feel when someone is rude and
ask them to think about their possible reactions.
• Ask volunteers to share and tell them that all emotions
are good; we just need to learn to manage them. For
example, if they feel angry, it is OK. They just need to
manage their anger positively.
• Invite students to think about ways they could deal with
the situation in a positive way.
• Ask the second question and ask students to share how
they feel when someone is polite and nice to them.
• Have students reflect on the emotions.
© Copyright Oxford University Press
Unit 4: Following Instructions
Exercise 1: Read.
• Have students look at the poster and ask them what is
happening in the pictures.
• Ask students to read the instructions out loud.
• Have students notice the form of the instruction especially
how it begins.
• Ask students how they would say the instruction if they
wanted someone to follow it.
• Elicit from students how instructions are different from
other sentences.
Exercise 2: Complete the sentences.
• Read the sentences again from the poster and ask
students to look at the incomplete sentences in the
exercise.
• Have students complete the sentences individually.
• Check answers as a class by asking students to say
the sentences out loud.
ANSWERS
1 there
2 cross
3 touch
Exercise 3: Play a game. Follow the instructions.
• Tell students they are going to play a game and read
the instructions out loud.
• Clear a space and ask a few volunteers to join you in the
space.
• Model the instructions for the class by asking the
volunteers to model what needs to be done and how
they game is played.
• Have the class play the game.
OPTIONAL ACTIVITY Change the rules of the game so that
everybody is ‘it’! All students can tag. If someone is tagged,
they still freezes but anyone can unfreeze that person. This
variation is a fun way to make the game less competitive
and more inclusive.
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 Unit 5: Helping Others
Exercise 1: Read. Who visits Oscar’s room?
• Have students look at the pictures before they read the
story and think about who the visitor is.
• Have students read the story ‘An Alien in my Bedroom’
individually.
• Read the story one frame at a time and ask students what
they see and what is happening.
• Ask students how the alien helps Oscar see his room
differently. Invite volunteers to share their thoughts.
ANSWER
an alien
Exercise 2: Read and complete the summary.
• Read the story again and ask students to look at the
incomplete summary.
• Read out the sentences and give students time to
complete them with the words in the box.
• Check answers as a class by asking students to say them
out loud.
ANSWERS
1 boring
2 alien
3 guitar
4 isn’t
Exercise 3: Tick (f) the things in Oscar’s bedroom
that are in your bedroom too.
• Ask students to look back at the story and ask them to
name the objects.
• Have students work individually to tick the objects they
also have in their rooms.
• Stress that not all of us have the same things in our rooms
and have volunteers share how their rooms look and how
they are different from the rooms of other students in the
class.
Exercise 4: Roleplay sharing your things to help
someone.
• Have students work in pairs.
• Model the conversation with one student.
• Ask pairs to roleplay by inserting a new object into the
question: Do you want to ____?
• Have students walk around the class and find new
partners to roleplay with.
TEACHING TIP Ask students to stand up and put a hand
up. They should pair up with someone that also has their
hand up. Once they are in a pair, they put their hands
down and do the roleplay. After they finish, they put their
hand up again and walk around to find a new partner.
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Unit 6: Teamwork
Exercise 1: Read. Where are the children playing?
• Have students look at the pictures before they read the
story and think about where the children are.
• Have students read the story ’Let’s Play’ individually.
• Read the story one frame at a time and ask students what
they see and what is happening.
• Ask students: How does the girl feel when the children
don’t want to play with her? How does she feel when all the
children join?
• Have students reflect on the story and ask volunteers to
share how the story made them feel.
ANSWER
in the park
Exercise 2: Read and tick (f).
• Read the story one more time and ask students to look at
the sentences.
• Read out the sentences and give students time to tick
the correct answer.
• Check the answers as a class by reading out each
sentence and saying Yes or No out loud.
ANSWERS
1 a)  2 a)  3 b)  4 a)  5 a)
OPTIONAL ACTIVITY You can make the activity more
dynamic by asking students to stand if the answer is Yes and
to sit if the answer is No.
Exercise 3: Play games that don’t need toys.
• Invite students to think games that don’t need toys.
• Tell students that these games can be a lot of fun and
even very creative.
• Invite students to play Charades. Explain the rules and
have one student model for the class.
• Have students work in small groups and ask them to play
Charades by taking turns.
TEACHING TIP If there is time, ask the class to participate
in a race. Be conscious of the differences between
students and their abilities. You could change the race
to a smaller space or have the kind of race that does
not involve running but doing a task like walking while
balancing an object in their hands.
Unit 7: Solving Problems
Exercise 1: Read. What does Maya dress up as?
• Have students look at the pictures before they read the
story and ask them what Maya dresses up as.
• Have volunteers share their answers.
• Ask students to read the story ’Dressing Up Day’ one frame
at a time and ask students what they see and what is
happening.
ANSWER
as a butterfly
Exercise 2: Answer.
• Read the story again and ask students to think about
the questions.
• Give students time to answer the questions. Have
students answer individually.
• Check the answers by asking volunteers to share their
answers.
• Have the class reflect on the story and how Felipe
helped Maya.
ANSWERS
1 Yes, he is.
2 She likes butterflies.
3 Maya wins.
Exercise 3: Work in pairs. Ask and answer.
• Tell students they are going to ask and answer questions
to help their partner design a costume.
• Ask two volunteers to model the conversation and show
the class what to do.
• Have pairs ask and answer questions that could help with
the design. You might want to guide students and write
some questions on the board to help them.
Exercise 4: Draw your design.
• Tell students they are going to draw the design for
their partner’s costume based on the answers to their
questions.
• Monitor. Walk around and praise students for their
drawings.
EXTRA ACTIVITY Do a class project and have students make
the costumes they designed for their partner. Have a class
parade.
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Unit 8: Self-esteem
Exercise 1: Read My Big Life Board.
• Read the Big Life Board and ask students to follow along.
• Ask students to read the Big Life Board again and say what
they now know about the girl.
Exercise 2: Complete.
• Read the Big Life Board one more time and ask students to
complete the sentences.
• Check answers as a class by asking students to say them
out loud.
ANSWERS
1 Teresa
2 hanging out with her friends, dogs
3 sing and dance
Exercise 3: Make a Big Life Board for you.
• Tell students they are going to make their own Big Life
Board.
• Give students time to think about what they will include
on their board.
• Students can write words, short phrases or draw pictures.
• Invite students to use their creativity and add colours and
paste pictures from magazines.
Exercise 4: Share your Big Life Board.
• Have students work in small groups and share their
boards.
• Write the sentences from the speech bubble on the board
for students to use as a guide.
• Invite groups to pair with another group and share their
boards.
• Have a class discussion and ask students to share what
they learnt about their classmates.
Have students do the Vocabulary Activities on pages 18
and 19 to consolidate the language learnt.
The Picture Dictionary on page 20 can be used at any
point in the unit where students need visual support for
new words.
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3
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