castillo {A Macmitan Education TEACHER’S GUIDE -A ENGLISH Lina Alvarado Jantus Lengua extranjera. Inglés Teacher's GuideEstimado(a) maestro(a) La Guia didactica que tiene en las manos es el resultado del esfuerzo que realizan el Gobierno de la Repiblica y los gobiernos estatales para que con su ayuda se garantice que los alumnos(as) que cursan la asignatura de Lengua Extranjera. Inglés, cuenten con materiales educativos para apoyar su aprendizaje, y con ello ser usuarios de la lengua inglesa Los materiales educativos que forman parte del Programa Nacional de Inglés (PRONI se ofrecen a la comunidad escolar para apoyar su trabajo cotidiano en el aula, de tal manera que sea posible la familiarizacion, el contacto y el dominio del Inglés como lengua extranjera, tanto para usted como para sus estudiantes en la escuela. Esta Guia didactica contribuiré a su formacién docente ya que encontrard recomendaciones metodolégicas y disciplinares para generar mejores ambientes de ensefianza y de aprendizaje de la lengua inglesa. Ademés, cuenta con un disco que contiene modelos orales e imagenes fijas que apoyaran su quehacer docente. Le deseamos éxito. Distribucién gratuita. Prohibida su venta.Lina Alvarado Jantus Teacher of English, Instituto Profesional Britanico TT castillo [A Maomitan Education Comeany BaePg STRUCTURE OF THE ACTIVITY BOOK STRUCTURE OF THE TEACHER'S GUIDE INTRODUCTION A message from the author COURSE DESCRIPTION PURPOSE OF ENGLISH LANGUAGE TEACHING FOR CYCLE 2 LEVEL OF COMPETENCE COMPONENTS ‘Actity Book Teachers Guide cD Reader BOOK METHODOLOGY ASSESSMENT INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM USING LITERATURE IN THE LANGUAGE CLASSROOM METHODOLOGICAL SUGGESTIONS TO USE THE READING BOOKLET ‘SOME BASIC TEACHING REMINDERS. CLASSROOM LANGUAGE eo uNITT SF TaLxinic ABOUT OUR FUTURE Communicative activity: exchanges assaciated to specific purposes, Social practice ofthe language: share expectations ina dialogue Getting started Start Development Closure. Final Product, Reader: Scho! expectations Complementary activities Check your progress 1 Photocopiable material ©. UNIT 2 SOP LeTs Sins sons! 8 Communicative activity tray expesion. Social practice ofthe language:sng songs Getting started % Start 0 Development 3 Closure Final Product 8 Reader: Cider’ songs! 9 Complementary activities ay Check your progress 2 41 Photocopiable material a UNIT3 = LET'S CREATE SOMETHING § Communicative activity interpretation and follow-up of instructions Social practice of the language: folow and produce steps ofan instruction manual take an object. Getting stated % Start 4 Development a Closure. Final Product 3B Reader: 0.1 How to make a milk carton pencil holder of Complementary activities 55 Check your progress 3 5 Phatocopiable material 5 So UNITS WHAT'S ON? 59 Communicative activity: exchanges assxiated to medi Social practice ofthe language: interpret essages in advertisements. Getting started «0 Start 6 Development 61 osure. Final Product 6 Reader: gest weekend o Complementary activities 8 Check your progress 4 6 Photocopiable material ®UNITS SF | Love FABLES! n Communicative activity: recreational expression Social practice ofthe language: stenosis to put them inorder Getting started B Start 1” Development 16 Closure, Final Product 80 Reader: Ihe Hare andthe Tertose 31 Complementary activities B Check your progress 5 B Photocopiable material u ) UNITS LIVING BETTER 87 ‘Communicative activity: search for and selection of information. Social practice of the language: make questions to search information about a subject. Getting started 88 Start 88 Development 0 Closure. Final Product 5 Reader: Renewable enemies project % Complementary activities %8 Check your progress 6 %8 Photocopiable material 9 UNIT7 I NEED HELP, PLEASE! 102 Communicative activity: exchanges associated to information about oneself and others. Social practice of the language: undestand end share expressions to get whats needed Getting started 103 Start 04 Development 105, Giosue. Final Product, mM Reader: Making wishes oround the word mW Complementary activities 13 Check your progress 7 4 Photocopiable material 15 ASSESSMENT INSTRUMENTS CO TRACKLIST GLOSSARY BIBLIOGRAPHY © UNIT “SH stonvrewen 18 Communicative activity: understanding one sel and others Social practice ofthe language: ea bref sores ta share appreciations about cultura expressions Getting started 119 Start 129, Development 7 lsu. Final Product 1% Reader: Goldilocks andthe three bears 7 Complementary activities 230 Check your progress 8 130 Photocopiable material BI UNITS #” WHAT MUSICALINSTRUMENTS ARETHEY? 134 Communicative activity eetment of information Social practice ofthe language: vat andincude information ina graph Getting started 135 Start 136 Development 136 Closure. Final Product 1a Reader: Curious musical instruments 43 Complementary activities 145 Check your progress 9 145 Photocopiable material 146 UNIT 10 Se CELEBRATIONS 143 Communicative activity: exchanges associated to sail environment Social practice ofthe language: descie actives ina celebration. Getting started 190 Start 1 Development 182 Closure. Final Product 188 Reader: People celebrating around the word 159 Complementary activities 161 Check your progress 10, 16 Photocopiable material 162 165 m 14 5TRUCTURE OF THE ACTIVITY BOOK Welcome to Hands on! 3 Primary. Tis book will be your friend for the next school year. Enjoy it! === 7 The nt in blue del with the amily and Community envionment. The unt n s._orange deal with he Reeational and lta envnmert. The ui n geen dea BS - wi the Academic and éducatona envtonment Getting started. ~ “wit Start / Development ‘Activites that will motivate you to Seay Activities that will help you create the start moving Sie inal podua Closure. Collaborative anc! fun hands-on activites. They are the final product and also _~7) the inal evaluation of each unt. You will work with your group and then share your work withthe rest of your classmates. Picture Dictlonary. A useful list Bibliography. References of books and of words and images to help you = ‘websites for you to investigate more. understand their meanings SECTIONS AND ICONS This cons stands forthe social learning stands forthe sociallearing envionment _Thisicons stan forte social learning environment of Family and Commurity, ‘called Recreational and Literary. environment called Academic and Educational, ® fe sy Language watch Unit reflection EHS ttcontins activities tat help you revise a that help youteect on your lam EF partcalarlanguage structure necessary to EBS develop the fina! product, Statements that help yourefecton your learning process and ase yout awareness of how you develop your own karing satel. You williten oa earding Ww You willdo an activity that consolidates the contents ofthe unitand help youprepare forthe inal product ‘AT _) You willfind pictures that ilutate the meaning of key words on page 126. p Indicates the text in the Reader related to the unit. AB Tis icon indicates you may vst a webpage : related to the content ofthe unit thas A BEE his con indicates tow you will ork 4 STRUCTURY OFTHE ACTITY BOOKSTRUCTURE @F THE TEACHER’S GUIDE TheFinal Product secton contains thorough instructions and complementary teching ps ‘that will guide students through the different stages ofthe fnal product. ach chapter contains several units. Each uit isimroduced bya table 7 with the environment, the communicative activity, the social practice ofthe language te expected ‘autcomes, the name of the roduc and the ame af ‘the text in the Reader. Theres lead-in tothe unit and step-by-step methodological suggestion for eech activ, including communicative act social practice ofthe language, leatning goa and answers ach page inthe Activity book has its corresponding minimized page cn te Teacher’ Guide, and the methodological suggestions include answers, teaching tips, extension tips, background information, and statis tora students phonological and cultural awareness. This book includes Complementary activities to review and expand the contents ofeach unit. t provides a photecopiable guide to work on.The Assessment Instruments section provides all the instruments to evaluate end of each unit, there ae methadolagcal suggestions fr the Check students’ performance, which are suggested your Progress sein, This section iscimed at assessing the language skis in the syllabus. and content ofeach unit. also has the answers to the exercises, Atthe end ofthe teacher's yuide, there is tracklist with thelist ofthe tacks provided on the CD Also, theres the glossary of many concepts explained andthe bibliography which includes a variety of reference books and websites fo the teacher and some reference books far the studentINTRODUCTION A message from the author HANDS ON! 3 PRIAAARY has becn devaloped taking into account the patterns and aotwities most relevent to the effective learning processes suitable tor students in the'r second cycie of Primary Education (3° de Primena y 4° de Primana). What was most taker inte consideration was how to develop students’ interest in the contents cf the book The cortents include subjects and themes of special relevance and attraction to young learners wricn enable them to use English 17 colaborative activities that foster retleotion, motivation, knawiedge and reseerch, “Research stows that educational experiences that are active, social, contextual, engaging, and student-owned lead to Yeeper fearing. Tre benefits of cokaborative learning include: + Development of higher ievel thinking, cral ynerunication, sel-managernent, and leadership + Promotion of stuclent-faculty interaction + fncrease in student retention, seltesteem, and responsibilty, + Exposure to and an increase in understanding ot diverse perspoctives” ec Unversity USA, 2014) The contents in HANDS ON! 3 PRIAAARY are intended for stucents who already have some previous knowledge of English and wha are in the thi and fourth grades of Pnmary Education (3° Primaria y 4° Prana) (On this staye, students may be familiarized wah high-frequency vocabulary and they shauld be able to intoract in a simple manner and produce phrases and/or short sentences, as well as extracting speci information, erally oF in wetten form. New contents are introduced systernaticaly ‘hroughout the year, se that the student's knowledge can ce constantly consofdates Finaly te purpose of the book is to offer fun in the ‘sometimes dry and arduous knowledge and learning acquisition process, We hope that both students and teacne’s will enjoy HANDS ON! 3 PRIAMARY ang use it to its maximum extent The Author COURSE DESCRIPTION HANDS ON! 3 PRIAAARY is a fun, colortul ana stimulating course buok that contains meaning/u! themes and contexts that are “elevant to students in order to ensure therm fluency and confidence in using English. and it provcies them with cross-cultural end rntercullural insights. PURPOSE OF ENGLISH LANGUAGE TEACHING FOR CYCLE 2 1. identily share and diferent aspects of other cultures from interculura’ expsriences 2. Paticipate in the decision-making to improve ‘cooperation for leaming a foreign language. 3. Use infonraticn from previous experiences from foreign ‘anguage learn pate new situations, 4, Use sip linguistic renertores to say expressions abaut personal nformation and practical nceds, 8. Exchange predictable information of mmediats interes 6. Set basic: ituabons. social contects in everyday ‘Adaptec trom: dorerwizaies Ciave gaa is Caveaniin integra. lan y Programas de Fstuatio para ta m Basic. Segunda Lengua: nai, Scerelaia de Edueacion PObiea, 7217. Cuntad de México LEVEL OF COMPETENCE ‘The ourpose of HANDS ON! ! 5 that students interact in immediate ard familiar communicative stustions, through expressions used in farrier contexts, ‘Common European Framework of Reference: A1.3 HANDS ON! 3 PRINAARY s cxganized around the 1 ‘evel af competence provided uy he CEFR (Comeron, European Framework of Refercnoal. Therolore, whet is expected 's that students intewret ard respord 19 isolated words and simple expressions of frequent use in basic social interactions typcal o their everyday contexts ‘schoo! hime, community). Students answer sing wel-known expressions te ora and wnitten mogals related to immediate needs of communication wth a speciic purpose, Studonts proviae base information about themselves anid the's everyday Contexts, follow and give vary basic instructions related to “rer inmodiate ntexts, Students interact with others and the culture through games and recreational ectvties, using a few inguislic and nen-linguistic resources.COMPONENTS Activity Book HANDS ON! 3 PRIAAARY js 2 178-pacic color book consisting of ten units, Each unit is topic-based. The topics intuduced on Stage 1 and than the clue words and language structures aro practoed through a wide range of activties on Stage 2. AC the end of every unit there is a motvating product to be made (Stage 3) thet will alow every stucient to work in urouns, it order fo put in practice tre social uractiog of the language. Basod on the contents settled in the Curricular Foundation of Second Language (English), the object Of study Is tho social practice of language. Therefore, social prautices of language have been distributed and organized into topics related to the following environments: Farmiy and Comenunity, Recreational and Literary and Academic and Educational General aspects HANDS ON! 3 PRIMARY Is based on the sucial practees of anguage. Thoy are drevied towards the process and integration of eaming ard they offer Students opportunites to partcivalv in a variety of commuricatne interchanges. which require the proper ise ct knowledge, abies, attudes and strateges. and to reflect upon diferent aspects of enguage arch cuture Self-evaluation This too), at the end of every unit allows students to start getting famiiar'ved and involved in their evaluation. Sell-evaluation requires students to be more aware of the changes they ate experiencing, motivates them to form a realistic and honest perception of their own work, and to tty to take resvonsibia stops to solve thet probloms. Seif evaluation enables students to bocomo Independent learners as wall as inclependent thinkers, Products in each unit, there is also a Product to be mado by students, where they integrate and put fo work the diferent sactions of the unit. This is tool wtich integrates all the teaching points and contents of the units, simiany to what happens in real-life situations Students wil put into practice collaborative work, by using what they nave dealt with throughout the unit, while working in groups, to produce: final product. In this section, the process is as important as the result. Evaluating Unit Reflection “Ths tool allows students to evaluate their own performance in the Unt and during the preparation and presentation of the fina! product. Iraiso helps ther in thet interaction with thor classmates. 8 MAGICK. Teacher's Guide This component inciudes + an introduction witt: a description of the course end the course components. the methodology used, and suggestions for classrcun management + dolailed leaching notes for every page on the Activity Book. + windows wit additonal extensicn actvties. Togchaxs decice whather fo use thom or rt, and when tous hem + background notes that contain information on row to deal wth studenis’ most frequent errors and why these are produced! + answers for all the tasks in the Activity Book and in the Teacher's Guida, and tor ai the tests; * a trackist and the transcripts ofall the recorings, included irr the audio CD; + detaled teaching notes fo: the use of the Reader + one photocopiable test per unit (Check your Prowressh + 2 Rubvics Appendix, which cortans & set of evaluation instruments fo assess students! performance in each unit Choice of tasks The book includes a great number of varied actwities, The teacher should choose the ones which are more anproprate for his / her group, depending on their general level, The important thing for the teacher to bbear in mind is the final objective of each uri, and how the different students are advancing towards i Information and extra practice is suguested when there is a chance that students will make 2 misteke in grammar, vouabulary, or pronunciation Teachers stiould be very careful as to when and now to corect errs and avoid interrupting students when they are doing orel commurication actwitigs. Instead, they should make @ note of tha common mistakes atid then correct with the whole class at the end ot tne activity Bibliography and websites At the end of the Teacher's Book, there is a list of books and websttes that the teacher cari use as a reference and to find further information on the contents ol the book. cD The CD includes seventy-three tracks with all tha material for the listening actives, and sixty-three tlashoards for the ten units, ‘Concerning the ausio material, the fist track of the CD. offer exariples of uselu! classroom language that the teacher can use with the students in different situations and with aifferent purposes. They provide examples for ‘students to imitate, oF they are expressions the teacher can Use and students need (0 Wentify arid recognize.Regarding the flashcards, thay contan photos with the most sigrifvant vocabulary and structures in each unit of the Siudent’s Book or the Reader. Reader The texts included in the Reader aim at helping sludents familiarize with language aspects that have beer studied in each unit, and also ceveloo their reading comprehension ability ‘Atthe end of each unit, students are invited to extend reading practice. At the same time, they analyze and discuss the informative and literary texts that are included The main objective of this component is to provide extra reading time and foster students’ interest in dliferont types of toxts. Itincludes informative and Iterary “axts that are related to the contents and social practices proposed for each unit. Al the toxts are varied and have been specially selected to promot students’ rotation and interest. After reading, students are invited 10 reflect on the content, give opinions and share ideas Tre reeding activities proposed wil halp students gat familarzed with language structures, acquire new vocabulary, and consolidate what they rave learned. BOOK METHODOLOGY HANDS ON! 3 PRIMARY hsios students develop language and learniny salis to cary out sequences of tasks. + motivation is increased as learners become personally involved; + all four skils - reading, writing, listening, and speaking are integrated, + autoromous learning is promoted as leamers become more rasponsible ‘or their own leaming; + there are learning outcomes, leamers have an end product; + the tasks are authentic and theretore the ‘enguage input is more authente, + intemersonal relationships are developed through, working in pairs or groups, + thete is always a break from routing and the chanoe to do something ailferent Collaborative work. This approach gives teachers the grounds for evaluating what students have leamed and how they anply that knowledge to real-ite situations, Workiig in groups develops several very important skills, ncluding colaberatton, error correction, and respect for other people's opinions, Inaduiton to completing the task at hand, you could ask st denis to evaluate how well they worked as & group. etter each group exercise, using this simple instrument: Our Effectiveness asa Group Evaluation scale: 1 - 2-3-4~5-6-7 Low igh a, The group defined is task, b. Al members ofthe group i. accepted the responsibilty for the outcome. _ ii. felt free to state their reat opinions._ iii, were productive. __ jy, were respectful at al times. _ ¥, feet satisfied about the work done. _ |Based on: Sopp 8, 2004. Sl-Sroup Dsousion pp 299-308, Blocrngtn, Nv Xi} Learning styles Rescarch and teaching experience have shown thet sludents are batter motivated and learn more when their different intelligences and learning styles are taken into account, in the teaching and learning process. As there are different personalities, there are also different leaming styles in a classroom (visual learners, auditory leamers, kinesthetic leamers, tactile leamers} HANDS ON! 3 PRIMARY has considered these important facts and offers different kinds of activities to suit the variaty of students’ needs in a class Methodological considerations. Jo guarantee a contextualized and integral approach to aspects related to spelling and pronunciation, in HANDS ON! 3 PRIAAARY, a speech mode! (oral text} or writing model (written text) is presented as a starting point. All these models are used 1 citferent real communicative contexts which comply with the social practices of language slated for each unit ASSESSMENT ‘The purpose ol assessment in Cycle 2 (3° y 4° de Primaria) is to record the degree of progress attained in everyday class work and any changes or adaptations required by any component of the teaching practice {teacher training, educational resources, syllabuses, infrastructure, etc.) in order to reach the goals established during the schoo) year. Fromn this perspective, the assessment of each stage in the second cycle does net involve promotion, and therefore its function is related to the learning process, and should be characterized by being: + Formative, because it is @ continuous process of uninterrupted gathering of evidence and qualitative data on the students’ performance; that is, on their strong and weak points, so that positive and eflective feedback among students and the teacher is guaranteed, Died D+ Continuous, because it takes into consideration work and performance done throughout the development 1’ the stages of the communicative situation, not only the final product. + Globai, because it considers the students’ Engish language skills a8 a whole and does nct isolate or break them down into fregments. In HANDS ON! 3 PRIMARY, advocates the importance and appies the guidelines of Assessment or Learning theoretical principles. thas been defined as any assessment for which the frst priority in its design and practice is to serve the purpose of promoting students’ learning. Assesement that fosters, Understanding (rether than simpy evaluating it) has to be more than an end-of-the-term/unit test. It needs to inform students and teachers about both what students currently understand and how to proceed with subsequent teaching and learing. In this way, an assessment activity can help learning if it provides information that teachers ang their students can use a feedback in assessing themselves and in modifying the teaching and learning activites in which they are engaged HANDS ON! 3 PRIAAARY. the evaluation activities are not different from the rest of the tasks that are ‘proposed, but they include evaluation instruments and ‘suggestions that provide opportunities for a variety of perspectives on assessment over each unit: seit assessrnent, and teacher's assessment. This aims at helping students develop the skils they will need to provide one anotner and themselves with useful feedback. Seit-reflection and peer-assessment does not come easily to most students, but bath can be leamed from practice along the earliest stages of ‘education, Listening and speaking strategies Listening strategies are techniques ox activities that Contribute Greatly to the comprehension of spoken messages. Before students isten, they need to understand how to recogrize the purpose of the message, and meke ‘connections about the topic or tone to tune in as preparation for processing the information. Teachers cen use directions, vocabulary competition, fim waiching, ‘or description of drawing sketches to get students prepared and motivates for second language listening \Whie students listen, the teaching task wit manly focus con ‘note-taking* skis. EFL learners need to be taught and encouraged to aotivaly think about what they are listening to, In order to teach EFL learmers to thnk when, listening, focusing on note-taking sks is a good way of hejsing them concentrate and to (ook for clues in what they are istening to Ate Istening, students need to act upon what they have heerd to expand thoi tinkng, 0M UCT ON Here ate examples of stratogias to halp develop sluden's' listening comprehension: += Think of what they already know about the topic of the recording. + Anticipate what will come. + Evaluate which listening strategies will serve best the particular situation. + Predict what the speakeris} might say. + Figure out the purpose for listening. + Listen carefully to the speaker, + Attend to the parts of the listening input that are relevent 0 the identifed purpose and ignore the rest + Listen for more information that the speaker tels about an idea “Think about what they have listened. + Monitor their comprehension and the effectiveness of the selected strategies. + Evaluate i they acrieved the listening comprehension goals. + Evaluate i the combination of istening strategies seected was effective (On the other hand, the teaching of speakng involves: more than just proving them with speaking fuency practice. Teachers need to focus on skis ant strategies that will help students negotiate meaning and communicate effectively with other people, These strategies help all students improve their language development in @ suppartive, encouraging way: + Model language by saying aloud and writing the ideas: land concepts you are teaching, + Have students retell stories alouc. + Teach choral speaking and reading + Sing or read songs. Children can bring in a tavorite 's0ng to perform alone or as a grou, Dut make sure you have heard the song frst and approve: & + Have students read and pertoin theater scripts + Conect cortert, rot gramimar. To model proper grammar and syntax, restate or rephrase students’ questions or statements. + When asking questions, give choices for the answer. + Encourage students to descrite, summatze, define, contrast, and compere by modeling. Ba sure to show and not just tell when teaching 4 new concept, idea, or vvooabulery. Writing strategies Fora second language leerer, writing is an extension of Istaning and seeking, Therefore, students must be provided with opportunities to build, extend, and refine cra language in order to improve written output A great ceal of research on wrting hignights the fact that this sis rarely done in isolation, but is virtually always done in resoonse to source texts (Cumming, Kantor, Powers, Santos, & Taylor, 2000; Hale et al 3996; Harnp-Lyons & Krol, 1996; Horowitz, 1981: Lek’ & Carson, 1997; Weigle, 2002That's, shudents ave rarey asked to waite assays ased Soc or rit backers krowedge; batore hoy ante Dona gver toc ey are exnected fo ead, USK, ara tink cricaly abou! tatters ard the ‘ype of tox they are expected to produce. Catanty, there is geri agrcoment that roading aed worting are cet rnd ita ‘cognitive processes til depend con cagritve activities sucl:as sekectng mectait rtomnation, crgari“ing eed retievrg torre ng of corwoiuarg infomnat on, are seo tot, Tes, estuction by reauing and wetng becomes an ingorart asncct of entianc students’ skis. Racenty, ring insti? on as mene! froin a rrouuct onentation ‘6 a process orientation that sttessas resparse ourng writs plang, at cuit aris punishing, Funder nental to ths is with ‘or real pitwases ard aux sharhg of ideas aro wr Mer work, stds fp o thor feos, Tequenbwrtng opr sites and opporturites ‘or exter dea wr trig, [his als important ter students le view the'r own waiting published, infoernan'y or tornaty. It's ceowiages thei ante a purse se fo planning Wer texts, 38 wel gs purposes for aratting anil revising fsnwc thea work 2? De “pLAt ke they excerionce ihe neert to shape the wor to bus represent thelr ower goals Tre wring process nvuwes a sores Nprod..cing a firshea ore ot vans, Evory writer folows ther ow: wary process. Here are the te stensr the wring process andi sore useful Los ang structions to use wth yoour suclents 1. Prewriting Prowritng is ‘orig ic 8 ard pranring how ko ures information, This is the planning phase of the writing process, when writers biainstoim, researar, gather and ‘utlre. aca, offen using diagrams tor mapping out Biol the glts, + Use brairsteriring or crwate a grap + Observe, imagiic, interview: * Gather the Infonet: 2. Drafting Drafti-g is craatiny the List warsion of a paragrai This sip “uns erewrtrg ide: reste, Woters create ther evtial Camcestion by wrting dawn al tig ideas in an organivect way, + Use “ares or nie mportant ideas fo the preariting and add spesttic, interesting new eerrent + Devc Ino complete sentences. + Add supnorteg detais, "worry about making mistakes, ideas down on napor organ ve ist get your ging. taklog out, or asurig words to aver, The goal of this phasw af tho wing nrocess is to iriprave the drat + Best carefiuly lo mele sure the wording is lear ant ip ate, + Ask yoursalf: Is my message vlear? Did J include encxigh information? Dig laccompish ry purpose? 4, Editing Editing 's correcting spoling. punctuation and prarmar errors, At this point its the writing process. writers oruotread ard correct errors in grammar and t dit t morove style and clarity + Bean it abou to yourse! + Ask a ticna/peer to lst. ke your Work. + Use a checklist to chee capitalization, punctuation ard speting + Have are 5, Publishing Publishing is making a trai copy. In this last step of the wit process. the a! writing is shared with the aucienice + Submit te the teacher peoss /eaitors / ete + Send it (0 interested / inaivicuia: groups. + Display ¢ 69 the board or the walls in the classroom, waster's teedibacic Adapt from: (i! Stoney Precess: From Srainstecming to Pransivig 3 Retrieved Decoriber 18, 2016, rom: hip zm ferihu sino, curn’AutherResourves’General’s Step- Wing: Prous, agneesthash “xrO4Dog duu! INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM Se''s integration guneraliy eters to inking the traditional {oui sels of anguage learng: reading, writing. istering, arid speakng in the orient of a lessor. An infograting aparoach fo" the development of communicative sls in the classroom 's high'y recommended for acquisition because, as skis are ieyrated i the classroom, the relovart kcsledge oF the foreigr language is taught ina cohwrert, nicaningtul way. In everyilay ite, shore are many s tuatons ‘9 which we ise 1anl one language ski. For this reas irteyrati nog with realistic communication. \Wnen teachers integrate skis ina class, they are able to tat: the toreign language al a discourse favel. At this lovol, Inig.iage 1s presented to students through texts with are wanes umits of communication feither ssbokon oF written) alher thar separated segments or parts they mist analyze: in isoiaton, g integration alows students to orovess language ioxtualving, intororeting, exponng, analyding, omverencng, cnalenging prantziag and sharin ‘seach has a positive impact on the reatrig a relaxed environment and active ongagemnent sonfronting, assimilating, the new information. In adcition,Forms of integration ‘There ara tivo general forms to mtegrate skils in the. classroom! + Simple integration. It is the easiest form of integration. In this type of lesson, a receptive language sxil serves as a model for & productive language ski For example: A reading activity wihich provides @ model ‘or a wring task, a listening comprenension activity which guides students to oral production + Complex integration. in this form of integration, skills ate integrated around a theme. The specific distribution of skils integration in the class will depend on the target topic. For example: A re-reading discussion of the tovic to activate scheinata, followed by Istening fo a series of informative statements about the topic or passage to be reac. While reading, teacher focuses the class on a certain reading strategy (for instance, scanning) Ater reading, students react by writing a paraphrase of a section of the reading passage and making @ comment ‘Adapted from: frown, H.D. 2001). Rack by Frecaies An acto ‘Abprcech to Lngusge Pedbgogy 2° Ed, New York: Pearson Eaaaon, USING LITERATURE IN THE LANGUAGE CLASSROOM When students are faced with reading literature, an extensive list of reading sub-ekils is applied: + deducing meaning and use of untamiiar words; + understanding explicitly stated information + understanding information which is not explicitly stated; + understanding conceptual meaning: + understanding relations between the parts of a text through lexical cohesion devices; + understanging cohesion between the parts of a text through grammatical cohesion devices: + interpreting text by going outside of i ‘The methodological mplications of the use of [terature in the language classroom are: + EFL classroom strategies such as cloze, rewriting, prediction activites, role playing are adapted and adopted to teach literary texts in the Janguage lesson: + text manipulation (¢.g., rearrangement and ramatization): + Iwo-way channel of teacher-student communication and pait/group work, in order to achieve more selt sufficiency. + literature favors students’ development of creative and interpretative skils, 12 ARTREDUC HON ‘The folowing is a three-stage framework proposed as a working model for the presentation of iterary texts in the language classroom: + Framing (therratic preparation): tuming students’ attention to the content or theme of the text. Also. it will focus on distinguishing prose from poetry, + Focusing (engaginal: the designed activities which lead them to understand the text and to interpret it for the purposes in hand. + Diverging {moving on): leading students into parallel activities of various kinds. 8.9., 10le pay, transfer to other text-types, creative writing, etc. Adapted trom: Mirza, A. & Domakan. M. 8, (2008). tke Theory and Practice of Bringing Literature into the EFL. Classroom, METHODOLOGICAL SUGGESTIONS TO USE THE READER Some suggestions to improve the relationship between ‘sounds and written form of words when using the Reader: + Encourage students to make drawings of parts of the story; then show the complete sequence. + Ask students to link their own names with those that are present in the story. Show similarities n the ames, sounds end letter. * As students gain more experience and tel more confident, follow the same procedure with other words. SOME BASIC TEACHING REMINDERS + Start every iesson in a way that focuses everyone's attention, This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson an the board and ask some questions about it, show a poster / piclure: related to the class topic, ask who can remember what they did the previous class, etc. * Students should net open thelr books until everyone Is paying attention, + End an activity before students get bored with t Equally. do not hurry the students or end the activity too soon if they are obviously enjoying it + Ask sludenis to express their opinions, + Don't assume that, if one student says they understand, everyone else does,+ Elicit rather than tell, Students get bored of listening to the teacher explaining, someone in the ciass will probably know the answer, + Don't ask students to explain dificult things, such as delinitions of words, in English + Don't interrupt students during pair / group speaking activities 10 correct their English. It's better to note the main, common mistakes, wrte them on the board, and correct them with the class at the end. * Don't insist on 100% accuracy, Mistakes are a normal part of the learning process, and a valuable source of information for the teacher + Give piaise and encouragement, especialy to the weaker students. Write positive comments on their work, Let them know what they are doing well, as well as what they need to improve. + Remember that you are the main “motivator in the Glassrcom! CLASSROOM LANGUAGE TRACK 1 Greetings Good moming, / Good afternoon. / Hello. / Hi. Goodbye. / See you tomorrow. / See you iater Have @ nice weekend. / Enjoy your holiday Moods and feelings ‘As How are you today? B: I'm tine, /'m great. / OK. / Very well, thank you. Imm not very well,/| have a problem. /\'m feaing down, /'m sad, Asking for clarification (Student's) Can you repeat that, please? Can you say thet again, please? Sony? |m afta | didn't understand Can you help me with this exercise, please? Encouragement (Teacher's) Well done! / Good / Excellent! / Good work! / Congratulations! / Do it more carefully. / Say it again. (Ty to correct that, please. / Not too bad. / You'll do better next time. / Keep trying! Some commands and instructions (Teacher's) Add mare words. Answer the questions. Be quiet Check your answers, Check your predictions Close the door. Come to the board. Compare your answers. Compare your answers in your group. ‘Complete the paragraph, ‘Compiete the sentences. ‘Compiete the summary. Complete the table. Copy the Instructions, (Cross out the words you do not hear Discuss the ideas in your group. Do exercise 1 Do not write in ink. Do not write in your book. Fill in the Olanks. Find examples in the text Find out who wrote this poem. Find out the cognates in the text Go to the board, Identify he best description, Usten to the recording Usten, Look Look at the pictures. Look up these words In the dictionary. Make a list. Make a lst of topics. Make some notes. Match the pictures Name three activites. Open the window. Open your books, Pay attention, please. Put the pictures in order. Read the instructions, Read the sentences, Select the correct answer. Silence, please. Sit down. Stand up. Tak to your partner. That's all for today, thank you. Workin groups of four. Work in groups of three or four. Work with your partner. Write the sentences. Turn-taking and permissions (Student's) Can I talk to you after the class? Excuse me, can | say something? Excuse ma, can |leave the room for a minute? May Igo to the bathroom? Its your tum, Sony. it's my turn ininoucrgn 1B.TALKING ABOUT OUR FUTURE Environment Family and Community. Communicative Activity Exchange Social Practice of the Language Share oxpe tations in a dislogue Learning Outcomes = Liste" to expressions connestes to expectations, Urderstand the mann idea in a dalogue. Partciate in oral exchanges. Spiral Review of Learning Oulcurnes ttroughout Unt 1 Final Product Movabie book Literary Reader Schoo! expestations Materials Fashcards of professions. 14 Ask stuients to open their books on page 6 and read the title, Tell your students they will talk abo: the future. Tell then whal you are aoing to do alter classes, and then ask about their plans. You can nave them discuss in pais OF groups, Ask them to lock at the picture on vage 6 and identify the om what they wl they grow up. Explain to your students that the chitdren in the picture have “expectations about their tulure, which means "a beliave of what wil happen in the fulure, You may encourage them are some of their own expectations with the class. You can use jobs and professions flashcards to support your activity, After finishing, ask @ couple dents to road the achieverronts in front of the and check they all understand the learning goals of the unitgi tor sree ig oso Pt UReetetonee «Be ded, Martais new at school and is taking to anew friend. Predict what they are saying. ‘Then, listen to the dialogue and check. Ask students to predict what the students are talking about and then, play the audio track so that they can check their predictions, ‘TRANSCRIPT Marta: Hello, I'm Marta, Helo Marta, Im Ben. Nice to meet you {1m ftom Canada, ‘Wow, Welcome to school. What ae your expectations for this year? Marta: I'm going to make new friends, I'm sure you wil [ke it here Marta: Thank you very much. Bye! Ben: Bye! TOPO MMOH HOMO MOA eCeececeseeeeeeeese Language watch Going to - Will 1. Invite your students to read the sentences and notice the offerences. ter that, encourage them to answer the questions in exercise 2 and explain to them that going to is used for plans and the near future, and wil, for predictions and the far future. Closure Divide the class in two groups. Assign one group to represent Marta, and the other 10 08 Ben. Invite them to practice the cialogue as a class. TEACHING T Ep’ that Willis used to express unplanned fr fate intentions that are decided at the time of speaking (spontaneous ofers, promises and decisions). Give examples ikes the ones in he chart below. Be going to is used to exress future inentons that have aeady been decided before he time of speaking, Give ‘examples ikes the ones in he chart below. Present you students the affimative, negative and introgalve forms of bot stuctures Be going to will (+) She is going to eat pizza torarrow. (-) We are not going to {-) They will not go to eat pizza tomorrow. Chile next year? (2) Are they going to eat (2) Will Ann go to Chile pizza tomorrow? next year? (+ | will go to Chile next year? Unit plan Draw students’ attention to the olan for this unit, and ‘comment with them the stages they will go through to elaborate and present the final product vss) 15Sr ale Teacher: Ok, hanks fr your answers Go ded Look at the pictures and listen to the expectations. Create one new ‘expectations for each of them. Discuss with your partner. ng 7. ma Invite students to look at the pictures and listen to Se neue the people's expectations. Alter that, encourage Teacher: Hello students. hope you're OK, them to create one more expectations for each Snare be en situation. You can suppor them by brainstorming cue tees pg some ideas on the board, Check orally and on the board. Teacher What wil you bein the tre, er TRANSCRIPT [Ales Whit? ek ate ferred sie i. (wil tart a farming class ae eee ii, | will be a better pict. Bs ce mepcswctamote noes Cmte fil, We are going to win his socoer match iv. {wil teach Engish to my students thd, Do you have any similar expectations? Discuss with your partner. lin pairs, students discuss if they have similar ‘expectations to the ones presented in exercise ‘two. You may write this kind of prompt on the board {Bg oo youn ay rar peta usa ou pace and then ask some students to complete it aloud, = Marta / Ben / Richard wants to be a. Cc Ask students for jobs or professions they would like to be wien grown-ups. Give the chance to every sludent express, and write their answers on the pee board, Invite students to say every job aloud. ermtoartan 1 @ 4 | Listen to the dialogue. Circle the words used to express expectations. Then, practice them with your partner. Tall students that they will listen to a dialogue. Invite them to look at the picture and predict what itis about, Finally, ask them to circle the words the teacher uses to talk about what they expect tobe in the future and practice the dialogue with your partner. ‘Answers: | hope; be: | think Il be Dah beri ‘TRANSCRIPT 7 Teacher: Helo students. | hope you're OK. What would a ‘ you ike to be when you grow up? i Marta: —'lbe a soccer payer. oo : Ben: [ide a pote just ike my dad ane | Teacher: What wil you bein the future, Alex? Renee hesaewn F ‘Alex: What will be? Mmm...Ihink Il be @ teacher, a 16ronan nmnnnmnmmnmmmm errr ee eee Language watch Disiogue structure 2 Ask stort reat Language watch and notice the parts of the dialogue. Then play the audio and invite students to repeat every line of the dialogue. Ask for other ‘expressions to use in the opening and closure. deb, Label the parts of the dialogue. Invite students to read the dialogues on a, and c, and label with the structure of the dialogue in the lines. ‘Answers: a. Body. b. Cosure. 6. Opening. Closure Ask students to decide between two jobs or professions, and have thern expiain their decisions. ‘You can have them share their thoughts in front of the class or in a report. tt is a good idea to expand this activity by asking them to bring objects related to the job they have chosen to the following class, to contextualize their presentation and add some vocabulary to it Expressions to begin a conversation - Helo! Hi ~ Good moming/atternoan/evening! ~ How ae you? How are you doing? How is everything? How's everyting going? Whats up? Good to ee you Expressions to finish a conversation Good bye! Bye See you soon! Take ca! Have a nice day! ~ So long omits on detonate Invite students to remember last class, how the structure of a dialogue is, and ask them for some examples. Ask students where the gym or any other facilities in the school are, and which is their favorite place. Development a4 th, BY-PRODUCT 1: a dialogue in the correct order. Create a dialogue with your partner and write it. Use some of the ‘expressions below. Ask students to work in pairs and read the expressions in the boxes. Then, ask them to create a dialogue with the correct structure, Give them some time to do this activity and help them if necessary. Finally, invite some pairs to present their dialogues. Check for spelling and pronunciation. Reftect! Ask students to complete the self-evaluation activity. Check orally. f there are any doubts, make a quick review of the specific topic trom previous classes.Di gateitote ton tennant bo anand U giuscroedausyercemreoconpastnsehetwhaline Focsendpmeyescniee 6. “| 2 Match the words to the pictures below. Ask your students to look at the pctures and see if they can identify places in their everyday Ite. ‘Then, ask them to work in pairs and match the pictures to their corresponding written form. Check the answers. Invite students to look up at the Picture Dictionary on page 126 to explore the meaning of the highlighted words. Answers: avi bik Gi, de ei fil 7. @@ Listen to the dialogue between two boys and a girl and circle the correct answer, Pay the CD and ask students to listen again, carefully. Then, ask them ‘0 read the sentences and circle the correct answer, according to what they hear. Pray the CD again and check. Answers: ayes. bono. c.yes dyes eyes f.no TRANSCRIPT Boy 1: We are going to show you cur schoo’, Please, ccome with Us. Girl 1: This isthe playground, and that isthe library Boy 1: This is the gym and that i the cafeteria Girl 2: And my favorite place, our classroom. ke to study here, Boy 2: Fantastic! What are your expectations for this new school year? Wo Girl 1: |'m going to make new friends and visit many places Boy 1: That's reat! |'m going to study znd learn alot Girl 4: What wil you be in the future? Boy 2: What will be? Mm, | think IF be a pilot. Girl 1: /'lbe a cents Boy 1: Ard be a farmer Girl 1: That's & becuttul joo! 8. Listen to the dialogue once more and complete this chart with all the places and jobs you can hear. Pay the CD once more and ask students to listen again and complete the chart with all the places and jobs they can hear. Stop the CD at tires to help with the comprehension. Check speling on the board and practice the vocabulary aloud as a cl Answers: Places: schoo! playground, brary, gym, cafteia, classroom, Jobs: cenist farmer, plot Closure To finish up the class, ask students to come in front in pairs, and act out a protession. The rest of the class has to guess what profession is and say it aloud. Then another pair continues with the activity Check pronunciation and fluency.TD Ad Mise mmmecre theses As a review before starting the class. invite students 10 lisiov to the dialogue of last class, Play the CD on track 6 and ask students for the places and jobs mentioned, Write a sentence with going fo, and other with wail. Ask students for the difference between both. 9. deg Match the sentences to the pictures. Ask students to read the sentences. After you check comprehension. invite them to match the sentences to their carresponding pictures. Thon, ask for volunteers to read the sentences and make the whole class call out the correct picture. Answers: av bv Gi dv eli, hi CU Ra ae ULtd Future Will/ Going to Willis wee to express unplanned future intertions that ‘ae decided atthe ime of speaking ‘spontaneous offs, promises and decisions): Come on, Ff help you with thse bags. Seeing tat someone is sugging wit their shoppng tags) Be going to is usad to express futur intentions that have aieady been decided before the time of speaking: can't make ton Satay. Pm going to help my pants around the house. (feterring to a decision that the speaker ‘has made in the past). Eh orn wate rp cnn Sat eee pl ae Mghsstven nec rescanan nec ingore {5 As okie pe nd sure ane 9 a as 10. de, Order these words to write proper sentences. Invite students to read the scrambled words and order them into a proper sentence. Then, check if they had problems in doing so, so that you can identify their ditficuties and reinforce the Language watch Answers: a. Vietoria is going to play at the playoround. 'b, What will you be in the future? cc, Maria will be 2 denis. 4. | hope you are OK e. Francisco will be a famous soccer player11.489 #8z8 Listen and check the sentenes in exercise 10. Compare with your classmates. Pray the CD and invite students to listen to the sentences and check their answers. Play it aga write the sentences on the board and read them aloud as a class, 12. tlds Look at the picture and create a sentence about the it's expectation. Check with your partner. Invite students to look at the picture and create a new sentence about the girl's expectation, Encourage them to use activity 10 as a model, Check orally and on the board ‘Answers: ay vary TRANSCRIPT a. Victoria is going to play at the playground. b, What wil you be in the future? ¢. Maria will be a dentist. d. | hope you are OK e. Francisca wil be a famous soccer player. Closure To check speling related to jobs and professions play hangman as a class. Draw a hangman on the board and mark out blanks for each letter of the sentence (eg. She will be a doctor = 5 blank lines) Choose students to call out a letter, ard if the sentence contains the letter once or more, write IV them on the corresponding blank. If the letter is Not in the sentence, erase a part of the hangman. Students who saves the hangman wins. 20 aici © fh oeesncaiieningnsotonote ees ‘Abert He Roda) , ode Fb) ‘Abert i goed! The guys nd ae) ley occ tomatow, Ar you) come? Rods Ws fuses hw te [Abert No because does t Rode dona arseeee athe Aber: OX seyoutemaron, the. ye Rod eds oy, Lead-in ‘Ask students if they have ever thought about being a profesional sportswoman/sportsman. Elicit the nae ‘of some sports and types of sports people (soccer player, tennis player, rhythmic gymnast, judoka, ‘swimmer, @tc.). Invite them to ask and answer questions in pairs, and motivate them to expiain why they choose (or don't) any particular sport ‘Advantages of pairwork It dramatically increases the amount of speaking time students get in cass. it allows students to work and interact independently without the necessary guidance of the teacher, thus promoting learner independence. Helps the classroom to become a more relaxed and friendly place Heme, J. 2018), The practi of Gaish gage teaching Hao, Esser, Edad: Pearson Educa Lid,13. dass Complete this dialogue with going to ‘or will and other expressions from the unit. Then, practice it with your partner. Ask students to read the dialogue in pairs and fill in the gaps with the expressions they consider are Correct for each sentence. After that, invite them to practice it orally. Check around the classroom and encourage some of them to act out the dialogue in front of the wiiole class. ‘Answers: a. How are you b, Thanks. ©. Going to d. Gong to 8. Going to. f. Wil, Bi gausensnd csi nsmestnentcie 1 Campi metie peasne te Sacepectoengage tae te tbe Movers erator covegeieg meee Wore vernon Mantle ern a 1 Westone vier wet «tent siento pt adn ee Complete the table comparing expectations. Play the CD and have students listen to the dialogue. Ask them to pay special attention to the tone ard rhythm. Play the CD again, this time pausing aiter each sentence, so students can check their answers. ‘TRANSCRIPT i, Bod, How are you? Fino, thanks, and you? im good! The guys and | are going to play ‘soccer tomorrow. Are you golng to come? Rod: Yes, of couse Is Steve going to play? Albert: No, because he doesn't lke il. Rod: He doesn't? Wow, | love soccer! In the future ! will be a famous soccer player. Abert: OK, see you tomorrows, then. Bye, Rod. Rod: Bye, Alpert. BB Read the text Schoo! expectations on page 4 the Reader. Match the names of the children to their corresponding expectations. You may assign this exercise as a pre-reading activity or do it while reading the text in the Reader. ‘See notes on the session devoted to the Reader on page 22. ‘Copy the table on the board and give an example related with your own expectations. Tell students. to compiete it in their notebooks and invite some of them to share their answers with the rest of the class yw “kA BYPRODUCT 2: sentences to express expectations. a. Invite students to revise the exercises: mentioned and make a list of expressions of ‘expectations as a review, in their copyoooks. With the sentences they wrote, challenge them to oreate @ short dialogue Ike the one in exercise 12 You may assign these two points as homework cc. Syl Invite your siudents to read the clalogues they have written with @ pariner and act it out using exercise 7 as a model. Check with every pair and then withthe whole cass, s Closure Reflect! Ask students to complete the self-evaluation activity Check oral. I there are any doubts, make a quick review of the specific topic trom previous classes. ‘Rermemier fo colect studerts work troughout the development of he unit such as words and expressions of expectations In this way, you wil have enough endence ct your students’ performance before they cary out te fal product 21Materia vn gee Cte erate = Ei roictatn roomed on estar apes ' Sites Poe ion eae purest, 1 bwise and cuyou snes to gars By crocs sae of the serene about ‘expen ned caoy ten ng oe Porioach wor Gi aye semen the apa Nake waameng erst pcre Z [ Ureyourmonaie ook ocreate erent combinations snrences 1 snc your dierent erections wth you dasa cer AA SHE wilt BE WEE dotahpoet economia sadn site | milder? lerpeceptenanentors secwnyt ‘ea wEtEliewinese? Lead in Put the children in a horseshoe and explain that they will be invalved in a very interesting product in which they have to create a movaiole book with the sentences expressing expectations. Ask some volunteers to read the instructions of the product and check for understanding. Inform them that they will work only on the first stage of the product during this class: es Invite students to look at the lst of expressions they have made in exercise 14 in their copybooks, and compare them in the group, Depending on its size, tne group has to define if the movable book wil be horizontal or vertical Ask students to choose five expressions in group. Tall them to come te your desk and show it to you so as to give them feedback on what to improve. ff they have to change some things, explain to thern that they 22 a have to come back and show you the modfications, ‘Tel stucents to keen their iotes arid the old notebook for next class, since they will use them to produce the final product Review the vocabulary you saw with the students at the end of the previous class, Check spelling on the board. Ask them to continue with their product on the seound stage, Invite students to look at the steps they have to follow to finish the product. Point some students at random and tell hem to read aloud the three steps. Students have to divide and cut the sheets into 4 ‘equal parts so they can write in every piece of paper a word from a sentence and make a draw of it Ask your students to show you what they have cone 0 far. Invite them to share with their partners some. of the expressions they have selected and the way the movable is taking form.Give some minutes so each group can finish the work of previous class before pass to the next stage. Invite students to stay in their groups. Chovse one child in each group and ask hiny/ner to hold up the mobie book and show the sentences they have created. Invite students to swap their movable book with others, The idea is that every group plays with the movable books of their classmates. Unit reflection Ask students to comptete the self-evaluation activity. Explan o students that they have to assess their achievements in the unit and also their workin the product, how they behaved with their classmates and if they fulfilled the objectives. Invite them to open ther activity book on page 1/, read the statements and ask then to answer accordingly, also suggesting how they cen improve ther resus regarding the specite leaming objective. Call them to your desk and talk a litte about the resuils ofthe self -assessment. TEACHING NOTES FOR READER (AND EXTRA MATERIAL Lead in BI G3 41 z sooo! expectations Ask your students to open their Readers on page 4, and tell thern they will work on the text Schoo! expectations. vite them to make some predictions, ask them what do you think the text is about? Accept all the children's answers and write some of their ideas on the board so 2s to compare them when ‘hey finish the reading Development Elcit rom students the expressions connected to professions and tiie dialogue that tney leaned during this unit, Make students read the text in silence. Ask if they nave any diffcutties with the vocabulary. When students finish the reading, piay the CD and invite them to following the text with their fingers and read aloud. Invite students to ook up at ihe Picture Dictionary al the end of the text to explore the meaning of the highlighted words Closure Assign three students to perform the three roles in the dialogue and ask them to read it aloud, and act it out in front of the class. ‘TRANSCRIPT ‘School expectations This is a new school year! Study hard and have fun! Kathy: Helo, Tom. How are you? Tom: Hi, Katry,'m five, hanks. And you? Kathy: 'm good! Look, we nave a new classmate! Tom: Hi there! Whats your name? Raul: I'm Raul Kathy: 1, Raul Im Kathy Tom: And Tom! Where are you for, Raul? Raul: im from Brarll Kathy: That's nice! Raul: You know, we're going to visit the zoo tomorrow with our Science teacher | hope we have a great tmel Tom: Good! | love animals! When | grow up, | wil be avell Kathy: Nice, realy hope you can make it.I think | willbe a doctor ora nurse, | ike helping people Tom: | hope you become the best dostor ever! Raul: in my case, | want tobe @ famous guitar player, and ave many fans! Tom: You wil be an amazing gular player, sure! Tom: You know, we're also going to write the school magazine this year, are you interested? Kathy: Of couse | an! Raul: | wil wite arices! Kathy: And | wil take photographs! Tom: !'m sue this year will be so much tun! Lead in BGR vin to stents rat they wil sove sorne taskS connected to the reading, Invite students to read the text again. Play the CD so they can listen the text as well Development 3, Answer these questions according to the text, Ask your students to take another quick took at the text, then read the questions in exercise 2 and write the answers. After that. invite them to check the answers with a partner. Check orally 2. Look at the pictures and create a short sentence with an expectation for each of them. Invite your students to look at the pictures and create a short sentence expresing an ‘expectation. Encourage them to go back to the at 2Btext and look for examplas of expressions of expectations to use as a model. (Check orally and on the board, Answers: may vaty. Closure After youl finish the activities in the Reader, have sludents work in pairs and talk about what their school expectations for the year are. Let them talk about it with the class. 2 ee Lead in Invite students to come to the front, in pairs, and share with the class what job they would like to have when they grow up, and explain why. Check vocabulary and fluency. 1. Write sentences using the words in the box to express long term plans. Invite students to rewrite each sentence replacing the subject to the personal pronoun, ‘Answers: 'b. She will be a vet ¢. Thay willbe musician. d. He wil be 8 cook, dad, Create a short dialogue using the the formation in exercise 1. Practice it with a partner and check with your teacher. Encourage your students to use the information in exercise 1 to create a shorl exchange about peopie’s expectations. Invite them to get in pairs and practice the exchange orally. Check around and encourage your students to present their exchange in front of the whole class Learning Outcomes: * Listen to expressions connected to expectations, * Understand the main idea in a dialogue Explan to students that they will have a test to check how much they have leamed in this unit, Deliver the test on pages 26 - 27, and read the instructions aloud, Poirt to the exercise and show some actions. that must be done to solve them. Walk around the Classroom to support children work in case they rood it Answers: 1. a. | wil bea dents. 24 Uett b.wt do exercise ©. | wilde 2 plot 4. | willbe a teacher a. Going to b. wil ©. Going to 4, Going ta €. Going fa 4 Gaing to . a. Closure, bs. Opering ©. Body, 8 TRANSCRIPT Sofi: Hi Maria How are you? Maria: Hello! 'm fine, thank you. | hope you are ok! Sofi: Yes, Im dong well Maria: Hey. Sofi, Can you help me please? Sofi: Sure! Maria: Where isthe library? Sofi: I's nex’ to the music room ‘Maria: Ok, thank you. Bye Soti? Sof: Goodbye, see you! 5. Answers wil vary. ‘Suggested assessment instrument: Observation sheet (See sample on page 165)COMPLEMENTARY ACTIVITIES Name: =an ~~— Class: Bi write sentences using the words in the box to express long term plans. Replace the names by he, she, they as in the example. 7 lo ee -vet a. Alice enjoys teaching. Alice / she will be a teacher. b. Ruth loves animals very much. ¢. Carol, Beth and Ken enjoy music a lot. d. David likes to cook. a a, Create a short dialogue using the the information in exercise 1. Practice it with a partner and check with your teacher. PHOTOCOPIABLE dott 25CHECK YOUR PROGRESS 1 Name: = Class). 2 8 Write a sentence that describes the expectations of the people in the photos. (6 points) a the correct answer. (6 points) a. Annis going to / will make hot dogs next Saturday. b, Pat and Sue are going to / will be excellent tennis players in 10 years. c. Lam going to / will visit the museum tomorrow. d. My mom is going to / will the supermarket after my classes. e. We are going to / will travel to Disneyland next year. f. My granny is going to / will visit me the next weekend. 26 ut PHOTOCOPIABLEEB Match the structure of the dialogue in exercise number 3. (3 points) ' Maria: Ok, thank you, Bye Sofil Goodbye, see you! : Hil Maria How are you? | Maria: — Hello! I'm fine, thank you. } | hope you are ok! b, | Sofi: Yes, 'm doing well. ‘Maria: — Hey, Sofi, Can you help : me please? ; Sofi: Sure! “Maria: Whereis the library? ¢. | Ricardo: {t's next to the music room. o ee Read and listen to the dialogue. Then, practice it with a partner. Sofi: Hi! Maria How are you? Maria: Hello! I'm fine, thank you. | hope you are ok! Sofi: Yes, I'm doing well. Maria: Hey, Sofi, Can you help me please? Sofi: Sure! Maria: Where is the library? Sofi: It’s next to the music room. Maria: Ok, thank you. Bye Sofi! Sofi: Goodbye, see you! Create a short dialogue using exercise 4 as a model. Practice it with your partner. Total score: _— -/15 points PHOTOCOPIABLE * 27LET'S SING SONGS! Environment Recreational and Literary, ‘Communicative Activity Literary exprossion Social Practice of the Language Sing songs. isin | Learning Outcomes = Listen to lyrics of songs. - kéentily the parts and stucture of the song. - Participate in snging songs Spiral Review of Leaming Qutcomes throughout Unit 2. Final Product My first concert, Informative Reader Chicren’s songs! ry Materials teveeren | Mustalinstunenis, apetue ot you ava your ends, hx al Lead-in big piece of paper, anc tlasncards of sea animals, Put in a box different musical instruments and invite students to guess what is inside, Start taking them out one by one and elicit the names of those instruments from the children. Let them explore. the instruments and ask them to say what the instruments are for. Ask then about the genre of music they like and if they have a favorite song, if students are wiling to sing a song, let them do i Development ‘Ask students to open their activity book on page 18 and observe what the children are doing in the picture. Ask students 10 give different ideas about what they think the chidren are singing in the picture. Write those ideas on the board. 28 ven?Pregare some flashoards in advance, include exgresson that wil be worked during the unit so as to show to students and ‘vile them to read and mime the actions described. Brisas ares hipaa mets hen en ee 1 RE inet oe tte se | ae dante eesti 1. Look at the pictures and name the animals you know, aloud. Then, listen and check. Practice the names of the animals with your partner, Show the flashoards and ask students to say the animal names aloud. invite them to classity tre flashcards into thres groups; air, land and sea animals, Ask students to (ook at the pictures in this item and say their names aloud. Then, play the audio track and check. Paraphrase what stugents say in their mother tongue. Hold up your book and point at any picture at random, Choose a child to say the name of the animal Take advantages of this activity and check pronunciation and intonation. Then, encourage therv to practice the names of the animals with thelr partners. Repeat this activity Until covering the vocabulary at least twice. 2. tub Circle the animals that contain the letters sh. Then practice saying their names aloud, Tell students to read the words and identify the letters sh in them. Then, read the names of the animals again, emphasizing the prorunciation of the sound /f/. Ask students to repeat aloud. TRANSCRIPT 1. shatk, 2. seahorse, 3. tule, 4. ish, §, octopus, 6. jelyish Closure It you have intemet connexion and data show in the classroom, ask students what animal they would like to research about and google it. Check some important ideas about where thay live, what they eat, how they reproduce, how long they live, etc. Share information and then ask students to draw in their ‘copybooks the animal they have research about, Give them some time to do this task and when finishing, ask some volunteers to show and say what he/she has drawn about the animal Unit plan Craw studente’ attention to the plan for this unit, and comment with them the stages they will go through to elaborate and present the final product. 29fee A sailor went tose 4 nest anesthe hemo ee Lead in Mime some actions and ask students io guess what you are doing, Mime as you were at the bottom of the sea. swimming and fooking at different animals over there. Ask them if they have ever sailed and how they have fat. Development 1. GB 41 z Listen and sing the song. Invite students to open their b90« on page 20 andi explore the lyric of the song. Ask them to find any word they know in advance and invite them fo say it, aloud. Explain to students that it is a song, Hold up your book and point to the tite of the song, "A Sailor Went to Sea’, Ask students if they know who a sailor is. Show a Rashcard of ‘a sailor Invite students to read and lsien to the song. Play the CD and ask students to follow the song with their fingers and sing along. Then, invite students to identity the animals that the 30 : sailor sees at the bottom of the sea. Show the flashcards and review the animals. Invite students to stand up and sing along. Encourage them to mime some words in the song, especially those that are repeated all the time, tke see, sailor, the bottom of the sea, etc. Repeat this activity as long as It is interesting for students. Divide the class into five groups; ask them to sing one: stanza of the song. Play the CD and point to the group that has to stand up and sing its part. Invite students to look up at the Picture Dictionary ‘on page 126 to explore the meaning of the highlighted words. TRANSCRIPT A sailor went to sea AA sailor went to sea, sea, Sea to See what he could see, see, see but all that he could see, see, see was the bottom of the deep blue sea, sea, seal A seahorse! A sailor went to sea. sea, sea to see what he could see, see, sae but al that he could see, see, see was a seahorse ‘swimming i the sea, sea, seal A jel ht A sailor went to sea, sea, sea to see what he could see, see, see but all that he could see, see, see was a jellyfi sh and a seahorse swimming in the sea, sea, seal ‘An uctopus! A sallor went to sea, sea, sea to see what he coud see, see, See but all that he could see, see, see was an ‘octopus, a jeliyfi sh and a seahorse swimming in the sea, ea, sea A shark A sailor went to sea, sea, sea io see what he could see, see, see but all that he could see, see, see was a shark, an octopus, a jaliyfi sh and a seahorse swimming in the ‘sea, sea, sea! |. ‘Mk Add other animals to the song. Tell them to your teacher and sing the song again. Invite to students to think of other animals they know and thal live in the sea. Write them on the board and ask students to say their names aloucl Finally, invite students to sing thé song again and say the names of the animals they have proposed. Point to the words on the board 10 guide students.rN M OO MOM MMMM mmm Seve ea eee ne eeseenes Language watch Sounds /i1-/ 2wi 1. G3 uston Invite students to listen tothe recording. Then, read the pairs of words. Ask students to repeat and ccheck pronunciation and intonation. { i i fasten ett senate to Soet TRANSCRIPT on Una Steaua pane deep - see swim - sweet 2. Gd tote students to listen tothe recording, Then, Ds escent read the pars of words. Ask students to repeat and 7 ccheck pronunciation and intonation. in exercise 2 explain to students that they will listen to a recording ae with some words that have the same sounds in exercise 1. Play the CD for the last time and ask ada ya mnt erp cranny en them to write the words next to the same sound. Finally, choose a couple of students to say the words of each sound aloud, Check the answers by ‘writing the words on the board. Answer: Deep/see: green ~ sea, ‘Swim/sweet: sweater — swan. ‘TRANSCRIPT ‘sweater, green, swan, Sea, 3. Compare your answers with your classmate. Then ccheck with your teacher. Choose a couple of students to say the words of each sound aloud. Check the answers by writing the words on the whiteboard. Invite the students to ‘check their work. 3. da Read the lyrics of the song and find three words that you don't know. Use a nary to find their meaning. Ask students to read the lyric of the song again, ‘and look tor three unknown wards. Have them find the meaning in a dictonery and register the information on their activity book. p dh, Go to the text Children’s songs! in the Reader. Ask students to open their Readers on page 24 and read the information aloud. Then read the words aloud and ask students to repeat after you. Toit students that they wil ead and listen to the whole text on a separate session Read the information on page 38. 31Play a brief game with students to consolidate the sounds ‘hat they have worked inthis class, invite them to look at your mouth and you wil say any of those words but without using your vote When a student quesses he/she has to say another word that sound the same. You can divide the group to do this game as a competition. Givea point for every word they say and matches with the sound. Closure After your students finish the activities on page 21, play the CD of the song again and invite students to stand up and sing along, Divide the group into five small groups again, and assigned one stanza to each of them, When they have sung the song several times, ask the 10 open their copyibooks ‘and draw the sequence of the song. To help them, ‘draw five squares on the board ina ine. Point at the first and ask them what they have to draw in there. Repeat the same with the rest of the squares. Give them some time to draw and color the stanzas, Finally, invite some students to sing the song and ‘point at the pictures they have in their copyoooks. Reflect! ‘Ask students to complete the self-evaluation activity. Check orally, if there are any doubts, make a quick review of the specitic topic from previous Nursery rhymes represent a great source of learning ne sounds and vocabxiary. Throughout comprehensive repetition, students learn new expressions, rehearse the pronuncaton and itonaton of the words. Use nursery rhymes when students are working on their own and indude them in your day routine. 32 ints Eerie ‘Nursery rhymes as we know them date back to the Middle ‘Ages hough the frst colecion in Engish was Toray ‘Thumb’s Song Book in 1774. That book included London Exige sFaling Down vth te word “broken instead of “len” ‘They were not called “nursery rhymes" unti 1806 when Ann and Jane Tayorpubished thei Rhys For The Nursery. That book included Jane Taylors five-vorse poom The ‘Star of which the first verse was the now common Twinkie, Twink Lite Star rhyme Poorer [ym pancetta penn ten: cea Tuya eyo mg mcrae baton any Making new friends = Bring a picture of you with your friends and show t to students. Say the name of your fiend and what you normally do with hinvner. Ask them i they have good frends and what they do with them. Write the actions they mention and write them down cn the board. For example, play football, play with dolls, watch television, play computer games etc.Development Practice the pronunciation of these activities that will appear in the song, with the whole class, aloud. Check with your teacher, Hold up your 200k and point atthe first picture, Ask students to say the name of the activity aloud and cheek for pronunciation and intonation. You can complement this actvity-by inviting them to raise their hands if they ike the activities and to justify why they ike them, Repeat the same process with every picture, and invite them to use some expressions to give reasons, such as / ‘ke it because, | want to do that because etc. @A Listen to the iyrc of the song and sing it. Is your favorite activity mentioned in the song? Ask students to explore the Iyric of the song and find any word they know in advance. Explain to students that itis @ song, Hold up your book and point to the title of the song, "Making new friends’. Ask students if they know what means meking new friends. invite them to read and isten to the song. Play the CD and ask students to follow the song with their fingers and sing along. Then, invite them to identify the actions mentioned in the song when children make now frionds. Prepare some pictures in advance with the actions mention in the song, Play the CD again and show the pictures when the actions appear. Encourage them fo mime the expressions in the song, especially the actions. Divide the class into three groups and ask them to sing one stanza of the song. Play the CD and point to the group that has to stand up and sings its part TRANSCRIPT ‘Making New Friends CHORUS Making new friends, making new fiends Al what | want to dois to make new fends, Praying wih the bal, laying with the bal {wil invite ther af laying with the bal CHORUS Running in the park, running in the park We wel care about he plants, running in the park CHORUS Listening to some song, istening some songs ‘We wil lap to the song and sing along. POMONA MM MH HOMO Mmmm CeCe eee eee e eee eus Language watch Structure of a song Invite one student to read what itis written Inthe language watch and then, invite students to complete part 1, 2, 3 and 4 with the information from the song "Making new friends’. Check the answers with the class. Answer: 1. Title: Making new friends, Chorus: Making new friends, making new riends. AL what I want to do it is making nev friends. 2, This song has 3 stanzas. Every stanza has 2 verses. 4, Allball, song-atong. Me BY-PRODUCT 1: concert Think of a song you already know. Write in your copybook the song's title, chorus, and one of the verses as a model. Ask students to think of one favorite song of theirs, The one they usually sing while are Going chores or walking home. Ask them to write the title, chorus and some verses they can remember in their copybook. Invite some volunteer to sing the chorus of the song, song for a school 33Closure Invite students to make a poster with the activities they like to do with new friends. Give one big piece of paper to each group with the following sentence written on top: What ike to do with my new tends is... ASk them fo use Grawings or cutouts to represent the activities. Help students to write the expressions on the board, and encourege them to copy them. Finaly, invite students to stiok their Posters So each group can present I PSU AA aes ached Verse / Stanza / Rhyme / Chorus Acenxiny tothe Cambridge Engish Dictonary & Thesaurus a verse is general consdered to be one of he pert that a oer ar song is died int. Astanza i group of ras of poetry forring a unt Note that sometimes they are considered synonyms. ‘Words that ehyme have the same last sound The chorus i te put ot song which is repeated ater each verse. ee | oa J Eauser sedge permet cle net 7 ghee ang nese iont ‘The sexsons' song, Me BP sete Lead-in Prepare in advance strios ot paper with diferent ~civities written on them. For example. playing ball, paying computer games, watching television, watching movies, listening to music, running in the gark, etc. You can also include other acthilies from previous Units. Show the cards to students and invite them to do the action without reading them atoud. Write on the board {ke and stat edding the cards one by one. invite to siudorts to read the whole sentences, Ask them to ‘add with my fends at the end, Tell them to think in their ends and say tha whole sentence. For exams, fe watching savies with my fends. Development 8. de Look at the pictures and tell to your partner what seasons they show. To introduce this activty ask studerts for the ‘weather, W'te the woros sunny, cloudy, and rainy or eny other (acco:ding to the day} on the board. ‘Asi students to mention the season of the year they are going through. Invite students to look at the pictures in exercise 8. Hold up your book and point to any picture at random, ask students to say the name of the season and what their favorte season is and why, Make a chart on the board with the four ‘season's and put a tok for every child that says it {kes it. Invite them to identify what the most and least popular seasons are. 9. G¥ practice the pronun Invite students to listen to the recording and practice the words that will be present in the song in exercise 10. Play the CD and ask students to point to the pictures whie they are listening to it. Check pronunciation. TRANSCRIPT a. Summer b. Fal @ Winter d, Saring 10.99 Let's sing the Season song! Ask students to explore the iytic of the song. Have them find any word they know in advance: and invite them to say them, aloud. Expiain to studints that itis a song, Hold up your book and point to the tile of the song, “The season song” Invite students to read and listen to the song. Pray the CO and ack stucionts to follow the song with their fingers and sing along. Then, invite students to identify the actions that children do in every season. Prepare some pictures in advance {or the actions mentioned in the song Play the CD again and show the pictures wienthe actions appear in the sang, Ievite students to stand up and singaiong, and rime the expressions in the song, especially the actions, Repeat this activity as long as itis interesting for sludents, Divide the class into three groups and ask them to sing one stanza of the song. Play the CD and point to the group that nas to stand up sing its part ‘Answers: Pictures up to down: 0, c. 4, ‘TRANSCRIPT The Seasons’ Song ‘Summer is cool! We goto the swimming poo! Fallis nice; we play the whole day outside Winter i cold, but we play inside with a bal ‘Spring is my favorite one. my famity and ! start to run, CHOHUS Hete we go Oh! Oh!, here we go Oh! Oh! Seasons of tne year, seasons of the year Which is the most beautitl?, | don't know | realy ike thes al realy tke them all ‘Summer is funny, the whole day is sunny Fal is greal, on weekends we sleep untl late Winter is quiet, we stat a new ciat ‘And spring is here! Tek itn my ear. CHORUS: TEACHING Ti Using songs in the classroom The songs are @ good didactic resource in teaching second languages because: 1. They help deerwase anviety 2. They a'e g technique 0 acquire and memorize wocabulary 3. (prove ofa exoression and pronunciation 4, They improve reacing comprehersio. 5. Contain grammar and syntax. 6, They are a lnk with the culture ofthe second anguage Faas AC 1997), Gong music to scoot eacagy usps. 2 tetany ah pts ppc 11. des Complete. ‘Ask students to ememiber the pats of the song. Invite them to count the stanzes and verses, ancl to write it in the activity book. Have them underiine the ttle and the chorus as well with colored pencils. Check answers with the class. Answers: a2 b4 4, 12, da. Read the lyrics of the Season’s Song. Match the seasons to the pictures. Activate prior knowledge by asking students if they have dane the activities from the pictures and when they normally do it. Hold up your 200k and point to the first sentence on tne left. Read it aloud and ask students to follow the reading with their fingers and to identity the picture that boast rapresents the sentence. Show the match to students and explain that they have to read the fest of the sentences and match with the right picture. Give them some time to do the task and ‘walk around the classroom to support students’ work, When finishing the task, hold up your book again and point to the second sentence, ask students to tel you what picture must be matched with, and do it with your fingers. Repeat the same activity with the rast of the sentences. Answers: Pictures up to down: dc a, 4Reflect! ‘Ask students to complete the self-evaluation activity. Check orelly. If there are any doubts, make a quick review of the specitic topic from previous classes Closure Adapt the game Simon says. Explain to students that they have to follow the instructions and do the actions but just when they listen to in summer, I Then, change the season of the year and continue with the game. Invite one student to play the role of the teacher and suggests actions to do, Repeat the game as long as it will be interesting for students, Use videos that can be found on the wet to work diferent action veras wih students Oter kinds of val support are so usetl and encourage student to widen their vocabulary, Leave a specia board to add pictures and flashcards that show people doing certain actions, F Gitaeoeim amen ewer tee WIRE = = Lee Ath onsen tom een ng aga Ten Sosemwenargean se nee he ety 36 bn? Lead in Review the expressions worked in previous classes. Write four big cards, each of them with the name of one season. Show to students one card and invite them to say activities to do in that season. Repeat the same with other seasons. Then, invite four children to stand in front of the class and give them ‘one card to each of them. Say one activity and ask the student who is holding the card to raise it up. You can change students so that all of them have the opportunity to pariicipate. Development 13. § Listen to the song again and match the words that rhyme. Play the CD and invite students to sing the song again. Ask thern to pay attention to the words that rhyme. Point to a student and ask him/ner to say a thyme in the sang. Ask them to look at the song again and circle the words that rhyme. Explain to students that they have to look at the two columns in exercise 13 and match the words that rhyme. Hold up your book, point to the first word (coo) and ask students to find the word that rhymes in the opposite column, When finishing this task, ask them to share their answers with their classmates next to them. Answers: a. Cool-poal. d. Nive-outside, b. Great-late e, Cold-bal e, Funny-sunny, 14, day Choose three activities mentioned in the song and create a short stanza, using words that rhyme, Check with your teacher. Invite students to choose some activities from the song and create a whole new stanza, using words that rhyme. Give them time to explore the song again. Walk around the classroom to help your students if they need i. Invite your students to share their stanzas with the whole class. 15, hk Choose a stanza from The seasons’ song to sing individually. Then, sing along with your group. Ask students to work in groups and choose a stanza of The seasons” song. invite them to memorize it and then, sing the song indvicualy and chorallyTk Lenton nin wig ece normed osteo Te, ‘mga seman ete me Bg an gre m =e Bp rormnementtennarrtnttee 16.Listen to The seasons’ song once more and choose one stanza. Then, replace the activities mentioned with others that rhyme, Sing the stanza aloud with your partner. Invite your students to listen to The seasons’ song once rrore and ask them choose one stanza and replace the activities mentioned with others that rhyme. You can hela them by providing them with ideas of words taken from a dictionary. After they finish, invite them to sing their new stanza aloud with their partners. Check orally and in front of the class. Y ‘ha BY-PRODUCT 2: the lyrics of a song eter students to the song they chose in the by-product 1 a. Separate sheet cf paper. (They may divide: the Song among the members ot the group and wrte one part each) b. Once they have copied the song, ask them check the wards that rhyme, underine them and practice them with their partner. Check pronunciation Collect the students’ rraterial and keep it for the presentation of the final product. ‘Ask students fo bring diferent items of clothes that they ear aocorcing to the seasons. inwte them to put them ‘on and mime diferent activites they frequently do in that season, Bread and listen to the text Children’s songs on page 22 in the Reader. Choose one stanza and write down the words that rhyme. Practice them with your partner. Ask your students to take a look at the text on page 22 in the Reader, choose one stanza and invite them to write down the words that rhyme. Encourage them to practice them with your partner. Check pronunciation. Explain that they wil sing the whole song once they get fo the Reader, at the end of the unit. Closure Reflect! Ask students to complete the self-evaluation activity, Check orally. if there are any doubts, meke @ quick review of the specific topic from previous classes. wd BFwoinyou gous. snenstwonepion Boy 5 Colatalthemsteisyes eh MO * Srey ese andereckthematrith Issuer youn ES taimarea ty, ‘amtournes et 45S owsethe sans ana 2 Reginetesa 1 ache sing he song ime Fut the children in a horseshoe and explain that they will be involvad in a product to present a concert Invite students to have a look at the songs and expressions thal they Nave learned during this unit in their activity books and that can be useful to prepare themselves for singing other songs. Ask them to remember the songs in the unit and practice them. CEES Have students collect all the material they developed along the unit. Give them the song that they pasted on a piece of construction paper. ‘When all the groups are ready, invite them to think about the organization of the concert Ask students fo check their notes and sing along with the members of the group. Give them feedback ‘on what to Improve. If they nave to change some things, explain to them that they have to come back ‘and show you the modifications, Tell students to keep ther notes for next class, since they will use them to produce the final product. 38 : £ Preset tne yo ou song your teach 1 atc few ses etre starng the cone alienate i feettiaayoe 7 Lianlentrrraanstaceret sy Pye x mec wien ate mpwer Jenpeganenoe nnn Thea : inten tmp Invite students to sing some of the songs they have collected and written in previous class to the rest of the groups and receive ary comments of improvements from their classmates. The dea nol to repeat the songs, Ask them to organize themselves in their groups and collect the material they will need to start working on the final choval book and the presentation of tre concert, Motivate students to find a musical instrument to support the singing, The maraca, the drums, and the tambourine are very useful to sais the rhythm of the song Ack every member of the group to sing the songs with the musical instrument. Take advantages of this moment and check pronunciation and intonation. ‘Ask them to practice several tines defore they perform the presentation. Invite students to stay in their groups and start practicing the songs they have wntten in ther choralbook. Teil them to find a place in the classroom to ‘organize the presentation. Help them by leaving no more than two groups inside the classroom and the rest practicing the songs outside. Explain to the groups that they nave o present only wren they feel teally contident about their performance. ceade do When finishing, invite students to make a horseshoe and keep in their hands the choral ioooks they have created. Ask for same volunteers to start the concert, Make some questions after every presentation so as to check it students were paying attention to their classmates work. Unit reflection Ask students to complete the sell-evaluation activity. Explain to students that thay have lo assess thelr achievements in the unit and also thelr work in the product, now they behaved wih their classmates and if they fufitad the objectives. Invite them to open their actwvity cook on page 23, read the statements and ask them to answer accordingly, also suggesting now they can imoreve their results regarding the speciic, learning objective. Call hem to your desk and talk a ite about the results of the self -assessment Remertber to coliect studi’ work throughout the develonent ofthe unt such as words and expressions songs, anda it of ming words fn his way, you wil Rave enough evidence of your sludens' performance before they ‘camry Gut the product. BGR *| 2 chitaren's songs Ask your students t¢ open theit Readers on page 22, and tel! theen they wil werk on the text Chitaren’s songs: Invite them to make some predictions, ask them what do you think the text s about? What songs do you know’? Accept all the children's answers and waite some of thet ideas on the board so as fo compare them when they finish the reading, Development Make students read the text in siience. Ask if they have any difficulties with the vocaoulary. When, students finish the teading, play the CD and invite them to follow the song with their fingers and read aloud. Start reacing the frst part of the song and ask students to memorize the lyrics. Repeat the same with the rest of the stanzas of the song. Divide the class into four groups and assign one stanza of the song 80 they can practice. Give them some time for this activity and walk around the classroom to support groups’ work. Invite students to look up at the Picture Dictionary at the end of the text to explore the meaning of the highlighted words. Closure Invite students to stand up and start singing the song. Repeat this activity as many timas as possible: it will help them memorize the song. Give @ piece of paper toeach group and invite them to draw and write some parts of the song, When they finish, ask them to show their work and recall some specific expressions in English that appear in the song, especialy the rhymes. Bolai to students they will do some tasks connected to the song that they leamied. ‘TRANSCRIPT Children love to sing, and what can be more fun than singing along with your fiends? AA chilren’s song is usualy invented by children or by adults to sing and have a lot of fun Songs usualy rhyme! Practive these rhymes with your fiend! Red- HeadHal — Cat House - Mouse L's read and listen to this children’s song, Beautiful Colors CHORUS The world is full of beautiful colors; You see those colors all around; Now if you're wearing one of these colors. Stand up and jump up and down IF yout wearing red remember what | said, If you have on green, stand up and be seen, You can dance around Just ike a circus clown, 39‘And now itis time for you to sit down, (wave arms in the air} It you're wearing tive, you know just what to do, iF youre wearing yellow, vty, youre a lucky fellow, You can dance around, just like a circus clown, ‘And now iis time for you to sit down, CHORUS The world i fll of beautiful colors; You see those colors all around; Now show a fend your beautiful colors, Then hold hands and jump up and down, “Cause | like pink, you know it helps me think, And | like biack, put purple makes me laugh, ike orange and brown, lke fall leaves on the ground, There are beautiful colors al around There are beautiful colors al around, Lead in B BR expiain 0 students that they wil soive some {asks Connected to the reading. Inte students to read the toxt again, Pay the CD so they can isten to the toxt as wel Development 1. Read and paint. Invite students to read the faces and color them according to the right color. Use a dictionary it necessary, 2, Match the actions to their corresponding Pictures, using a pen or pencil. Encourage students to read the action words. in silence and fook at the pictures. Explain that 40 iw they have to match the action words with the right picture. Hold up the reader and point to the first word {stand up) and ask them to show in their books what the correct picture is. Match the word with the picture using your fingers and ‘encourage the children to do the same. When they finish, check by reading the words and invite them to make the right match in their worksheets, Then, point to the pictures and ask them to tell you what the action word is. ‘Answers: i Dil Civ dvi elif. 4g. vil. vi, i ix Listen again and match words that rhyme. Ask students to read the words in excercise 3, Say the first word (full), point to a student at random and ask him/her to find in the opposite column the word that rhymes. Repeat a couple of times and then ask them to do the rest on their own, Give them some time to read, and match When they finish, ask them to share their answers with their classmates next to them to check. Then, start saying the words in the left column and invite the children to say the word that rhymes in the right colurnn, Make the match when getting students’ answers Answers: aii bei Gi, d.¥ evil fvi Qik BX ivi jl 4, Answer these questions. Ask students to remember the song and answer the questions. Choose one student to read the: fist question. invite the class to answer that question. Check students’ answers by looking and pointing to the Information in the song. Ask them to answar the other three on their own, Recheck answers. ‘Answers: a. They ae vented by children or adults, b, Remember wat | sald. c. Yellow. 4. Green 3, 5. Read and sing the song with your classmates. invite students to sing the song again in groups and individually. Closure Invite students to surimarze the ideas in the song, Divide the class into small groups, give them a big paper and ask them to draw and write some verses of thesong. Whert they finish drawing, coloring, and writing, ask them to stick the paper cn the wall and present their summary of the song to the rest of the class. ee Lead in Mime some actions that represent the vocabulary you have worked during this urit: sea animals, seasons, and activities done with friends. Ask them to guess what you are doing and say the words aloud, Invite some students to play the role of the teacher and mime different words as weil. Write some words on the board and invite students to spell them. Write as many words as possibie and divide the class to play a spelling contest. Give them one point for each right answer. The group that answers more correct answers, wins the game. Development 1. Complete the lyrics of the song below with the words in the box. Deliver the worksheet and ask one student to read the instruction. Hold up your worksheet and point at the words in the box. Explain that they have to complete the lyrics of this childrens’ song with the words provided. Explain that they can ask for help to you or work with their classmates if necessary. ‘Answers: (WEE WILLIE WINKIE ‘Wee Wile Wine runs through the town, Upstairs and downstairs in ris rightaow, Rapping atthe window, crying tough the lock, “Ae the children in her beds, for now is eight o'clock?” Read the song and connect each verse toa picture. Explain to students that they have to read the song in exercise 1 again and connect each verse to the pictures provided, Choose some students at random arid ask them to share their answers, with the whole class 3. Invent a melody for the song and sing it in pairs. Compare your versions with the whole class. Explain to students that, on this activity, they will have to work in pairs. Explain to them that they have to create a simple melody far the song's: Iyec they worked on in exercises 1 and 2 and sng it aloud, Encourage them to think of some of their favorite songs to get inspiration for their melodies. Check with the whole class Closure Invite students to create a comic on their copybooks. Encourage them to use the vocabulary in the songs, sea animals, seasons. activities done with friends. Ask students to show you what they have drawn. After that, tel them to wt for each scene of the comic. Learning Outcomes: + Listens to lyrics of songs + dentifes the parts and structure of the song Explain to students that they will have a test to check how much they have leamed in this unit. Deliver the test on pages 43 — 44, and read the instructions aloud. Point at the exercise and show some actions that must be done to solve them. Walk around ihe classroom to support children's work in case they need it Answers: 1. a. You could see jellyfish atthe bottom af the sea bi. | ike to isten to music with my fiends €. Fall is my favorite season of the year 3. @¥ Bea Baa Black Sheep Baa, baa, black sheep, Have you any wool? Yes sit, yos si, Three bags full ‘One for the master, ‘One forthe dame, ‘And one forte litte Doy ‘Who lives down the lane Baa, baa, black sheep, Have you any wool? Yes sir, yes si, Three bags ful 4. a. 3 stanzas b. 12 verses ©. 4 verses: ‘d. wool, full — dame, lane ‘Suggested assessment instrument: Rubric (See sample on page 167) une 41COMPLEMENTARY ACTIVITIES Name: BB Complete the lyrics of the song below with the words in the box. enlelea Cella) (len (yel(eleng et reload ILLIE teatime cones mouslemben einai Cat mask 1 Leta te sh Traber eros te wel @ = -in Ask students to pay attention to your movements and to describe what you are doing. Mime some actions as you were folowing instructions to make an object. Invite students to identfy and say what action you ere Ucing, When you finish, have students to recall the steps from the beginning end say what you were trying to make. Explain 1o students that in order to make something, you normally have to follow instructions and steps to gat the finel productvelopment 1. @2'* | z Read and listen to the instruction a ‘manual to make an animal mask. Ask students to explore and read the instruction manual, Play the CD and ask them to follow the reading with their fingers. Play the CO again and pause alter each line. Invite students to reaa that part aloud. Finally, check students’ understanding + tet eaiernetonmestemie scatman enn making questions such as what they need to make Bet ae me mete the mask, which are the steps, etc. Invite students to look up at the Picture Dictionary on page 126 to ‘explore the meaning of the hightighted words, TRANSCRIPT Cat mask Materials: Pape plate- Black or orange pant: Scraps of back, pink and green construction paper. Black wool- Rubber band- Blue stick Instructions: First, paint the back of the plate black or orange. Second, leave 10 dy Third, cut out two eye holes, = Four’, cu tree short pieces of black woo! and gue them to the centre of the mask to make whiskers. TOPO MAMMA mm mmm mmm Fitth, use the sevaps of pager to make the eyes, nose and eee ‘two ears. Language watch ‘Sixt, punch a smal hole on either side ofthe mask Instruction Manual Seventh, nsert the ubder band in each toe inte stadt to readin slene the language watch. Then, Your mask is rezdyll Try & on! read loud ard exon to students what an insructon manval 2 Look at these materials. Tick (v) the ones 8 bY Poring atthe Oat Mask on page 32. Ask students to Be mentioned in the eee Cicle in trent colors the main par ofthis typeof text, Make Ask students to look at the pictures and say lei ein inl the names of the objects they see from left to right. Invite them to write them on the board. Ask. : 7 students to work in pairs and propose what can Gat mask again and answer: be done with those materials a. What's the most difficult part of the proposals on the board. process? Why? Explain. Ask students to read "Cat mask’ instruction manuat and then, identity the mast complex or uifficult part of the process for them. Encourage them to explain why and share ther answers with the whole class. b. Complete the instructions with your own words and then number them in the correct order. Use ordinal numbers. Invite students to read the Cat Mask instruction manual and use It a as a model to complete the instructions provided and then number them. Ask a student to read each step of the instruction aloud. Check indivdually. 3. ih’ Read the instruction manual to make a 47