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Teacher's Companion
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Contents
About Storyline 4
Introduction 6
Teacher Training DVD and Encuentros Escuela + Hogar 11
The rationale underlying the series and NAP 12
Planificación anual 14
First week 17
Booklet Teaching Notes 82
How to go about the story FOOD FOR FOUR 85
UNIT VOCABULARY ANSWERS TO RECOGNITION INTEGRATION ORAL INTERACTION

SCHOOL Names of What’s your Classroom Hello. 18
1 characters
School objects:
name?
Who’s this?
language: stand up,
sit down, give me…,
Goodbye.
I’m + name.
book, copybook, glue, Is this…? show me…, open…, Thank you.
marker, pencil, pencil What’s this? close…, listen, draw, Please.
case, rubber glue, write, sing, That’s not nice.
colour, point to Sorry.
Pam and the Gang Integration through a story 26

ONE, TWO … BLUE! Colours: red, yellow, What Plural nouns Characters 28
2 blue, green, black
Numbers: 1 to 5
colour…?
How many…?
School objects
Oral interaction
That’s not nice.
Answers to
Is this…?
Who’s this?
Board Game 1 Integration and Consolidation 37

FIVE, SIX … PINK! Colours: orange, How old are The weather: Colours: red, yellow, blue, Hello, how are you? 38
3 brown, pink, white
Numbers: 6 to 10
you?
How old is…?
sunny, cloudy, rainy green, black
School objects
Fine!
I’m + age.
Big, small Characters
Numbers: 1 to 5
Oral interaction
That’s not nice.
Answers to
What’s this?
How many…?
Who’s this?
What’s this?
What colour…?
EDUCATIONAL OBJECTIVES Space management Accepting and following rules and

Fine motor skills - elements on the desks instructions
- tracing - page layout - classroom rules
- mazes - glueing copies - instructions in the book
- colouring within limits - underlining titles - teacher’s instructions
- following lines - rules of games
Taking care of materials
Tidiness habits - counting number of cards Respect
- materials needed - keeping cards and puppets in an envelope - towards others
- sharpening pencils - putting things away - towards materials
- glueing - keeping things in the right place - t owards likes and dislikes

UNIT VOCABULARY ANSWERS TO RECOGNITION INTEGRATION ORAL INTERACTION
TOYS Toys: ball, car, doll, Are you...? Feelings: happy, Colour + noun 48
4 plane, robot, soft toy,
train
What’s your
favourite...?
tired, OK Big / small + noun
Classroom commands +
What’s that? toys
Numbers
School objects
Answers to
What’s this?
What colour…?
How many…?
Is this…?

FAMILY AND PETS Family: dad, mum, Is that...? Big / small Personal 58
5 brother, sister, baby
Pets: dog, cat, bird,
Numbers
Happy, tired, OK
information: I’m
(Ana), I’m six. Look!
fish Colours My mum, my dad, my
Oral interaction sister and my brother.
Hello, how are you? Look! My dog.
Fine! Thanks!
What’s your name?
Answers to
Is this…?
Who’s this?
How many…?
What’s this?
What’s that?
What’s your favourite…?

FOOD Food: sandwich, Do you like…? Numbers, big / small, I like… . 68
6 biscuit, ice cream,
apple, orange,
colours, school objects,
toys
I don’t like… .
banana, egg, pizza Oral interaction

Please.
Here you are.
Thank you.
Answers to
How many…?
Which…?
Is this…?
What’s this…?
What’s your favourite…?
Pam and the Gang Integration through story 76
Months of the year - photocopiable 79
FOOD FOR FOUR – End-of-the-year play 87
AWARENESS Cognitive awareness Intercultural awareness

Language awareness - materials needed - politeness
- adjective before the noun - timing - diversity
- plural forms - self evaluation - cultural diversity
- beginning of print/sound relationship Social awareness
- phonological differences between
- group work
English and Spanish
- rules
Contents >> 3

Pupil's Pack
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Reading & Writing
Escuela + Hogar
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Integrated Pupil's Book

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Teacher's Companion
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audio fi les Training Video
Adoption Pack
Story Posters
for every unit
A set of 74
flashcards
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In this Teacher's Companion…
Unit objectives Reduced pupil’s book pages Answers to exercises
Extra
materials Audioscripts
Homework
Story lead-ins Copybook activities
Building confidence activities Consolidation activities
Notes to teachers Lyrics Personalisation An end-of-the-year play

STORYLINE
› R espect - for oneself, for others’ opinions and feelings and for personal
and classroom materials
› Group awareness - to help them learn how to work in groups
› Conflict resolution skills - to help kids gain autonomy as individuals
and as members of groups
Storyline is a six-level series for learners between the ages of 6 and 11
which aims at actively involving kids as whole persons in learning English, From the list above, it’s the latter six skills which a learner activates when
both effectively and in an entertaining manner. confronted with the fictional world of each text. Levels Starter A and B
provide a vivid context in which lexical and syntactic items are made
The rationale underlying the series memorable.
Storyline goes beyond the teaching of English alone. It aims at educating In addition, the stories in the books serve as an excellent prompt for
kids, that is, preparing them for the rapidly changing and increasingly improvisations, acting out activities, games and many other learner-
complex society they will have to live in, by helping them develop centered activities that spring naturally from them. It is in the latter
independent, critical thinking and ethical behaviours in order to become activities -many of which entail pair or group work- that learners gain
caring and productive 21st century citizens. The following four principles confidence in the use of the language and learn to respect other kids’
are at the core of the series as parts of an integral whole: a focus on opinions and feelings.
meaning, a focus on learning, a focus on education and a focus on stories.
The series grows together with the learners. This growth is reflected in
the choice of characters, in the activities proposed, and in the level of
1. Focus on meaning
demand and challenge through the series. Moreover, the introduction of
In order to learn, we all need to make sense of what somebody is trying poems, rock lyrics, legends and folk tales belonging to other cultures aims
to teach us. Consequently, English should be taught as a means to an at helping learners recognise the value of human diversity and, through
end, as a means to construct and understand meanings. Meaningfulness comparison and contrast with similar texts from their own culture, arrive
should be present at every stage, even when learners are focusing on at a greater appreciation of their own cultural roots.
the structure of the language. In this respect, stories and story telling
are a must in a series for kids, both to trigger their interest, to integrate 4. Focus on stories
language and content in meaningful and significant social situations, and
Stories play a crucial role in the series as they provide learners with
to start the learning process.
meaningful situations in which English is used naturally. Getting
Language is graded according to learners’ needs and interests. In imaginatively involved in stories enables learners to shift their focus of
levels Starter A and Starter B, for example, there is more emphasis on attention from the language proper to the stories. Kids’ natural fear of a
lexical areas than on structures. Learners are asked to use structures new language soon disappears when they can identify with characters
meaningfully without focusing on language rules until they are mature whose interests are like theirs though they may be speaking a different
enough to become aware of how a language works. language. In addition, both Storyline Starter A and B have been conceived
as picture books with beautiful illustrations in order to help learners infer
2. Focus on learning meaning from them, while the dialogues allow them to make inferences
from linguistic clues.
The series aims at fostering learning rather than at teaching. This means
It is a proven fact that most of what small kids learn about the world
orienting teaching to learners’ abilities, styles, interests, cognitive and
and their place in it comes from stories: anecdotes and stories told by
linguistic development and educational contexts so that they learn
their families, and stories they tell themselves when playing. Moreover,
effectively. There are plenty of opportunities for learners to learn by
according to language specialists, when kids are immersed in a story they
discovery, by making connections, by being able to relate what they are
are learning more about the language than when a teacher resorts to
learning to their lives.
decontextualized activities. The explanation of why this is so seems to be
The series follows a spiral approach in which there is permanent that stories involve kids as whole persons. They appeal to their intelligence,
integration. The comprehension and production practices, the language their imagination and their feelings, and broaden their capacity to
skills are systematically practised in natural and meaningful contexts and understand and empathise with others.
are developed to deeper levels as the students grow older.
The approach is multi sensory (including visual, auditory and kinaesthetic

activities), especially at Starter A and B levels, and there is room for THE PUPIL’S BOOK
the development of multiple intelligences. There are also plenty of › T here are six main units, each one consisting of five lessons.
opportunities for intercultural awareness and cross curricular links. › Lessons 1, 2, 3 and 4 are two pages long and contain work for
approximately two to three teaching periods each. At the end of lesson
3. Focus on education 4 there is usually a song followed by a personalisation activity.
Storyline provides learners with opportunities to learn and develop life › Lesson 5 is a story-time lesson. In this lesson, the main teaching points
skills, which are put into practice in the activities proposed for the six in the unit are integrated into a story. The story-time lesson contains
levels. The series includes the development of: work for approximately one or two teaching periods.
› There are three Consolidation units, one every two units. These
› L earning strategies - to help kids become aware of how they learn Consolidation units provide integration of language presented in the
› Studying skills - to help them learn effectively previous units in the form of a game, once again integrating previously
› Organisation habits - to help them develop their autonomy taught topics.
› Thinking skills - to help them evaluate information critically › At the end of the book there are cut-outs which include all the lexical
› Intercultural awareness - to help kids understand and value their own items taught plus a set of character puppet-like masks for the acting
learning out activities.
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THE TEACHER’S COMPANION › A sk kids about the weather. You can draw the symbols on the bb.
› Ask kids about their feelings. You can ask kids Who’s happy today? and
The Teacher’s Companion has been designed to help teachers maximise those who are happy raise their hands. Count the number of hands
the use of the textbook and make their task friendlier, more enjoyable, and write it below the happy face. Do the same with the other feelings.
more effective and less tiring. It contains: Include your own feeling. Once this is over, add up the numbers and
› s uggestions on annual planning in the Planificación anual compare the result to the number of kids in the class. You can ask them
› ideas on how to approach different aspects of teaching Match or no match? Kids should learn they have to vote, and that they
› clear and easy-to-follow lesson plans and teaching notes have to do so only once.
› story lead-ins and strategies to elicit learners’ predictions and › When you finish the routine, go to the plan on a corner of the bb and
inferences ask kids which steps you can tick off.
› reflections on learners’ expected levels of performance and areas › Before the end of the lesson, go back to the plan and reflect with kids
of difficulty (in Spanish) on why you have been able to cover it or not. This is a good
› suggestions for copybook activities and homework activities opportunity to show kids that sometimes, some activity may take longer
because they need more time, and this is OK, but if you waste time
The teaching notes for each of the five lessons in every unit include: because they misbehave and have to stop the lesson, this is not OK.
› a guided lesson plan
› notes related to the specific teaching point in the lesson: expected b. The story sections: Look and listen
mistakes, areas of difficulty, etc. The stories in Storyline Starter A present the linguistic and communicative
› Building confidence and Consolidation activities teaching points of the unit through animal characters that learners
› the scripts for every listening activity can easily identify with as they are first graders like themselves. The
› the lyrics for every song geographical context of the story is the coastline. Here a number of
› answers to activities in the Pupil’s Book young creatures of air, land and sea learn about one another and the
world in both the family and the school environments. They are:
The more general aspects of teaching, such as how to go about activities,
songs, and so on, are described in the section From the coursebook to the › P am the penguin, a sweet, innocent and very pretty female penguin.
learners below. She lives with her parents, a brother, a newly born baby sister and her
pet, Susie the snail.
› Colin the crab, a smart know-it-all male crab who is always willing to
FROM THE COURSEBOOK TO THE LEARNERS teach his friends about the world of humans. He lives with his father
and his pet, a sea-horse.
Here teachers will find information about the objectives of each of the
› Gus the gull, a male seagull who likes playing tricks on his friends. He
sections in Storyline Starter A. It includes a How to go about it section with
lives with his mum and his twin brothers.
suggested procedures for the Pupil’s book activities. The suggestions
› Willie the whale, a young male whale who attends school and loves
in this section apply to all the units in the book and, therefore, are not
playing with his friends without ever leaving the sea. He has a big
repeated in the individual lesson plans. Teachers are advised to refer back
family: a father and a mother, a brother, a sister, and a baby brother.
to this section when necessary.
› Susie the snail, Pam’s small pet.
› Miss Whiskers, the teacher, a warm-hearted and very clever female seal.
a. Routines › Mr Longlegs, the sports teacher, a ñandú or South American rhea, who
Routines provide a framework for the lesson and help kids become loves to play games with the kids.
autonomous. For instance, once kids see the sign for Story time, they
will have learnt that they have to sit close to the teacher, or that they are
How to go about the stories
supposed to put everything away. In this way, time and energy are saved. › W hen possible, get kids nearer to you for them to be able to see you
At the beginning of the year, teachers organise the routine. After a few better, as well as the poster, photo, object, illustration, etc. you may
months, kids can be in charge of organising it themselves. be using to set the kids in the right frame of mind for what is to come.
The change may consist in kids bringing their chairs closer to you, or
How to go about the routine their sitting on the floor around you, or your sitting on your desk if the
› Write a sketchy plan of the day’s lesson on one corner of the bb: school permits it, or just writing ‘Story time’ on the blackboard.
Hello song › Engage kids into the topic of the story by chatting with them about
Calendar some anecdote or experience (either yours or theirs). As the purpose of
Weather this stage is to engage learners and to activate their schemata, teachers
Feelings can resort to Spanish, the language of instruction. You can find possible
Audio Activity lead-ins for the different stories in the lesson notes of each Unit of the
Game 1 book.
Game 2 › Ask relevant questions aiming at predicting what is going on in the
Story illustration of the story. Avoid ‘language practice’ questions, e.g. What’s
› You can replace words with drawings for the weather, feelings, a CD this? to practise vocabulary if it is not relevant to the development
icon, etc. of the story. In every story, there are suggestions on how to elicit
› Start the lesson with the Hello song. predictions and inferences from learners.
› Write TODAY IS (MONDAY) (MARCH 27) on the bb. There is a tendency › If possible, take out the Story poster included in the Teacher’s adoption
now not to include the ordinal ending, which you may start writing as pack and have kids focus their attention on it. Do not ask them to
kids grow older and know all the numbers. open their books since they will tend to get distracted. As you play the
recording, help kids follow by pointing to the different characters or
Introduction >> 7

elements in the poster. Once kids have understood the situation, you can
tell them to open their books at the right page. You’ll find cross-references How to go about speaking activities
to these Story posters throughout the Teacher’s Companion.
› Ask kids to have a look at the icons. Make sure they understand what
› Have kids listen to the story and check their predictions.
they have to do.
› Invite them to listen to the story a second time. Remember it is important
› Have a few dry runs.
to give them a second task for the listening activity to be meaningful.
› It may be advisable to go over the vocabulary that kids need to use,
especially if it was not used in the previous activity or if you start
c. Activities the lesson with a speaking activity. This will reduce the number of
Activities are aimed at the development of both comprehension and questions kids may come up with while they are working.
production practices. They are organised into recognition activities, › All the activities can be done in different ways, as outlined below.
following the presentation of a teaching point, and then guided practice • In pairs.
activities, which are speaking activities at this early stage. • In small groups.
• Dividing the class into two big groups.
How to go about the icons • With the whole class being one member of the pair and you the
other.
› The icons are clear and show what kids have to do.
› However, young kids may not be ready to work in pairs or in small
› Elicit from kids what they think they have to do. The set of flashcards
groups yet. If you want them to do so, make sure you teach them how.
includes copies of all the icons used in the book. Use the icon
This requires lots of examples and patience on your part.
flashcards to help you (see Playing with flashcards of this Introduction).
› If kids have worked in pairs or small groups, ask one or two pairs to
› When activities require different steps, it is better to stick the icon
show what they have done to give closure to the activity.
flashcards on the bb for the kids to use them as reference should they
› Work on some speaking rules:
not remember what to do. When they ask you, refer them to the bb.
T DV • Be silent while somebody else is speaking.
See DVD section Instructions.
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• Do not correct another kid if he or she makes a mistake.

› When kids know how to read, you can use the flashcards with key
• Wait for your turn.
words next to the icon. As from 2nd form (or 1st if the kids are already
• Raise your hand to participate.
literate), use lower case as this is the most common type of print for
• Remain at your desk/ at your spot.
reading.
How to go about games

How to go about listening activities
› Have kids focus on the icons and tell you what they have to do.
› You need to start by referring kids to the icons. › If they need materials, make sure they have everything ready. You can
› Elicit from kids what materials, if any, they need to carry out the check they have the materials ready by naming each item they need,
activity: black pencils, coloured pencils, a rubber, glue, etc. e.g. Ball? Soft toy? and by asking them to show it to you.
› Check that kids have their materials ready. If they are going to do a › Have as many dry runs as you consider necessary.
colouring activity, make sure they have the necessary coloured pencils › Work on some rules:
and that their tips are sharp. • Wait for your turn.
› You should go over some listening rules with the kids: • If you know the answer, raise your hand; do not shout the answer
• Do not make any noise while the listening is on. from your desk.
• Wait until the end of the recording if you want to ask a question or • Celebrate without shouting. You can whisper Hurray! and make the
make a comment. corresponding gesture.
• Do not interrupt the recording, even if there is something you don’t • Never mock the losers.
understand. • Never mock or undermine the winners.
› It is advisable to have a dry run (an example you come up with yourself › If kids have used their cards, make sure that they collect them at the
which is not included in the book and that you do with the kids) so as end of the game. It is advisable to check that they have all of them.
to check that everybody knows what to do. With 1st formers it is better They should put the cards in an envelope, and the envelope in their
to have a few dry runs: first you show them how to do the activity, then school bag.
you invite a kid or two to have a try and give them support, then you › You can play games by adding a score.
ask one kid to do the activity as you give him/ her instructions. The • The class can be divided into random teams (with a new team per
class is now ready to do the activity. class), you can have different groupings (e.g. boys and girls, odd
› Play the recording or read the lines yourself. numbers and even numbers according to their position in the roll),
› Check the kids’ answers by having either drawings or flashcards on the bb. there can be regular teams or kids can play against the teacher.
› The use of the audio: it may be the case that the audio player is not • Draw a tally mark (I) every time a group scores a point. At the end of
available or that it cannot be used for a number of reasons. Listen to the game or the lesson, invite kids to help you count the number of
the audio at home for ideas on how to imitate different voices or sound points each group has scored.
effects to make the listening livelier. • This is a good opportunity to show kids that everybody can contribute
to their group. When a kid wins, all the group benefits from it. Kids can
get the help of the other members of the team as well.

• If kids misbehave or do not follow the rules of the game or activity, The set includes:
some points can be deducted from their score. In this way, kids learn • all the lexical items presented in the Pupil’s Book
that their actions will affect others. • the characters
• You can give kids 10, 20, 50 and even 100 points so that they should • all the icons used in the book and their corresponding words
be exposed to bigger numbers.
How to go about flashcards
› F lashcards can be used for games creating some information gap, i.e.,
How to go about acting out activities by showing only a small part of the card or by flashing it. This way,
language is used meaningfully since kids have to tell the teacher what
› T ell kids to look at the icon and tell you what they are going to do.
they think something is rather than simply say what is obvious and
› Give them time to take out their puppets if they need them or any
everybody can see.
other materials they need.
› You can also hold all the cards in your hand as if you were holding
› Tell kids they are going to learn the lines and rehearse them all
playing cards. You can number the cards and ask kids to choose a
together first.
number so as to pick out one card. You can also play crazy finger: you
› Have kids repeat the lines after you or after the recording. Invite them
move your forefinger very quickly from the first to the last card and
to imitate voices, the intonation and speed. Encourage them to add
when one of the kids says Stop, that’s the card you pick out.
sound effects and gesture as well.
› Icons: these are meant to help you work on instructions as well as to
› Tell kids they can use memory aids -drawings, their cards, etc.- to
develop your young learners’ autonomy. See DVD sections Routines,
remember the lines. T DV
Instructions and Reading.
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› If several kids want to act out in front of the rest, you can group
characters together (two or three Pams, two or three Colins, etc.) or you
can spread the performances over a couple of lessons.
f. Building learner autonomy
How to go about the level of challenge

How to go about songs and raps › K ids can be invited to decide on which level of challenge they want
to work. You can ask kids if they want the activity to be difficult (use
› H ave kids look at the icon and tell you what they are going to do.
gesture) or easy (gesture again).
› Go over the vocabulary (lyrics) of the song. You can elicit the words of
› You can change the level of challenge by showing a bigger or smaller
the song from kids.
area of a picture, by flashing it more or less quickly, by miming
› Play the song or rap once for kids to check their predictions.
something more or less quickly, etc.
› You can draw the stave on the bb and draw the words or use the
› When playing guessing games, you can also ask kids whether they
flashcards. Play the song again and, as you hear the words, point to
want it to be easy or difficult. For them, difficult will mean those words
them on the bb. Invite kids to do the same in their books.
they find more difficult to remember or say.
› Rehearse the song or rap with the kids (most probably, more slowly
than the recording).
How to go about the management of time
› Play the song or rap again and invite kids to sing or rap along.
› Encourage kids to add some dance routine to the song or rap. This way, › K ids need to learn how to manage time.
they’ll remember the words better. › Writing the daily plan on the bb and going back to it at the end of the
› Play the karaoke version for kids to sing. T DV
lesson gives kids an idea of how much they can do in a given amount
of time.
D
› For another way of working with songs, see DVD section Songs.
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› You can time activities as well. If there is a clock in the classroom, tell
d. Pronunciation kids that they will have to stop when the long hand is at a certain
number. You can stick a pointer on the clock to show where the long
Pronunciation is not worked on separately from activities, but should be
hand should get to. It is not necessary for kids to be able to tell the
an integral part of them. Specific problem areas for Spanish speakers are
time. Every now and then, ask kids to look at the clock and ask them if
dealt with on a unit by unit basis.
they need to hurry up or not.
› If there is no clock in the classroom, you can use songs to measure
How to go about pronunciation
time. Tell kids how many songs you’ll be playing. Longer activities will
› Invite kids to repeat, imitating the characters in the book, their require three or four songs and shorter ones only one or two. You can
pronunciation and intonation. use any song in English.
› Ask kids to play different roles when saying something, e.g. Imagine › It is very important at this stage to give kids something concrete for
you’re a huge elephant, a beautiful princess, a small mouse or an ant. them to measure time. If you tell them ‘10 minutes’, it won’t mean
› Encourage kids to say the lines together with the recording once anything.
they are familiar with the utterances. This should be done only with
short stretches of language, e.g. one line at a time, not the complete
dialogue.
COPYBOOK ACTIVITIES
e. Playing with flashcards › A
t the beginning of every month, kids can stick the slip of paper
with the name of the month, provided at the back of this Teacher’s
The Teacher’s adoption pack for Storyline Starter A and B comes with a set Companion. Kids can be invited to colour it at home.
of 94 flashcards.
Introduction >> 9

› A s they work in their copybooks, make sure kids open it at the correct Intercultural awareness
page. If you give them photocopies, kids should be helped to see
whether they have to fold the photocopy or not. If they have to do so, The world is characterised by human diversity and cultural diversity.
show them how not to cover the title. In this way, if they have to check Awareness of similarities and differences among cultures is a first step
something in their copybooks, they will find it more easily. away from ethnocentrism, which only finds value, rightness and sense
› You can show kids how to glue copies: show them they should only in one’s own cultural patterns. The learners’ recognition of the value of
have four drops of glue, one on each corner. Kids have a tendency to diversity offers rich rewards to culturally sensitive language teachers
cover the whole copy in glue. If they have to fold the copy, make sure and learners. Kids need to be able to see how diversity contributes to
they fold it before applying glue to it. making other people and the world itself more attractive, to helping us
› Ask kids to copy the date as you copy it on the board. understand others and the concept of otherness. As teachers of English,
› Consult the grade teacher on the use of pencil or ink. It’s advisable for we need to help kids focus on diversity, for which a good starting point is
the English teacher not to ask kids to write in ink until they are quite at the variety of species to be found in the characters of the stories. There is
ease with it in Spanish. variety regarding their habitats, their likes and interests, their physical and
psychological characteristics. They accept each other without asking, or
Examples of copybook activities: forcing others to change, which is the essence of acceptance and social
harmony. It is through the development of intercultural awareness that
› umber dictation
N human beings can develop understanding and a disposition of openness
› Colour dictation towards others. Intercultural awareness is developed around politeness
› Picture dictation and diversity in the context of celebrations, the family, ways to address
› Picture + colour dictation adults, among others.
› Photocopiables (at the back of this book)
Cognitive awareness
OUR POSTER This umbrella term refers to the knowledge and self-awareness that a
learner has of his/ her own language learning process. It has come to be
› A t the end of every unit, you can make a poster with the kids on which regarded as key to successful learning.
you show the vocabulary of the unit.
› Ask kids to bring cut-outs from magazines or drawings from home. Kids need to be helped to see what languages are meant for, i.e., as a
› Depending on the number of kids, you’ll need one or more sheets of means to construct and understand meanings. Learners need to be
poster or cartridge paper. helped to see which strategies they use to remember new words and
› Elicit from kids that they will have to approach your desk in small their pronunciation, linguistic chunks, etc. They have to be able to
groups to glue their cut-outs. evaluate how much they have learnt.
› Make a classroom display of the posters. Kids can use these posters as Young learners may not be ready yet to reflect on their learning process;
wall dictionaries. nevertheless, they can be initiated into this reflective process. When
teachers elicit from learners what materials they need, they are focusing
on cognitive awareness: they become aware of what they need and
DEVELOPING COGNITIVE, SOCIAL AND can plan and organise themselves if they have to do activities on their
own. Teachers can help learners to monitor their progress and their
INTERCULTURAL AWARENESS performance by making them reflect on how much they remember
There are plenty of opportunities throughout the series to develop from previous lessons, how they can use songs and raps as a source of
awareness in kids. There are no specific or separate worksheets or reference when they can’t remember a word. Learners can also start
activities since these educational objectives are at the core of the reflecting on the similarities between English and Spanish, which they
approach which underlies the series. can use to learn better. This does not mean that they or teachers will
be resorting to constant translation. It is by focusing on similarities and
Social awareness differences that learners can start contrasting and comparing elements
from either language, which in turns engages them into processing
Kids at the age of six/ seven may be used to working together at a table,
information, thus leading them to a better knowledge of both their
which does not mean they are used to working in teams. It takes time for
mother tongue and the target language.
them to learn how to do so.
In order to work in pairs or groups, the first thing kids need to know is
what exactly they have to do. It is easier for them to start working as
a member of a group or pair when the rules are very clear, there is no
ambiguity and they know what is expected from every member.
Young kids need to be able to see the effects of their own actions on
others. It is through stories and their characters that kids are provided
with the opportunity to see how somebody’s behaviour can be
inconsiderate and can hurt feelings or cause embarrassment. Moreover,
participating in the telling of a story is a shared social experience. Kids
respond both to the teacher’s tone of voice, gestures and miming as well
as to their friends’ laughter, silence and interest.
10

T DV
D
T
THE TEACHER TRAINING DVD How to go about the DVD
Reflections on Classroom Stories The DVD does not follow any order in particular. Teachers are invited to
watch segments in any order, depending on their interests and needs.
This DVD has been created with the aim of showing how the principles that The Opening and the Rounding up sections provide an opportunity for
underlie the series can be put into practice in the classroom. teachers to understand the principles and reflect upon them. The Classroom
sequences provide an opportunity to see it all in action.
What can you find in the DVD? Note that the DVD has been set up in a way that allows you to choose to see
In this DVD there are seven modules developing key aspects related to the either a whole module from beginning to end or the individual segments
teaching of English to kids: Routines, Instructions, Reading, Listening, Games, that you are interested in.
Songs and Story time. For ease of use, this DVD offers the option of using subtitles either in English
Each module is divided into three sections: or in Spanish.
› Opening to the topic by the authors. Finally, we would like to stress that this DVD does not constitute a set of
› Classroom sequences - extracts from real classes where each teaching do’s and don’ts. Quite the opposite, following these same principles of
aspect can be seen at work. In these extracts, kids interact naturally with meaningfulness, our objective has been to show one possible way in which
their teachers in their regular classrooms. teachers can approach the challenging activity of helping kids learn.
› Rounding up - reflections on what happened during the lessons and why
different things may have happened. You will find cross references to the DVD throughout the units in this
Teacher’s Companion.
Encuentros Escuela Hogar

Section three tells parents what their kids are learning at school. Parents are
given tips on how to help their kids remember what is being taught and use it
in game-like activities at home.
This guide aims at helping parents and care-givers accompany their kids in the Lastly, section four provides parents with the lyrics of the songs in case they
wonderful experience of learning English, whether they know the language or want to sing them with their kids, with or without the help of the audio.
not.
To sum up, the guide aims at bridging the gap between the school and the
For each unit in the Pupil’s Book there is a double page in Spanish which is kids’ families. It provides parents with a window into their kids’ English class and
divided into four sections. gives kids the chance to share their learning experience with their families.
Section one contains the story within each unit, or the story behind the story.
Parents will thus be able to follow their kids’ retellings or construct the stories How to go about parent involvement
together with them. Moreover, parents are invited to establish links between
what happens to the characters in the book and what happens to their own You can reinforce and strengthen this connection between home and school
kids as a means to tackle issues such as problem-solving, the need for sharing by sending parents a letter at the beginning of the year informing them about
things with others, etc. what their kids will need for their English class and how their support will
Section two connects the story to life outside school. There are plenty of enhance their kids’ learning.
opportunities to develop social awareness and values in Storyline. Parents can It is easier for parents to help their kids when parent-teacher communication
use them for their kids to see the relationship between what goes on in the is direct and regular. Below you will find examples of letters you can send to
English class and everyday life. parents throughout the year.
Estima
d
Estimada familia: Quiero a familia:
Mi nombre es …… y soy el/ la profesor(a) de inglés. Vamos a tener c
está tr ontarles que
clases los días …… . Para estos días, los chicos tienen que tener en sus a
en clas bajando mu ……
e, poni y
mochilas: el libro Storyline Starter A, un cuaderno de 24 hojas, lápiz empeño endo m bien
negro, goma de borrar, goma de pegar y lápices de colores. aprend y e nerg ucho
er/ se d ía en
Para establecer una comunicación fluida, (todos los viernes/ clase p
or estaca
en
cada dos semanas) voy a mandar una notita en el Cuaderno de ¡Felici …… .
tacion
Comunicaciones. es!
[firma
Los chicos van a tener tarea los días ……, la cual va a estar explicada del doc milia:
en el cuaderno de Inglés. Les pido que los ayuden para asegurarse de
ente] Estimada fa anden el siguiente
m
Necesito que que lo
que tengan su material listo la clase siguiente. ra el día …… ya
material pa
El libro de los chicos incluye “Encuentros Escuela + Hogar”, una zar en clase.
vamos a utili …………………..
guía en español que ofrece a los padres una forma de acercarse al …
……………………… …………………..
aprendizaje de sus hijos y de acompañarlos en este recorrido. También …… … … … … … … … …
encontrarán en MP3 con las canciones que vamos a cantar en clase. Muchas gr a ci as.
Espero que los disfruten.
En caso de que necesiten comunicarse conmigo, pueden acercarse al
ente]
colegio los días …… , en el siguiente horario: …… . [firma del doc
Un saludo cariñoso, [firma del docente]

Introduction >> 11

The rationale underlying the series and In the Introductory Unit, teachers can focus on greetings and forms to
address adults and kids in both English and Spanish at school. This is a
NAP: Núcleos de Aprendizajes Prioritarios good opportunity to invite kids to tell the rest about other languages
The “Núcleos de Aprendizajes Prioritarios” for foreign languages (NAP-LE, they may know or speak at home and their greeting customs, or to help
available at http://www.me.gov.ar/consejo/resoluciones/res12/181- everybody become aware of the different varieties of Spanish spoken
12_01.pdf ) were issued in 2012 and apply in every jurisdiction in the by the different members of the group, including the teacher and other
country. They refer to learnings that all students have to be able to teachers at school. This will give teachers the opportunity to raise kids’
construct during their school years. The emphasis is on learning, and awareness that there are several varieties of Spanish in our country, that
on teachers and institutions providing opportunities and creating the no variety is better than the rest and that there is no such thing as we
right learning environment for learning to take place. The NAP cover don’t speak well because we speak a different variety.
both instrumental and formative aspects of language learning organized
In Unit 1 diversity can be discussed as from the actual choice of the
around six areas:
characters: big and small creatures of air, land and sea learning to interact
❯❯ Listening with one another. Other topics for discussion on diversity can spring
❯❯ Reading from comparing the kids’ classroom with Pam’s, the school objects they
❯❯ Speaking bring to school, the different attitudes to playing, and even what can be
❯❯ Writing considered an acceptable joke.
❯❯ Reflection on language – language awareness involving English and
Unit 2 presents opportunities to work on intercultural awareness and
Spanish, the language of instruction.
politeness when discussing attitudes to time after Pam arrives late,
❯❯ Intercultural reflection – intercultural awareness.
attitudes to borrowing and lending and to losing and winning. The unit
Language is conceived of as a social practice, rather than a composite of lends itself to discussing the effects of one’s own actions on others in
skills, which entails the following: order to learn how to mitigate egocentric attitudes.
❯❯ Language cannot be separated from culture. In Unit 3 the teacher can focus on the relationship between colours and
❯❯ The natural and meaningful unit is the text – written or oral – which is gender, which are not universal, and other colour related topics, e.g.
always embedded in a context. colours they may find in uniforms they know, colour clothes for babies,
In the Storyline series, the text is the means by which kids are exposed to among other options. In unit 3 the topic of birthday celebrations is also
the language. All the texts are embedded in a context in which language present, and the question How old are you? can start a discussion on when
is used to construct meanings. The message to convey is clear, in keeping it is appropriate to ask this question, again, a cultural issue. Kids can be
with the type of participants involved in the communicative situation. asked to talk about the type of gifts they give or receive when it is their
birthday, and what they do when they receive one. Do they open it? How
What is meant by instrumental and formative aspects? Instrumental do they thank the person who has given them the present? Unit 3 also
aspects refer to kids learning and being able to use the language focuses on the need to develop empathy skills. Learning how to step into
meaningfully, whereas formative aspects have to do with the learners’ others’ shoes has proved to be vital for social cohesion.
construction of citizenship, in which literacy development and practices
play a key role. Unit 4 presents the topic of toys. The teacher can discuss diversity in
relation to toys: which toys are culturally meant for girls and which ones
When young learners are helped to become aware of how English works, for boys, toys in different cultures, and also games which are typical in
they do so by always making the connection between meaning in different communities. Kids can also ask teachers and at school, and also
context and form. They will also be encouraged to establish comparisons people at home, about games they used to play and toys they had.
between English and Spanish, the language of instruction, since these
comparisons can aid in incorporating or remembering linguistic rules, In Unit 5, Family Day is an excellent starting point for discussion on
in understanding why some sounds may present a challenge to Spanish celebrations. What is celebrated at school and what is celebrated at
speakers, and in seeing the connection between the spoken and the home? Are celebrations the same all over the world? Do we give or
written forms of words, among other instances. In every unit, under the receive gifts at all celebrations? The purpose here is for kids to be aware
heading “Language Awareness”, teachers are presented with areas of of the fact that we celebrate what we consider important and worthwhile,
linguistic reflection, both inter and intra language, which will help young which, again, is not the same in every part of the world. The topic of
learners become aware of how language works. There are also notes for families and family organizations springs naturally from this unit as the
teachers in blue boxes which focus on either difficulties young learners characters’ families are not structured in the same way. Pets, the other
may have – for instance, the tendency of Spanish speaking kids to skip topic of the unit, is also a good source for intercultural awareness. Are
the /m/ sound in I’m… - or on ways in which Spanish can help young pets the same all over the world? Pets also allow us to discuss the issue of
learners understand rules – e.g. when helping young learners understand responsibility, closely connected with the construction of citizenship.
why they have to say a book instead of book when answering the Finally, Unit 6 presents two topics: outings and food, which can both
question What’s this? as in Spanish, we say un libro when answering ¿Qué lead to kids discovering other realities. What places do people go to on a
es esto? picnic? Will it always be in close contact with nature? What about the food
As to intercultural reflection, opportunities stem from the context, from they take? Will it be the same in all cases? Just as in the other units, the
the situations and illustrations. It is the teacher’s choice to decide which aim of unit 6 is to foster an appreciation of diversity and an acceptance of
aspects of intercultural awareness he/she will focus on. In Storyline A, individuals with different likes and dislikes. This will also raise the topic of
intercultural awareness revolves around the concepts of politeness and likes and dislikes, diversity and respect.
diversity. The purpose behind these choices is twofold: for young learners
to become acquainted with other realities, with other ways to organize
the world around them, and to become aware of their own reality and to
value it. This will help them develop a sense of belonging in the different
cultures they are immersed in. Ideas are presented below that can be
starting points to work on these two concepts.
12

Reading and writing booklet How to go about writing
(see Booklet Teaching Notes on page 82) The following are points to bear in mind when working on writing:
How to go about reading ❯❯ Kids should start writing words they can read quite easily.
❯❯ Kids need many fine motor skill activities. These activities should not
The purpose of this booklet is to complement the work in the units focus on the physical act of writing alone, but should incorporate
through reading activities first, and then writing activities as well, which meaning as well. For instance, never ask kids to write words if they
are embodiments of the notion of language as a social practice. Apart cannot match them with a picture.
from initiating kids into the world of literacy, these activities also aim at ❯❯ Let kids use the type of print they are most comfortable with: block
developing in kids strategy and language awareness. capitals or cursive, as long as they can understand what they write
The exercises in these units can be approached in different ways: after (some kids love writing in cursive but can’t read what they write!)
each of the topics have been presented, at the end of the unit, later in the ❯❯ Encourage kids to help you make classroom posters with vocabulary.
year as a way to introduce literacy in English and to revise and integrate This is a type of wall picture dictionary. Every word should be written
language. As there are plenty of illustrations, if teachers do not want kids on a piece of paper. Fold it in two so that the word is covered and
to start reading at this stage, learners can be asked to colour the drawings make the drawing on the outside flap, so that the poster should be
as they learn them. The level of cognitive maturity and stage in the a collection of drawings. When kids cannot remember how to spell a
learning process in kids will vary, which means that teachers will need to word, they should go to the poster, lift the flap and read the word.
implement different strategies in keeping with the kids’ possibilities.
Reading will be tackled in two different ways. Some words and phrases
will be for sight reading which kids will identify as chunks. This is the case
of greetings and some stems as in I like, or some functions words such
as a, the. Even in the case of sight words, kids can be made aware of the
clues in the words to help them read. For instance, when working with
Hello and Goodbye, kids can identify Goodbye by focusing their attention
on the initial /ɡ/ sound.
One of the challenges young learners have to face is to see the
connection between the spoken and the written word. This can be
demanding in cases in which there is a marked difference between
English and Spanish, e.g. the /r/ sound. Once they identify that the
English /r/ sound is different from the Spanish one, teachers can show
them other English words they know that start with the same sound, e.g.
rubber. It is very important to help kids become aware of these features of
language to help them develop autonomy in reading. It is very important
as well to ask kids to say where they think it says a word, e.g. black. This
will show teachers the strategies kids use, e.g. letter-sound relationship,
length of words, among others.
A print-rich environment is essential in the development of literacy.
Kids will use the information in posters and flashcards when they have
a difficulty to solve, e.g. when they can’t remember the meaning of a
written word, to disambiguate between two words which may sound
similar – ball and doll – among other examples.
It is also important when kids start reading to include the written word
and the concept (flashcard or drawing) at the beginning. After some time,
give them the words alone to see if they can really read them. Once they
decode the word, they should match it with the concept (flashcard or
drawing).
In the case of sentences or phrases, tell kids there are some parts which
remain the same, e.g. I like biscuits, I like blue, I like books. Kids should
identify these chunks (sight words) and then identify what is different.
Kids should be given plenty of meaningful reading practice of these
chunks (I like, I have, the, a) since it helps develop fluency in reading.
Reading instructions is a reading activity in itself. Encourage kids to read
instructions. Kids will know what they have to do since the icons are very
clear. The teacher will provide them with the spoken form. Once they start
reading in English, the teacher can show them a couple of flashcards with
the written instructions, e.g. WRITE, for kids to stick it on the board next to
the icon. Later on, instead of choosing the correct flashcard they can start
writing the instruction next to the icon.
Introduction >> 13

14
Planificación anual
PRÁCTICAS DE COMPRENSIÓN Y PRODUCCIÓN APRENDER VALORES Y REFLEXIÓN
UNIDAD REFLEXIÓN
VOCABULARIO RESPUESTAS A: INTERACCIÓN ORAL RECONOCIMIENTO A APRENDER INTERCULTURAL LINGÜÍSTICA
A02_STL_TB_AARG_4048_INT.indd 14
Nombres de los What’s your name? Saludos: Hello. Órdenes típicas en Identificar las La identidad. La diversidad. Sonidos diferentes
1 personajes. Identificar Who’s this? Goodbye. el contexto áulico: consignas y los El cuidado de los útiles en inglés y en
los personajes. Is this…? Presentarse: I’m… stand up, sit down, íconos como escolares y de los materiales. castellano.
Útiles escolares: What’s this? + name. give me…, show me…, fuente de El respeto por nombres
book, copybook, Thank you. open…, close…, listen, información. ajenos a la cultura propia.
pencil, pencil case, Please. draw, glue, write, sing, Controlar que se Seguimiento de consignas
marker, rubber, That’s not nice. colour, point to. tenga el material y órdenes.
glue. Actividades Sorry. adecuado. Actitud de aprendizaje
de reconocimiento frente al juego: saber ganar
basadas en la escucha. y perder. La colaboración.
Actividades de La cortesía y buena
producción guiada. educación.
Colores: red, yellow, What colour…? Órdenes típicas en el Generar juegos en El respeto por tiempos La formación del
2 green, black, blue. How many…? contexto áulico: show grupos. diferentes. plural.
Identificación de me…., touch…, give Poder recordar Actitud de aprendizaje
números del 1 al me… . secuencias. frente al error propio y ajeno.
5. Actividades de Usar gestos y Saber perdonar.
reconocimiento lenguaje corporal La comprensión de que los
basadas en la escucha. para recordar colores están relacionados
Actividades de sentidos. con aspectos culturales.
producción guiada.
Actividades de
integración de
colores, números y
útiles escolares.
Colores: orange, How old are you? Saludos: Hello, how El clima: sunny, cloudy, Identificar pistas El cuidado de los materiales. La ubicación del
3 brown, pink, white. How old is…? are you? Fine. rainy. en la escucha. La limpieza del aula y del adjetivo antes del
Identificación de Decir la edad: I’m Buscar similitudes banco o de la mesa. sustantivo.
tamaño: big, small. + age. entre el inglés y El juego ordenado. Las
La edad. el castellano para reglas del juego.
Números del 6 al recordar números. Los juegos en diferentes
10. Actividades de Buscar formas grupos etarios y culturas.
reconocimiento claras para unir La ayuda y la cooperación.
basadas en la dibujos. El festejo de los cumpleaños.
escucha. Actividades Celebraciones familiares en
de producción guiada. diferentes culturas.
Actividades de
integración.
2/4/15 10:00
PRÁCTICAS DE COMPRENSIÓN Y PRODUCCIÓN APRENDER VALORES Y REFLEXIÓN
UNIDAD REFLEXIÓN
VOCABULARIO RESPUESTAS A: INTERACCIÓN ORAL RECONOCIMIENTO A APRENDER INTERCULTURAL LINGÜÍSTICA
Los juguetes: ball, car, Are you…? Estados de ánimo: Identificar y El cuidado de los juguetes.
doll, plane, robot, soft What’s your happy, tired, OK. reconocer formas Compartir.
A02_STL_TB_AARG_4048_INT.indd 15
4 toy, train. favourite…? de ordenar la Los juguetes y los
Actividades de What’s that? información. estereotipos.
reconocimiento a Visualizar objetos El error. Actitudes positivas
partir de la escucha. para recordar frente al error.
Actividades de secuencias. Actitudes positivas frente al
producción guiada. Identificar una conocimiento.
Actividades de parte de un todo.
integración.
La familia: dad, mum, Is that…? Información personal: Reconocer las La familia.

5 brother, sister, baby, I’m (Ana), I’m six. Look! pistas en los Familias típicas y no típicas.
family. My mum, my dad, my dibujos para Familias monoparentales.
Mascotas: dog, cat, sister and my brother. encontrar El cuidado de las mascotas.
bird, fish. Look! My dog. información. Animales que pueden ser
Actividades de mascotas.
reconocimiento a El valor del juego
partir de la escucha. cooperativo.
Actividades de
producción guiada.
Actividades de
integración.
La comida: sandwich, Do you like…? I like… . Buscar similitudes La alimentación sana.

6 biscuit, ice cream, I don’t like… . entre el inglés El respeto por gustos
apple, orange, banana, y el castellano diferentes.
egg, pizza. para facilitar Las comidas en diferentes
el aprendizaje. culturas.
Buscar pistas Compartir.
para identificar Las celebraciones.
palabras. Formas de celebrar.
Trabajar con
tablas.
Contenidos transversales Reflexión/ Toma de conciencia:

El desarrollo de la motricidad fina. Lingüística: ubicación del adjetivo, el plural, diferencias y similitudes
La ubicación en el espacio: el aula, la superficie de trabajo, el cuaderno. fonológicas entre el inglés y el castellano.
Hábitos de orden. Cognitiva: autoevaluación, control del tiempo, identificación de los materiales
El cuidado de los materiales. que se necesitan.
Las reglas y las consignas. Social: el trabajo en grupos, las reglas de convivencia.
El respeto. Intercultural: reglas de cortesía, la diversidad cultural.
Planificación
>>
15
2/4/15 10:00
N GS
SO
The first week LYRICS MP3 TRACK 2

Hello boys!
Hello girls!
Getting started Hello class!
Hello to you!
As this is the first lesson, start by greeting kids. Say Hello to them while Hello to you!
you wave your hand showing you’re greeting them. Invite kids to greet
you by repeating Hello and waving their hand.
Introduction of What’s your name?
BUILDING CONFIDENCE ACTIVITY › Call one of the kids by a name that’s not his/ hers. Then ask him/ her
What’s your name? He/ She should give the correct answer. Do not
Act out. Tell kids in Spanish they’ll be greeting you imitating expect or ask for a complete answer (I’m…). The name alone is more
different characters, e.g. an ogre, a little mouse, a lion, a very old frequent in conversation. Do the same with another kid. Then ask all
lady, an ant, a big dog. the kids.
Introduction of I’m… End of the lesson

› Introduce yourself. Tell kids your name, e.g. I’m Laura. If you prefer, you › Tell kids it’s the end of the lesson. Tell them you’re going to say
can use Miss, Mrs or Mr –i.e. titles– and your surname, e.g. Mrs Robles. Goodbye. Make sure kids understand that hello is used when you
› Then invite kids to say their names. You can look at one and say I’m arrive and goodbye when you leave.
Laura, and you? Use body language and gesture to signal what you
want the kid to say. If the kid only answers his or her name, say your
name again stressing I’m… for everybody to see how to begin. Do this BUILDING CONFIDENCE ACTIVITY
with all the kids.
Hello!/ Goodbye! Mime arriving at a place for kids to say Hello
and then mime leaving a place for kids to say Goodbye. Do this
several times in a game-like manner. You can invite kids to either
In English, Miss, Mr or Mrs aren’t used with one’s first name demonstrate Hello or Goodbye for the rest to use the right
as they are in Spanish. However, there is a strong tradition greeting.
in Argentina to use Miss, Mr or Mrs with the teacher’s first

name as a sign of affection. Teachers can help kids see Goodbye song
how greetings and signs of formality differ from culture to › Tell kids that you are going to say Goodbye with a song in every class.
culture. Play or sing the Goodbye song and ask kids if they can identify any
words. Play or sing it again and invite kids to sing along.
N GS
SO
LYRICS MP3 TRACK 3

Introduction of Yes and No
Goodbye boys!
› Tell kids they have to correct you if you make a mistake. Point to one of Goodbye girls!
the kids and say his or her name. The rest of the kids will say Yes or No. Goodbye class!
Goodbye to you!
Goodbye to you!
BUILDING CONFIDENCE ACTIVITIES
1 Yes/ No. Kids have to say Yes when you nod your head and No
when you shake it. Do this several times in a game-like manner.
2 Lip reading. Tell kids you’ll have a go at lip reading. They should
introduce themselves without producing any sound, just
mouthing the sentence I’m… You say the kid’s name and he/ she
tells you Yes or No. This is a good way to learn all the kids’ names.
Hello song
› Tell kids you’re going to sing a song when the class starts. Play or sing
the Hello song and ask kids if they can identify any words. Play or sing it
again and invite kids to sing along. Do not force them to sing if they are
not ready yet.
>> 17

1
VOCABULARY
Names of characters: Pam, Gus, Colin, Susie,
Willie, Miss Whiskers, Mr Longlegs
pencil, rubber, glue, book, copybook,
pencil case, marker
ANSWERS TO
What’s your name?
Who’s this?
Is this…?
What’s this?
RECOGNITION
Classroom language: stand up, sit down, give me,
show me…
Listen, draw, glue, write, sing, open, close, colour,
point to
ORAL INTERACTION
Hello, Goodbye, Thank you, Please, That’s not nice,
Sorry
I’m + name
LANGUAGE AWARENESS
Phonological differences between English and Spanish
(final consonants different from Spanish, e.g. /m/ in I’m +
name, /k/ in book and copybook, the quality of initial /k/
and /p/ as in Colin, pencil, the quality of the /h/ sound in
hello, the quality of the /b/ sound in book, rubber)
I See Introduction for suggestions on how

to tackle activities and develop cognitive,
social and intercultural awareness in
children.
Getting started
Spanish speaking kids have a tendency to skip the /m/ sound in I’m… Ask them to stress
Start the lesson with the routine suggested in the
Introduction. this sound, e.g. closing their mouths tight.
BUILDIng ConFIDEnCE ACTIVITIEs
1 Lip reading. Tell kids you’ll be mouthing

either hello or goodbye for them to say
1 LOOK AND LISTEN
the word. Do this several times. Possible lead-ins (you may choose):
Tell kids you’re going to make it more a. Tell kids some anecdote about your first day at school. You can bring a photo of yourself as a child
difficult. This time, add yes and no to at school to enhance understanding. For kids not to feel bad it may be advisable to let them know
hello and goodbye. that only one of the parents/ close relatives can accompany a kid on their first day. It is important to
mention this because some kids may feel bad if only one of their parents was there.
2 Act out. Tell kids they’ll introduce b. Ask kids about their first day of school or kindergarten.
themselves imitating different characters
or animals which you will name in › Ask kids to open their books at page 6. Show them the page. Check that all the books are open at the
Spanish, e.g. un elefante enorme, un ogro, correct page. This is not necessary if you are using the big book/posters.
etc., and one of the kids will have to say › Work on the icons. See the Introduction and the DVD for ideas on how to work on instructions.
I’m… as if they were a huge elephant. › Elicit from kids where the animals are, whether it is a regular school, who the grownups are, why
they are leaving the classroom, what the teacher is doing and if they think this is the first day of class.
› Play the recording or play the role of Miss Whiskers using the character flashcards and dramatising
the situation.
› Point to the animals as Miss Whiskers names them. Stick the flashcards on the bb and pretend that
that is your list. As the animals say their name, you write a tick next to the flashcard.
› After playing the recording ask kids if their predictions were right.
18
M01_STL_TB_AARG_4048_U01.indd 18 6/4/15 10:31

2 LISTEN AND
SHOW
› Explain to kids the rules for playing.
› Show kids how to play. You can refer to the
DVD for ideas.
› Make sure that kids put their cards away at the
end of the game. In order to check that they
have all the cards, name the characters one by
one for kids to put each card in the envelope
in their packs.
AUDIOSCRIPT MP3 TRACK 3

Miss Whiskers: Colin… Willie… Susie…
Gus… Pam.
Colin and Gus… Gus and
Susie… Willie and Pam.
Colin and Susie… Gus and
Willie… Gus and Pam.
You may have to stop the recording
2 5 1 3 4 to check that all the kids are

showing the right card. It will take
some time for kids to remember all
the characters’ names, so do not
worry if some kids put up a wrong
card at some point.
3 LISTEN AND
AUDIOSCRIPT MP3 TRACK 2 NUMBER
Miss Whiskers: Hello, children. I’m Miss Whiskers, the teacher.
All: Hello, Miss Whiskers. › First ask kids to look at the icons and tell you
Miss Whiskers: Gus? what they have to do. Then elicit from them
Gus: Here! I’m Gus. Hello. which elements they need to carry out the
Miss Whiskers: Hello, Gus. Willie? activity.
Willie: I’m Willie! Hello, Miss Whiskers. › Tell kids the rules for listening.
Miss Whiskers: Hello, Willie. Pam? › After playing the MP3 or reading the script,
Pam: Here! I’m Pam. Hello. check the answers. This can be done by using
Miss Whiskers: Hello, Pam. Colin? the flashcards, sticking them on the bb.
Colin: Hi! I’m Colin. Hello. The numbers should be written above each
Miss Whiskers: Hello, Colin. OK. Ready?
picture.
Susie: Me! Me!
Miss Whiskers: Oh! What’s your name?
Susie: Susie!
Miss Whiskers: Hello, Susie. Miss Whiskers: Willie… Gus… Colin…
Susie: Hello, Miss Whiskers. Susie… Pam.
1 Listening. Play the recording again for kids to point to each of the characters as they introduce Homework
themselves. Ask kids to bring the character cards to
2 Flashcard game. Show kids one of the characters and say either the character’s name or some school ready.
other character’s name. Kids have to say yes or no.
3 Miming game. Say one of the characters’ name and kids mime the character, e.g. they flap
their arms as if they were a seagull (Gus).
COPYBOOK ACTIVITY
Unit 1 >> 19

Getting started
Introduction.
BUILDIng ConFIDEnCE ACTIVITY
Miming game. Remind kids of the names

of the characters. Use the flashcards.
First show one of the flashcards and say
the name of the character. Kids have to say
either yes or no. Once you’ve mentioned
all the characters, tell kids you’ll say one
of the names and they have to mime the
character.
If you see that some kids are ready to say
one of the names, let them do so. Tell them
about the rules for participating (see the
Introduction).
With the help of puppet cards you can
greet kids by saying Hello, Colin; Hello
Pam, etc. for them to say Hello, Miss…
You can also use the teacher card yourself
for kids to greet you back Hello, Miss
Whiskers.
Introduction of Who’s this?

› Tell kids you’ll be doing the miming now.
› Tell them they cannot shout the name of the
character. They have to put up their hands first
and wait to be called upon.
› Mime one of the characters and ask Who’s
this?
› Choose one of the kids to answer. Do this with
all the characters.

Mr Longlegs: Hello, children. I’m Mr Longlegs, the sports teacher. A game, OK?
4 LISTEN AND SAY Kid:

Look ! Who’s this?
Pam.
› Ask kids to open their books at page 8. Show

them the page.
› Ask kids while pointing to Mr Longlegs Is this
Miss Whiskers, yes or no? 5 GUESS
› Tell kids to listen and see if they can get his
name. › Tell kids about the rules for playing a game.
› Play the recording once or say the first part. › You need the character flashcards. You play this guessing game by flashing the cards quickly for kids
› Make sure kids understand the concept of not to see the image very clearly. This way, you create an information gap.
game. › As you flash one of the cards, ask kids Who’s this?
› Ask kids again Who’s this? If they can’t say › Check the kids’ answers by showing the flashcard.
it properly, ask them Miss Whiskers or Mr
Longlegs?
› Work on the instruction icons. Remember that kids are not supposed to ask the question themselves, but to answer it.
› Ask kids to focus on the pictures. Can they
see the characters clearly? To check if they’re
good at guessing, you’ll ask them about the
pictures.
› Play the recording again or say it yourself.
20

1 Ready, steady, go! Tell kids you’re going

to play a game. Remind them of the
rules for playing. First, show kids the
two instructions you’ll give them, stand
up and sit down. Demonstrate both.
Kids have to do as you say. Try out the
activity with the kids. To make it more
challenging, you can repeat the same
instruction two or three times.
2 Character game. Kids need to use their

cut-outs of the characters. Each kid has
to choose one of the characters. Make
sure there are different characters. This
time, you are Mr Longlegs and you’ll
be giving instructions to different
characters, as Mr Longlegs did, e.g.
Colin, stand up. Susie, sit down. Try it
out with the kids before playing.
7 ACT OUT
› Remind kids of the first day of these animals’
school. What did Miss Whiskers do and say?
› Ask kids to take out their puppets.
› Role-play the dialogue with a kid. He or she
should choose one of the characters and you’ll
be Miss Whiskers the first time. Use gesture to
help kids remember the dialogue:
Hello! I’m Miss Whiskers.
Hello, Miss Whiskers.
Pam? (or the name of the character the
kid has chosen)
Yes, I’m Pam.
What’s missing? Place all the character cards on the bb. Ask kids to close their eyes and not to › Choose another kid. This time, the kid plays
peep. Remove one of the cards and hold it in your hands. Do not let kids see it. Tell kids to open the role of Miss Whiskers and you play one of
their eyes and ask them pointing to the card in your hand Who’s this? the characters. Have the dialogue again.
› Call on two kids: one will play the role of Miss
Whiskers and the other, one of the characters.
› Encourage kids to imitate the characters as
they act out.
6 LOOK AND LISTEN
› Ask kids to focus on the situation. Remind them that Mr Longlegs is the sports teacher. You can
also tell them what his name means and that ñandúes (American rheas) can run very fast (90 km You may feel that kids are not ready
per hour). to work in pairs yet (all the pairs at
› Ask them how the animals are feeling (tired). Ask them why (because they’re doing physical
exercise).
the same time). If this is the case,
› Ask kids what Mr Longlegs may be saying. You can give them an example, e.g. Hello? ask different pairs to act out the
› Ask kids to look at the icons for the instructions and to tell you what they have to do. dialogue at the front.
› Play the recording or say it yourself.
› Go back to the kids’ predictions.
AUDIOSCRIPT MP3 TRACK 6 Homework

Mr Longlegs: OK, children. Here we go! Stand up… Go! Sit down. Stand up… Sit down… Ask kids to draw their favourite character
Gus, stand up. Pam, sit down… Stand up… Sit down… from the book on a separate piece of paper.
Willie: STOP, PLEASE!!!
All: Poor Willie!
COPYBOOK ACTIVITY
Unit 1 >> 21

Getting started
Introduction.
8 LOOK AND LISTEN

› Ask kids to open their books at page 10.
› Elicit from them where the characters are (at
school) and what Miss Whiskers is asking them
about (whether they’ve brought their school
objects). She’s doing some type of checking.
There’s a huge wave that will soak them!
› Ask them to predict if the ending is happy or
sad.
› Play the recording once or read out the
dialogue.
› Check the kids’ predictions (happy ending,
school situation, checking on kids’ school
objects).
› After reading out the dialogue you can ask
kids why it is that Susie was able to “save” her
book (She’s on the blackboard). What will
happen/ has happened to the other books?

1
Miss Whiskers: Ready? OK… Pencil…
All: Yes!
Miss Whiskers: OK… Copybook?
All: Yes!
Miss Whiskers: Good!… Pencil case?
All: Yes!
Miss Whiskers: OK! Rubber?
All: Yes!!!!
Miss Whiskers: Marker?
All: Yes!!!! BUILDIng ConFIDEnCE ACTIVITIEs
Miss Whiskers: Glue?
1 Checklist. You’ll need the following school objects: a black pencil, a pencil case, a copybook,
2 a rubber, a marker, a pen, a bottle of glue and a book. Ask kids to tell you which of those items
Miss Whiskers: Book? Miss Whiskers was checking on. Show the kids one by one naming them for the kids to say yes
Colin, Pam, Willie or no (It’s yes for all of them with the exception of the pen).
and Gus: No…
Susie: Yes! 2 Get it! Place the seven school objects kids have learnt in a bag. Take the bag to one of the kids
and ask him or her to take out one of the school objects, e.g. pencil. Play this as a game. Make
it quick so that it is more challenging for the kids.
3 Show me… Ask kids to get their school objects ready on their desks. Check that each kid has
the following by naming each school object: a pencil, glue, a book, a copybook, a marker,
a rubber, a pencil case. Tell kids you’ll give them instructions, e.g. Show me… Demonstrate
what they have to do. Do this with several school objects. You can make it more challenging by
asking kids to show two or three objects, e.g. Show me a pencil, a rubber and a marker.
22

ConsoLIDATIon ACTIVITY
Ask kids to take out their character

puppets. They should select one and show it.
Tell kids you’re going to give them
instructions. Try it out with the kids first.
Tell kids, e.g. Colin, stand up and show
me a pencil. Those who have selected
the Colin puppet should carry out the
instructions.
10 LISTEN AND
DRAW
› Ask kids to open their books at page 11. Show
them the page.
› Elicit from them what they have to do. Remind
them of the rules of listening.
› Elicit from them what materials they need (a
pencil and a rubber). Check they have these
two ready by calling out pencils first and then
rubbers. As you name them, kids should show
they have them ready.
› When you’ve finished playing the recording
or reading the script, check on the bb. Draw
the squares in the same way as in the book
and either draw the objects yourself or use the
flashcards.
› To check, you can ask kids, e.g. Book, is it OK?
Yes or no? Do this with each of the squares.

Miss Whiskers: Book… pencil… pencil
case… rubber… glue…
9 LISTEN AND SHOW

marker… copybook.
› Ask kids to focus on the icons for instructions and tell you what they have to do.
› Make sure they take out their cards and place them on their desks. BUILDIng ConFIDEnCE ACTIVITY
› To check that they have all their cards, name the objects one by one. As you mention each school Miming game. Tell kids you’ll play a game.
object, kids put up the corresponding card. You’ll name a school object and they’ll
› Try it out with the kids. have to mime it. Try out the activity first.
Do this with each of the school objects.
Miss Whiskers: Book… rubber… copybook… glue… pencil case… pencil… marker.
Book, copybook… Book, pencil case… Pencil, rubber… Rubber, glue…
Copybook, rubber… Pencil, marker… Marker, book. Homework
Ask kids to start bringing cut-outs of school
objects.
Thank you. Tell kids you’ll be collecting school objects. Approach one of the kids and tell him/
her Give me a pencil. Use body language and gesture to make clear what you want them to do.
As they give you what you’ve requested, say Thank you. Do the same with several school objects. COPYBOOK ACTIVITY
Now tell kids you’ll test if you have a good memory. Approach one of the kids whose school
object you have and tell him/ her Here’s your pencil. Elicit from kids the expression you used to
show politeness (Thank you). Give the objects back to the kids.
Unit 1 >> 23

Getting started
Introduction.
Guessing game. Play this game to prepare

kids for the listening activity in Exercise 11.
You need a box and school objects. Place
a school object inside without letting kids
see what you’ve put. Shake the box for
kids to guess what’s inside. Ask kids, e.g. Is
this a pencil? Yes or no? Kids should say
yes or no depending on the sound they
hear. Open the box and show the kids the
object.
11 LOOK AND LISTEN

› Focus kids’ attention on the school objects
drying up on the line and lying on the beach.
› Elicit from kids what the problem is (a huge
wave covered the beach and the animals).
› Ask kids what the characters can be talking
about.
› Play the recording or read out the dialogue.
› Check kids’ predictions.
› Ask kids what Susie is showing (a pencil case).
› After having worked on the dialogue, ask
kids if they have ever been to the beach. If
they have, ask them if a wave has ever taken
away their toys/ clothes/ towels/ flip-flops
from the beach. If none of the kids have ever
been to the beach, you may ask them if they
know anybody who has experienced a similar 1 Memory game. Use the box again. Place a school object inside and shake the box. Ask kids
situation. What’s this? When kids answer book, remind them that the characters were saying a book.
AUDIOSCRIPT MP3 TRACK 10 2 What’s this? Use the flashcards. Choose one of the flashcards and cover part of the drawing so
Mother Penguin: Oh no! What’s this? that kids cannot see what it is. Ask kids What’s this? Do this several times.
Pam: A book.
Mother Seagull: What’s this? 3 Pictionary. Draw a line on the bb and ask kids What’s this? If kids do not come up with an
Gus: A copybook! answer, give them options, e.g. Is it a book, a pencil case…? Add some more detail to the
Father Crab And what’s this? drawing and ask again What’s this? Do this several times. You may teach kids how to ask for a
Colin: A rubber. clue, e.g. A clue, please.
Susie: Look!
Colin, Pam, Willie
and Gus: What’s this?
Susie: A pencil case!
At this age, kids are not ready to understand the concept of articles. You can show them
why they have to say a book by referring to Spanish, e.g. ¿Qué decimos, “Es libro” o “Es un
libro”?
24

n gs
so
LYRICS MP3 TRACK 4

book, pencil, copybook
pencil case and rubber

pencil, marker, glue

pencil case and rubber,

rubber, pencil, marker, copybook




14 MY SCHOOL OBJECTS
› A sk kids to look at the instruction icon and tell
you what they have to do.
› Tell them they’ll be drawing their own school
objects. They can choose to draw as many as
they want.
12 GUESS › Elicit from them what they need in order to
draw (a black pencil and a rubber).
› P lace the school objects flashcards on the bb. › Remember to give kids a time limit.
› Check with kids that you have all the flashcards by calling out each school object. If the card is on the
bb, kids should say yes.
› Collect all the cards. Shuffle them and choose one.
› Show kids a small part of the card for them to guess what it is. Ask them What’s this? If kids do not Homework
guess (you can set a number of guesses, e.g. two or three), you can show more detail and ask again,
Ask kids to colour the school objects at
What’s this? until they get it.
home.
13 SONG COPYBOOK ACTIVITY
› A sk kids to focus on the instruction icon and elicit from them what they have to do.
› Ask them what other songs they’ve learnt with you (the Hello song and the Goodbye song).
› Tell kids that what they have on the page is the lyrics of the song. Point to each of the objects and
ask kids What’s this? to check that everybody understands the drawings.
› Play the song once. Tell kids to follow the song by pointing to each of the drawings as the singer
names them.
› Play the song again. You can do it in chunks this time for kids to listen to each line and then sing it.
› You can refer to the DVD for ideas.
Unit 1 >> 25

Getting started
Introduction.
Pam gang
and
the
› Point to Pam at the top of the page and ask
kids Who’s this? Tell kids that this is a story
about Pam and her friends, or the gang.
› Tell kids to go back to page 10 and ask them
what is happening. Then ask them to go back
to page 14 and describe the situation.
› Ask kids to predict what is going on. They
should focus on the characters’ expression and
on the drawings.
› Elicit from kids why the school objects are
hanging from the line, what Gus does and
how Pam and Colin feel about it.
› Ask kids which are the things they normally
hang from the clothes line. Then ask them if
they’ve ever hung books or copybooks from it.
› Play the recording. Kids should look at the
drawings.
› Check the kids’ predictions.
› Play the part in which the teacher shows
Gus he was wrong. Tell kids what she tells
Gus That’s not nice. You can use this phrase
when kids do something which is not nice.
Encourage kids to use it themselves.
› Elicit from them what Gus has done wrong
(Getting hold of school objects which aren’t
his/ which aren’t dry yet. Not asking Miss
Whiskers for permission to fetch the school
objects, etc.). BUILDIng ConFIDEnCE ACTIVITY
› Point to the fact that Gus realises he’s
done something wrong and therefore, he Cut-outs game. Tell kids to take out their cut-outs. They’ll be using the school objects cut-outs.
apologises. Elicit from kids how he apologises To check they’ve got all of them, name them one by one. Every time they hear one, kids should
(he says Sorry). put up the corresponding card. Tell kids you’re going to play the recording again and they will
have to place the cards in the order in which the characters say them.
AUDIOSCRIPT MP3 TRACK 11 Try out the activity with the kids. Take out the Colin card and say My pencil… and my book.
Check that kids put these two cards on their desks, apart from the others. Play the recording (MP3
1
Track 11). Check by having kids name the objects in the order in which they appear for you to
Colin: My pencil… and my
place the flashcards on the bb. Play the recording again to check.
book.
Pam: My pencil case oh… When the game’s finished, name the objects again for kids to make sure they have all of them.
and my copybook. Make sure kids put them back in the envelope.
Susie: My glue and my
marker!
2
Colin, Pam and Susie: Miss! Look at Gus!
It is OK if kids find that the recording is too fast for them to put all the pictures in order.
Stop the recording after each of the characters says his or her line.
3
Miss Whiskers: That’s not nice, Gus!
4
Gus: Sorry, Colin… Sorry,
Pam.
Pam: It’s OK, Gus.
26

2 ACT OUT
› Tell kids they’re going to act out the story.
› In order to do this, they have to learn the story.
› Play the first line of the recording (MP3 Track
11, Pam and the gang, page 24) and have kids
repeat it. Encourage them to imitate Pam’s
voice.
› Tell them they can place their cut-outs on their
desks in the order in which they’re mentioned
to help them remember the lines.
› Invite kids to say the dialogue together
with the recording. They should imitate the
characters as much as they can, especially
their intonation.
› Invite kids to say the dialogue together
without the recording this time. You can
prompt them with your flashcards. They can
place actual school objects on the blackboard
sill and have a Gus “fly” to get hold of a pencil
and a copybook.
OUR POSTER
Collect the kids’ cut-outs to make the poster.
Each kid will glue his or hers. Remind them of the
rules for this activity. If a kid didn’t bring any cut-
outs, he/ she would have to draw some school
objects.
Once the poster is ready, ask kids what

school objects they can see.
1 LISTEN AND MATCH COPYBOOK ACTIVITY
› Have kids look at the icons for instructions and tell you what they have to do.
› Elicit from them what materials they need.
› Show them that it’s clearer if they use different colour lines for each character.
› Make sure they have all the materials: three coloured pencils and a rubber.
› Remind kids of the rules for listening.
› Play the recording. Stop after each character.
› Check by placing all the cards on the bb and drawing the lines.

Colin: My pencil… and my book.
Pam: My pencil case oh… and my copybook.
Susie: My glue and my marker!
Memory game. Tell kids you’re going to play a game with the flashcards. Keep them in your
hands as if you were holding poker cards. Remove one of the cards and put it face down on your
desk. Keep the other flashcards in your hands. Let kids see them for a few seconds. Pick up the
card on the desk without letting kids see it and ask them What’s this? Do this several times.
Unit 1 >> 27

2
VOCABULARY
Colours: red, yellow, blue, green, black
Numbers: 1 to 5
ANSWERS TO
What colour…?
How many…?
RECOGNITION
Plural nouns
LANGUAGE AWARENESS
Phonological differences between English and
Spanish (final consonants different from Spanish)
Plural formation
See Introduction for suggestions on how to

tackle activities and develop cognitive, social and
intercultural awareness in children.
Extra materials Kids may make mistakes when answering, e.g. Who’s this? They may say A book. If they
You need to prepare a set of number cards from do, ask them to focus their attention on your questions. Are they the same? What do
one to five. You need to have one card for each
you say when you want to know somebody’s identity, and what do you say when you
kid. The cards should be about the size of a
cut-out. Draw this type of number for kids to want to find out the name of an object?
colour in, e.g. .
Getting started
Start the lesson with the routine suggested in the 1 LOOK AND LISTEN
Introduction. Possible lead-ins (you may choose):
a. Tell kids an anecdote about your arriving late at school.
BUILDIng ConFIDEnCE ACTIVITY b. Tell them to enumerate the reasons why they sometimes arrive late at school e.g. their parents may
have overslept, the alarm clock may not have gone off, there may have been a power-cut.
Flashing cards. You’ll be using the
flashcards (characters and school objects). › Ask kids to open their books at page 16. Show them the page. Check that all the books are open at
Kids should name the character or school the correct page.
object as you show them each card. Flash › Work on the icons.
one of the character cards, e.g. Colin, and › Elicit from kids where the characters are, whether the teacher is there too, whether all of them are
ask kids Who’s this? Then flash a school there, what Pam and Susie are doing and why they are hurrying in.
object card and ask kids What’s this? › Ask kids to predict whether Miss Whiskers is going to be angry or not.
› Ask kids to imagine why Pam and Susie are arriving late.
› Play the recording or play the role of Miss Whiskers using the character flashcards and dramatising
the situation.
› Point to the different characters as Miss Whiskers or you are counting. Dramatise this part as much as
you can. You can stick the flashcards on the bb and pretend that you’re counting the characters.
› After playing the recording, ask kids if their predictions were right.
28

Mr Longlegs: Here we go! Gus, one… Colin,
four… Willie, three… Pam, two… Susie, five.
2 5 4 1 3 1 Memory game. Tell kids you’re going to

play a memory game. Ask them to “take a
mental photograph of the sequence”. You
can tell them to produce the sound of
the camera. Then, tell them to close their
books. Finally you say the number for
kids to tell you which character it is.
2 Number gym. Give out the number

cards you’ve prepared to the kids. Every
kid should have only one number. Tell
them that you’ll say a number, and the
kids who have that number will have to
stand up. Try out the activity first.
3 LISTEN AND
DRAW
› Ask kids to look at the icons and tell you what
they have to do. Since there is no sand in the
classroom, tell kids to draw the numbers in the
air.
› Elicit from kids the rules for listening.
› Play the recording or read out the numbers.

Miss Whiskers: One… two… three… four…
AUDIOSCRIPT MP3 TRACK 13 five. Two… four… five… one… three. Five…
four… one… two… three.
Miss Whiskers: Hello, kids.
Gus, Colin and Willie: Hello, Miss Whiskers.
Miss Whiskers: OK, 1… 2… 3… 3? Pam? and Susie?
Pam and Susie: Sorry, Miss Whiskers! BUILDIng ConFIDEnCE ACTIVITY
Miss Whiskers: Well, sit down, please. 1… 2… 3… 4… 5! Let’s start. Open your copybooks, Feely game. Ask one of the kids to stand
please.
next to you. Turn him/ her around so that
he/ she gives his/ her back to the rest. Draw
a number on the kid’s back. Do this slowly.
Then ask the kid to say which number it
Act out. Arrange kids in groups of five. Each of them should use one of the character puppets. is. If the kid can’t say the number, draw it
You’ll play the role of Miss Whiskers. Act out the dialogue. Tell the kids who are playing Pam’s and again. You can give the kid two options,
Susie’s roles to leave their groups for a while. When you say their names, they should go back to e.g. Two or four? When the kid answers,
their group and say Sorry! or Sorry, Miss Whiskers! ask the rest, Is it OK?
Homework
2 LISTEN AND NUMBER Tell kids to bring cut-outs of numbers from
› Work on the instructions (see the Introduction for ideas). Elicit from kids the rules for listening. magazines or catalogues.
› Ask kids what materials they need for this activity. You can name different school objects for them to
say yes or no.
› Try it out first by sticking the two teacher cards on the bb. Draw a circle below each one and say Miss
Whiskers, one. Mr Longlegs, two. As you say the name, write the number in the correct circle. COPYBOOK ACTIVITY
› Check the activity by placing the character flashcards on the bb (in the same order as in the book)
with a circle above each. Tell kids, One for them to tell you which character it is (Gus). Do the same
with numbers two to five. As kids say the name, write the number in the corresponding circle.
Unit 2 >> 29

Getting started
Introduction.
Show me… Tell kids to take out the

numbers they’ve brought from home. Say
different numbers. Every time you say a
number, they have to put up a cut-out of
that number.
Introduction of colours
You need the following colour flashcards: red,
green, blue, yellow and black.
› Tell kids you’ll be playing a memory chain.
One kid will choose one card, the second kid
has to choose the same card and add another
one, the third kid selects the first and second
cards in the correct order and adds a third one,
and so on. Hold the five cards in your hand as
if you were holding poker cards.
› Approach one of the kids and tell him/ her to
pick out one card. As he/ she does so, you say
the colour, e.g. Red. Show the card and say
Red, OK? Put the card back with the others.
› Approach a second kid and tell him/ her Red
and then ask him/ her to select another one,
e.g. Green. Show the two cards to everybody
and say Red, green. OK?
› Approach a third kid and tell him/ her Red,
green and ask him/ her to select another card,
e.g. Blue. Say to the class Red, green, blue.
OK?
› Approach a fourth and fifth kid to complete
the sequence of five numbers.
Miss Whiskers: Give me the book, please. Thank you, Gus. Oh, oh. What colour is your
book, Pam?
BUILDIng ConFIDEnCE ACTIVITY Pam: Green, Miss Whiskers.
Miss Whiskers: Is this your book?
Colour check. Flash one of the colour
Pam: Yes, thank you!
flashcards and say a colour, e.g. Blue. Kids
Miss Whiskers: What colour’s your book, Willie?
have to say yes or no depending on the Willie: Red.
colour of the card. Show them the card to Miss Whiskers: And your book, Susie?
check. Susie: Yellow.
Miss Whiskers: What colour’s your book, Colin?
Colin: Black.
Miss Whiskers: Gus, is your book blue?
Gus: Yes!
4 LOOK AND LISTEN Miss Whiskers:
Gus:
Gus, please, give me the glue.
Yes!
› Ask kids to open their books at page 18. Pam, Willie, Susie and Colin: HELP!!!
› Work on the instruction icons. Miss Whiskers: That’s not nice, Gus!
› Now focus kids’ attention on the story. Elicit
from kids what Miss Whiskers is doing, what
colour the books are, what Gus does with the
glue and how the other animals are feeling.
› Elicit what is going on. Kids may tell you that
5 GAME
Gus is playing a joke on his friends. › Ask kids to look at the instruction icon and tell you what they have to do.
› Play the recording or read out the dialogue for › Make sure kids understand that they have to show anything, provided it is the colour you’re naming.
kids to check their predictions. Make sure kids › Try out the activity with the kids first, e.g. say Red and kids show you something red.
understand that Gus wanted to help. › You can also tell kids Show me something red, since they’re already familiar with the concept of
“show” and they’ll understand the colour.
30

1 Memory game. Ask kids to take a

mental photograph of the characters
and their pencil cases. Tell them to
close their books. You play the role of
the character and they have to tell you
which character you are, e.g. My pencil
case is red, and kids say Colin.
2 Guess the colour. You need five

coloured pencils yellow, black, blue,
green and red. Show the pencils to the
kids and then put them behind your
back. Don’t let the kids see them. Choose
one and hold it in your right hand and
ask kids, e.g. Is this pencil red? Kids
answer yes or no. Show them the pencil
to check. Do this several times.
7 LISTEN AND
GUESS
› Tell kids you’ll be testing their memory. You’ll
need the school object flashcards. Show them
one by one. Name each object as you show
the card, e.g. a pencil case, a book, etc.
› Hold the cards in your hand and tell kids the
colour of the object for them to guess which
object it is, e.g. It’s red. And kids say A book.
› Remember you cannot use the glue card since
kids haven’t learnt the word “white” yet.

Kids may still say book instead of a
Colour gym. Tell kids to take out their colour cut-outs. Tell them you’ll be using only five: red, book. Remind them by asking “Book”
blue, yellow, black and green. Stick your flashcards on the bb for kids to check what colours they
need. When they’re ready, name the colours one by one for kids to put up the corresponding
or “A book”?
cut-out. Tell kids to choose only one colour and to hold it in their hands so that you can see it
clearly. You’ll give instructions to kids, e.g. Green, stand up. Yellow, close your book. Blue and
black, show me your rubber. Do this several times. AUDIOSCRIPT MP3 TRACK 18
Miss Whiskers: OK, kids. Ready? It’s red.
All: Book!
Miss Whiskers: Yes! It’s black…
It’s blue and red…
6 LISTEN AND COLOUR It’s blue…
It’s black and yellow…
› Have kids look at the instruction icons and tell you what they have to do. It’s green and blue…
› Elicit from them what materials they need: coloured pencils.
› Name the colours they need: yellow, green, blue, black, red. Make sure the kids have all the pencils.
› Elicit from them the rules for listening.
› Play the recording or say the lines yourself. You may have to stop after each line and ask kids Who’s Homework
this? to make sure they know which character’s pencil case they have to colour.
Ask kids to bring colour cut-outs from
› To check, place the character flashcards on the bb, and place the corresponding colour flashcard
magazines or catalogues. Tell them to
below each character.
choose parts to cut which are red, yellow,
black, green or blue. They’ll need five of
AUDIOSCRIPT MP3 TRACK 17 each.
Pam: My pencil case is green. Willie: My pencil case is black.
Gus: My pencil case is blue. Colin: My pencil case is red.
Susie: My pencil case is yellow.
COPYBOOK ACTIVITY
Unit 2 >> 31

Getting started
Introduction.
Show me… Ask kids to take out the

cut-outs they’ve brought from home. Tell
kids you’ll give them instructions, e.g.
Show me three yellow cut-outs.
8 LISTEN AND
COLOUR
› Tell kids to look at the instruction icons and to
tell you what they have to do.
› Tell them that this is a stationer’s and ask
kids what Mr Bignose sells (books, pencils,
glue, pencil cases, copybooks, rubbers, glue,
markers). Ask them what they like buying at
the stationer’s.
› Mention each of the objects for kids to tell you
the quantity, e.g. Books, one? Two? Three?
Kids will say Two. Do the same with the other
objects.
› Make sure they have the necessary materials:
five coloured pencils (red, black, blue, green,
yellow).
› Check they have their materials ready. Call out
Black pencil for kids to show you theirs. Do
the same with the other pencils.
› Play the recording or say the lines yourself. › To check they have their materials ready, tell them Show me a yellow copybook. Now show me a
› You may need to stop after each line for kids blue copybook. Do the same with the other three colours.
to colour the objects. › Play the recording or say each line yourself.
› If you’re pressed for time, you can tell kids
to colour only one of the items with each AUDIOSCRIPT MP3 TRACK 20
number and they can complete the colouring
Miss Whiskers: A red copybook.
at home. A yellow copybook.
A blue copybook.
AUDIOSCRIPT MP3 TRACK 19 A green copybook.
A black copybook.
Mr Bignose: Number 1 is yellow. A black copybook.
Number 2 is blue. A red copybook.
Number 3 is green. A yellow copybook.
Number 4 is black. A green copybook.
Number 5 is red. A blue copybook.
9 LISTEN AND 1 Memory game. You’ll be using the school object flashcards. Show them to the kids and name
each object as you show the card. Don’t let kids see the cards. Ask them, e.g. What colour’s the
SHOW book? What colour’s the copybook? Remember you can’t use the glue card.
› Tell kids to look at the instruction icons to tell
you what they have to do. 2 Copybook colours. Ask one of the kids to lend you his or her copybook cut-outs. Hold the
› Give kids time to take out their five copybook cut-outs in your hand. Don’t let the kids see them. Ask kids What colour’s this copybook? for
cut-outs. them to guess. Do this several times.
32

11 LISTEN AND ACT
OUT
› H ave kids look at the instruction icons and tell
you what to do.
› Give them time to take out their character
puppets. Tell them they’ll need Pam to act
out a conversation at the shop.
› Tell kids you’re going to practise together.
› Play the first line of the recording or say it
yourself. Ask kids who says it, Mr Bignose,
Pam or Mother?
› Have kids repeat each line. Encourage them
to imitate the character’s pronunciation and
intonation.
› Do the same with the following lines.
› Tell kids they can “draw the list”: a red
copybook, a black pencil and so on.
› Have kids act it out. It may be advisable to
have you play the role of Mother Penguin
while half of the class plays the role of Pam
and the other half the role of Mr Bignose.
› If you feel kids are not ready to act it out in
trios yet, have a second acting out, changing
the roles of the two halves of the class.

Mother Penguin: Hello, Mr Bignose.
Mr Bignose: Hello!
Mother Penguin: A red copybook, please, a
black pencil, a blue and
red rubber…
Mr Bignose: OK.
Mother Penguin: A blue marker… and a
yellow and green pencil
case.
10 LISTEN AND COLOUR Pam: And a red marker, please!
Mother Penguin: OK, a red marker, too, Mr
› ave kids look at the instruction icons and tell you what they have to do.
H Bignose.
› Elicit what materials they need: five colouring pencils.
› Check they have the materials ready.
› Remind them of the rules for listening.
› Challenge them to colour each object after listening to the instructions only once. Homework
› Try out the activity with the kids. Have the colour flashcards ready. Draw a marker on the bb and tell
Ask kids to bring cut-outs of colours.
one kid The marker is red, green and black. The kid should pick up the three colours and stick them
next to the drawing of the marker. Make sure everybody understands what they have to do.
› Play the recording or say the lines yourself.
› Check by asking kids What colour’s the pencil case? What colour’s the pencil? and so on.
COPYBOOK ACTIVITY
The pencil case is red, blue and black.
The pencil is green, yellow and red.
The copybook is blue, green and yellow.
The book is black, red and green.
The glue is blue, black and yellow.
Unit 2 >> 33

Getting started
Introduction.
Ready, steady, go! Tell kids you’ll play a

game. You’ll say a number from one to five
and they’ll have to clap their hands. Do this
with the five numbers, but not following
the natural sequence from one to five.
Introduction of How many…?

› Tell kids you’ll be doing the clapping this time.
› Clap your hands twice and ask kids How
many? If they can’t answer, give them options,
e.g. Two or three?
› Do this again. Every time you clap, ask How
many?
12 LOOK AND LISTEN

› Ask kids to open their books at page 22
and to tell you what they have to do basing
themselves on the instruction icons.
› Focus kids’ attention on Willie. Elicit from them
how he’s feeling. Ask them to predict why he’s
sad in the first frame and why he’s happy in
the second one.
› Play the recording or read out the dialogue.
AUDIOSCRIPT MP3 TRACK 23 This is a good opportunity to work on the values of caring and sharing. You can ask kids
1 how they feel when they’ve left their school objects at home, whether they lend their
Miss Whiskers: OK, children. Open your
copybooks… And your things to their mates. Do they return the objects they borrow?
copybook, Willie? And your
pencils?
Willie: (crying)
Gus, Colin, Pam BUILDIng ConFIDEnCE ACTIVITIEs
and Susie: Poor Willie!
1 Memory check. Tell kids they’ll listen to the recording again, and they’ll have to answer
2 your questions. Play the recording (MP3 Track 23) or say the dialogue yourself. Ask kids How
Pam: Two pencils for Willie. many pencils for Willie? How many copybooks? If kids give you different answers, stick the
Gus: Three pencils. copybook and pencil flashcards on the bb and write the kids’ answers below each. Tell kids you
Miss Whiskers: How many pencils for want the overall number. Play the recording again for kids to check.
Willie?
Gus, Colin, Pam 2 Noisy box. You need a box. Tell kids you’re going to place different objects inside the box.
and Susie: Five. Place three pencils without the kids seeing and ask them How many pencils? Shake the box
Miss Whiskers: And now, how many for kids to have an idea. Check by counting the objects. Do the same with other school objects.
copybooks for Willie?
Susie: One.
Colin: Three!
Miss Whiskers: Great, four copybooks.
Willie: Thank you, Pam, Colin,
Susie and Gus.
13 GAME
› Have kids look at the instruction icon and the picture and tell you what they have to do.
› You can invite individual kids to do the clapping, and then you ask the rest How many?
34

15 COLOUR AND
COUNT
› A sk kids to look at the instruction icons and to
› Draw three books on the bb following the idea
of the exercise in the book. Ask kids if they can
see the books clearly.
› Make sure they understand the purpose of this
activity. Since it’s the first activity they’ll do of
this type, you’ll need to work together with
the kids.
› Refer them to the grid and ask them what
objects they can see: glue, a pencil, a book and
a rubber.
› Draw a chart on the bb and stick your
flashcards in the drawing cells.
› Tell kids you’ll start with “book”. Elicit from
them the best strategies to avoid counting the
same object twice, e.g. colour them.
5 › Let kids count the books and then ask them

How many books? If the answers are the
same, move on to the next object. If they’re
4 not, check the books of the kids whose

answers are different. As you deal with each of
3
the objects, write the number in the chart on
the bb.
› Do the same with the other objects.
2
To round off the activity, ask kids How many
bottles of glue?, How many pencils?, How
many books?, How many rubbers?
Homework
Ask kids to finish colouring the school
14 SONG objects at home.
Remind kids to bring their cut-outs of
› A sk kids to focus on the instruction icon and elicit from them what they have to do.
colours from magazines and catalogues.
› Ask them what other songs they’ve learnt with you (the Hello song, the Goodbye song, the School
objects song).
› Tell kids that what they have on the page is the lyrics of the song. Point to each of the splodges and
ask kids What colour?
› Play the song once. Tell kids to follow the song by pointing to each of the drawings as the singer
COPYBOOK ACTIVITY
names them.
› Play the song again. You can do it in chunks this time for kids to sing each line separately.
n gs
so
LYRICS MP3 TRACK 5

red, yellow, green
red, yellow, green
red, yellow, green and black and blue
colours, colours, everywhere
point to yellow, red and blue
Unit 2 >> 35

Getting started
Introduction.
Pam gang
and
the
› Point to Pam at the top of the page and ask
kids Who’s this? Tell kids that this is a story
about Pam and the gang.
› Ask kids to predict what is going on. They
should focus on the characters’ expressions
and on the drawings.
› Elicit from kids what Pam’s mother is doing.
Ask them if they can see Pam’s book.
drawings.
› Point to Pam’s comment to Susie: That’s not
nice! and elicit from kids when we say that.
› Ask kids if they remember who else said that
(Miss Whiskers to Gus in Unit 1, page 14).
› Ask kids whether their younger siblings/
brothers and sisters ever take out/ want to
play with their school objects.
› Ask kids whether their dogs/ cats have ever
torn/ broken their school objects.

1
Mother Penguin: Are you ready, Pam?
Pam: Yes! Look! My pencils and
my two copybooks.
2 BUILDIng ConFIDEnCE ACTIVITY

Mother Penguin: How many markers?
Checklist. Ask kids if they remember which school objects Pam is taking to school. Stick a
Pam: Four: yellow, red, blue and
flashcard on the bb for each of their options. Tell kids you’re going to play the recording again
green.
(MP3 Track 24) and they will have to check if their answers are correct. Ask kids What colour are
3 the markers? Stick the colours they mention on the bb. Play the recording again for kids to check.
Pam: Two copybooks, my pencil Now ask them How many copybooks? How many markers? How many rubbers? How many
case, the glue and the bottles of glue? Write their answers next to each flashcard. Play the recording again for kids to
rubber. check.
Mother Penguin: And your green book?
4
Pam: Susie, that’s not nice. It’s
my book!
If kids ask you why you say something different about the glue, tell them that since you
can’t count the glue inside, you count the bottle.
36

› Tell kids they can draw Pam’s school objects to
remember them.
› Have kids act it out. It may be advisable to
have you play the role of Mother Penguin
while the class plays the role of Pam.
› If you feel kids are not ready to act it out in
twos yet, have a second acting out changing
the roles.
OUR POSTER
Collect the kids’ cut-outs from magazines to
make the poster. You can have five pieces of
poster or cartridge paper (also sugar paper), one
for each colour. Each kid will glue his or hers.
Remind them of the rules for this activity (see
Introduction).
Once the poster is ready, ask kids what

colours they can see.
COPYBOOK ACTIVITY
BOARD GAME 1
What for?
The board game presented in the Pupil’s
book, pages 26-27, is an instance of
integration.
Remind kids that the important aspect
is to play and have fun, whether you win
1 MATCH
or lose.
How to?
› Have kids look at the icon for instructions and tell you what they have to do. Make sure kids know the game. Try it
› Ask kids how they know which object belongs to which character. If they cannot tell you, tell them to out with the kids first. Go over the rules
focus on colours. before they start playing.
› Elicit from them what materials they need for this activity. You may play against the class first and
› Show them that it’s clearer if they use different colour lines for each character. then, if you see that kids are ready, you
› Make sure they have all the materials: five colouring pencils and a rubber. can let them play in pairs or in small
› To check, ask kids about Pam. What colour’s her pencil case? What colour’s her marker? groups.
› Do the same with the other characters.
2 ACT OUT
› Have kids look at the instruction icon and tell you what to do.
› Give them time to take out their character puppets. Tell them they’ll need Pam and Mother Penguin
to act out a conversation at the shop.
› Play the first line of the recording (MP3 Track 24, Pam and the gang, page 34) or say it yourself. Ask
kids who says it, Pam or Mother?
› Have kids repeat each line. Encourage them to imitate the character’s pronunciation and intonation.
Unit 2 >> 37

3
VOCABULARY
Colours: orange, brown, pink, white
Numbers: 6 to 10
Big, small
ANSWERS TO
How old are you?
How old is…?
RECOGNITION
The weather: sunny, cloudy, rainy
ORAL INTERACTION
Hello, how are you?
Fine!
I’m + age
LANGUAGE AWARENESS
Phonological differences between English and Spanish
(final consonants different from Spanish)
Distinction between wh- and yes/ no questions
See Introduction for suggestions on how to

tackle activities and develop cognitive, social and
intercultural awareness in children.
Getting started b. Ask kids what the animals’ favourite activity at school may be. Keep a record of their predictions.
Start the lesson with the routine suggested in the › Refer kids back to page 28. Work on the instruction icons.
Introduction. › Elicit from kids where the characters are (at school), what they are doing (a painting activity) and
whether Miss Whiskers can see Colin (he has fallen inside the tin).
The weather: sunny, cloudy and rainy › Play the recording or play the role of Miss Whiskers, Pam, Gus, Susie and Willie using the character
As from this unit, kids will work on three weather flashcards and dramatising the situation.
conditions: sunny, cloudy and rainy. They will become › Point to the different animals as Miss Whiskers or you are giving the instructions to the kids.
part of the routine. At this stage, kids are not expected › After playing the recording ask kids if their predictions were right.
to produce the words, but to understand the concepts. › Elicit from kids what Colin may have been doing to have fallen inside the tin.
› Draw a sun on the bb. Tell kids Look, it’s sunny
today. (Look out of the window). Ask kids Yes AUDIOSCRIPT MP3 TRACK 25
or no? Do the same with cloudy and rainy.
Miss Whiskers: Now, children, listen. Pam, pink. Gus, orange. Susie, white. Willie, brown.
Colin… Colin? Here’s Colin! A pink Colin.
› Ask again Is it sunny today? Is it cloudy
Pam, Gus, Susie and Willie: Hello, Colin. How are you?
today? Is it rainy? Then ask kids which of the Colin: Fine!
three icons they should circle.
BUILDING CONFIDENCE ACTIVITY
1 LOOK AND LISTEN Colour activity. Get all the colour flashcards. Ask kids which colours Miss Whiskers names. As
you show each of the cards, name the colour using a rising intonation (as if asking a question)
Possible lead-ins (you may choose): prompting kids to answer yes or no, e.g. Red? No. Blue? No. When you name one of the “new”
a. Ask kids whether they have an art teacher at colours (orange, brown, pink, white), stick the flashcard on the bb.
school and what they do with him/ her. Do
they use crayons, markers or pencils?
38

Black and white. Tell kids to take out their

white and black cut-outs and hold them in
their hands. You’ll say black or white and
they’ll have to put up the correct colour
cut-out. Do this several times.
2 LISTEN AND
COLOUR
› Work on the instructions.
› Ask kids what materials they need for this
activity. Name different school objects for
them to say yes or no, e.g. A pink pencil?
› Play the recording or read the instructions
yourself.
› You can write the numbers on the bb and ask
kids Is number one brown or pink? Stick the
correct colour card below the number.

Number 1 is pink. Number 4 is orange.
Number 2 is white. Number 5 is black.
Number 3 is brown.
3 LISTEN AND SAY

› Ask kids to look at the instruction icons and
tell you what they have to do. Make it a point
Introduction of How are you? Fine! they should look at the characters’ prints, and
› Remind kids of the situation (Miss Whiskers is asking about Colin because she can’t see him). Ask kids not at their regular colour.
what the animals may be saying to Colin when he comes out of the paint tin. Help them focus on the › Name each of the characters for kids to say
fact that you greet people when you see them. which colour they’ve been colouring with.
› Play the last part of the recording (MP3 Track 25, Unit 3, page 36) for kids to understand the lines.
› Have them repeat the lines after you or the recording, imitating the voice of the animals. AUDIOSCRIPT MP3 TRACK 27
Mr Longlegs: Gus… Colin… Pam… Willie…
Susie.
1 Act out. Tell kids they’ll be acting out the last part of the dialogue. First you play the role of
Miss Whiskers and they all play the role of Colin. Then appoint different kids to play the role of
Miss Whiskers and the role of Colin. You can use this greeting in every class.
Homework
Tell kids to bring cut-outs of the new colours
2 Colour gym. Assign each kid a colour, e.g. Lucila, Mercedes, Joaquin, Mariana and Cecilia, from magazines or catalogues.
you’re pink. So as to save time, instead of using the colour cut-outs, kids can hold a pencil in
their hands for you to check which colour they’ve been assigned. Do the same with the other
colours (brown, white, orange and black). Tell kids that you’ll name one of the colours, and the
kids who have that colour will have to stand up. Try out the activity with the kids. Remind kids COPYBOOK ACTIVITY
of the rules for playing.
Kids tend to confuse black with blanco because of their phonological similarity. This is to
be expected at this stage.
Unit 3 >> 39

Getting started
Introduction. Remember you can ask kids How
are you? And kids tell you Fine!
Show me. Tell kids to take out the colour

pieces they’ve brought from home. Name
the different colours. Every time you say
a colour, they have to put up a cut-out of
that colour.
4 LISTEN AND
CIRCLE
› Have them look at the instruction icons and
› Ask them what they have to concentrate on,
the school object or the colour?
› Play the recording or read out the first line of
the recording for kids to see that they have to
discriminate between colours.
› Check that kids have the necessary materials.
› Play the MP3 or say the lines yourself.
› For checking, you can draw the school objects
on the bb and stick the colour card below,
then circle the correct option.

Number 1: A white pencil
Number 2: A pink pencil case › Tell kids to choose only one colour and hold it in their hands, so that you can see it clearly.
Number 3: A brown marker › You’ll give instructions to kids, e.g. White, stand up. Pink, close your book. Brown, show me your
Number 4: A yellow book rubber.
Number 5: A white copybook
› Elicit from kids the rules for playing.
Number 6: A brown rubber
› Do this several times.
Number 7: An orange glue
Number 8: A pink book
Repeat if correct. You need all the colour flashcards. Tell kids you’ll be playing Repeat if correct.
Show kids how to play: you show them a flashcard and name a colour. If you say the correct
5 GAME colour of the flashcard, they should repeat the name of the colour; if the colour you name doesn’t
match the flashcard you show, they shouldn’t say anything. Try out the activity with the kids. It’s
› Ask kids to look at the instruction icon and tell advisable to make “few mistakes”. Remind kids of the rules for playing.
› Tell kids to take out their colour cut-outs. Tell
them you’ll be using only five: black, white,
pink, brown and orange. Stick your flashcards
on the bb for kids to check what colours they
need. If kids do not seem to have a problem
in distinguishing the black and white colours,
you can use the new colours.
› When they’re ready, name the colours one by
one for kids to put up the corresponding
cut-out.
40

7 A CARD GAME
› Tell kids they’ll have to play in pairs.
› Ask them to take out their colour cut-outs.
› Demonstrate how to play the game. Play with
one of the kids. Tell him/ her pink, black, and
the kid has to place those two cards on the
desk, as shown on the page.
› Do this again, this time with two kids
demonstrating at the front.
› Assign a number to each kid, either one or two.
Ask the number ones to put up their hands.
Do the same with the number twos.
› Tell the number ones to start saying a
sequence of two colours. After two or three
rounds, ask the number twos to provide the
sequence.
› If you have time, and if you see that kids are
ready, you can tell them to have sequences of
three or four colours.
Kids may not be ready to play

in pairs. If this is the case, play
this activity with the class as a
whole. You can start providing the
sequence, and you can ask different
kids to provide further sequences.
Homework
Ask kids to find three pages in their books
on which they can see pink, orange, brown
and white. They have to be pages from units
Naming colours. Place the new colour flashcards on the bb, one next to the other. Tell kids you’ll 1 or 2.
be pointing to each colour and they’ll have to say the name. Try out the activity with the kids.
You can challenge them further by making it more difficult. You can vary the level of difficulty by
speeding up or by pointing to colours which are not adjacent on the bb.
COPYBOOK ACTIVITY
6 LOOK AND SAY

› Have kids look at the instruction icons and tell you what they have to do.
› You’ll be using the colour flashcards (the five colours kids have learnt). Show them to the kids, one by
one, so that they know which cards you’ll be using. Kids should name the colour as you show them
each card.
› Stick the five flashcards on the bb or place them on the bb sill. Ask kids to close their eyes while you
remove one of the cards.
› Tell kids to open their eyes and to say which colour is missing.
› Remind kids of the rules for playing.
› If you want to make it more challenging, you can remove one card and shuffle the ones on the bb.
Guessing game. You need the colour flashcards. Flash one of the cards and ask kids to say the
colour. Remind kids of the rules for playing. Do this several times.
Unit 3 >> 41

Getting started
Introduction.
Find the colour. You’ll name a colour, e.g.

pink, and kids have to show you where
they can see that colour in units 1 or 2. You
can have kids name the colours.
Introduction of numbers 6 to 10
› You need a bag. Make sure kids cannot see
what is inside. You also need ten objects of
the same kind (pencils, bottle tops, pebbles,
rubbers… anything!).
› Write numbers 6, 7, 8, 9, 10 on the bb,
one below the other, or stick the number
flashcards.
› Place six objects in the bag. Ask a kid to come
to the front and ask him/ her to feel the bag.
Ask him/ her (while pointing to each of the
numbers on the bb) six? seven? eight? nine?
ten? Repeat the number the kid chose.
› Open the bag, take out the objects and count
them, one, two, three, four, five, six!
› Do this with the other numbers. You do not
need to go in order.
Introduction of big and small

› Bring two objects of the same kind whose
sizes are different, a big and a small book,
a big and a small copybook. It has to be
something that kids know how to say. Show a › Check kids’ predictions.
part of one of the objects or put it in a bag and › Remind kids of the use of That’s not nice.
ask kids What’s this? Do the same with the
other object.
› Put the two objects on your desk or on the bb This is a good opportunity to work on the value of sharing. You may discuss with kids
sill (wide apart) and tell kids Point to the…
(e.g. book).
how important it is to share what we have with those who have less, be it toys, school
› Kids will not know which to point to, so elicit objects or clothes.
from them how you can distinguish them: a
big book and a small book.
› Play the game by telling kids directly big and AUDIOSCRIPT MP3 TRACK 29
small.
Miss Whiskers: OK, children. Ready?
Pam, Susie, Colin, Willie and Gus: Yes, Miss Whiskers.
Colin: Seven pencils, Miss Whiskers.
8 LOOK AND LISTEN Miss Whiskers:
Gus:
And you, Gus?
Six copybooks… and three pencils.
› Ask kids to open their books at page 32. Make Miss Whiskers: Hmm… ten pencils. Good!
Willie: Eight markers.
sure everybody’s at the right page.
Pam: Nine rubbers, and a big pencil case.
Susie: A pencil case.
tell you what they have to do. Pam: Your pencil case is small, ha ha.
› Ask kids to describe the scene. Miss Whiskers: That’s not nice, Pam.
› Say Help. Use gesture and body language for Pam: Sorry, Miss Whiskers.
kids to understand the concept. Ask kids who Miss Whiskers: Well done, Susie.
needs help and what kind of help they think Susie: Thank you.
the animals are going to provide.
42

Miss Whiskers: OK, children…
Seven pencils,
nine rubbers,
eight copybooks,
and two big pencil cases.
Memory game. If you’ve used the

flashcards to check Exercise 9, remove
them from the bb. Tell kids to take a mental
picture of the drawings in Exercise 9 (the
ones which have been circled). Tell them
to close their books. Ask kids How many
pencils? How many rubbers? Write the
kids’ answers on the bb. Then ask them to
open their books and check.
10 LISTEN AND
COMPLETE
10 5 › Point to Mr Bignose and ask kids Who’s this?
9 8 Remind them of his job.

› Have kids read the instructions and tell
you what they have to do. Make sure they
7 6 understand that Mr Bignose has to complete

a list of school objects with the quantity that
Miss Whiskers will tell him.
› Check kids have the materials ready.
› Play the recording or say the dialogue yourself.
› To check, place the school object flashcards on
the bb. Kids should dictate the number to you.
1 Feely game. Ask one of the kids to stand next to you. Turn him/ her around so that he/ she
gives his/ her back to the rest. Draw a number on the kid’s back. Do this slowly. Then ask the AUDIOSCRIPT MP3 TRACK 31
kid to say which number it is. If the kid can’t say the number, draw it again. You can give the kid
Mr Bignose: Hello?
two options, e.g. Two or four? When the kid answers, ask the rest, Is it OK?
Miss Whiskers: Hello, Mr Bignose. How are
you?
2 Number game. Tell kids you’ll play a game. You’ll say a number from six to ten and they’ll Mr Bignose: Fine, thanks, and you?
have to clap their hands. Do this with the five numbers (from six to ten), but not following the Miss Whiskers: Fine! Here’s the list.
natural sequence. If you feel kids are ready, you can also use numbers one to five. Mr Bignose: OK, I’m ready.
Miss Whiskers: 10 pencils…
3 Number gym. Assign each kid a number from six to ten, by giving each one of the number 9 copybooks… 7 books…
cards that you’ve prepared. Tell kids that you’ll name one of the numbers, and the kids who 5 rubbers… 8 pencil cases
have that number should stand up. Try it out with the kids first. and… 6 markers.
Mr Bignose: OK, Miss Whiskers. Bye.
Miss Whiskers: Bye!
9 LISTEN AND CIRCLE

Homework
Ask kids to bring their own lists for Mr
› Have kids look at the icons and tell you what to do. Elicit from them what materials they need.
Bignose.
› Play the recording or say it yourself. If necessary, play it a second time, stopping after each of the
quantities is mentioned.
› To check, place the school object flashcards on the bb and have kids place the correct number card
next to the school object.
COPYBOOK ACTIVITY
Unit 3 >> 43

Getting started
Introduction.
Shopping list. Tell kids to take out their

lists for Mr Bignose. Have kids read out the
lists imitating Miss Whiskers. Ask different
kids How many copybooks? How many
rubbers? They’ll answer according to their
lists.
11 LOOK AND LISTEN

› Ask kids to open their books at page 34 , look
at the instruction icons and tell you what they
have to do.
› Focus the kids’ attention on Pam. Elicit from
them what is going on. It doesn’t matter if
they say it’s somebody else’s birthday. Ask
them to guess how old this character is. If they
say the animals are celebrating another type
of event, it is OK as well.
› Ask them to predict what Mother Penguin
may be saying to Gus and Colin.
› Play the first part of the recording (Birthday
song). Stop the recording and go back to the
kids’ predictions: it is Pam’s birthday.
› Check kids’ predictions. Once you’ve 6 8 6 7 6
established it’s Pam’s birthday, ask kids how
old she is.
› Play the complete recording.
› Go back to kids’ predictions. (Actually, they can
only check their predictions by having a look
at the cake candles.) Act out. Tell kids they need their character puppets. Each kid will represent one of the characters.
If they want to play Susie or Willie, they can invent their age. You’ll be Miss Whiskers. Play the
AUDIOSCRIPT MP3 TRACK 32 recording for kids to repeat after the characters, trying to imitate them. The only part they have
to say is the age. According to who they are impersonating, ask kids, e.g. How old are you, Pam?
Gus, Colin, Willie, Susie
How old are you, Gus?
and Penguin family: Happy birthday to you,
happy birthday to you,
happy birthday dear
Pam, happy birthday
to you! Remember kids may tend not to pronounce the final /m/ in I’m… Ask them to stress
Mother Penguin: How old are you, Gus?
Gus: I’m six. this sound, e.g. by closing their mouths tight.
Mother Penguin: And you, Colin?
Colin: I’m seven. I’m big.

12 LISTEN AND DRAW
Memory game. Ask kids if they remember › Have kids look at the icons and the picture and tell you what they have to do.
how old Colin and Gus are. Play the › Remind kids of the rules for listening.
recording again for them to get the answer › Elicit from kids what materials they need.
(or check if they can remember). To check, › Play the recording or say the lines yourself.
ask kids How old is Gus? How old is Colin?
44

13 SONG
› Ask kids to focus on the icon and elicit from
them what they have to do.
› Tell them that what they have on the page
is the lyrics of the song. Point to each of the
drawings and ask kids What’s this? or Who’s
this? as appropriate.
› Play the song once. Tell kids to follow it by
pointing to each of the drawings as the singer
names them.
› Play the song again. You can do it in chunks
this time for kids to sing each line separately.
N GS
SO
LYRICS MP3 TRACK 6

1, 2, white and blue
3, 4, big and small
5, 6, brown and pink
7, 8, orange and red
9, 10, Hello Mr Longlegs
A new song. Tell kids you can create a

new version of this song. Draw the stave
(“pentagrama”) and place flashcards on
it (or make drawings). Elicit from kids
whether you can change all the words.
Help them notice the rhyming words (two
6 – blue, ball – small) for them to realise that
not all the words can be changed if you
want them to rhyme. Ask kids to change
the first colour in the song, e.g. 1, 2, green
and blue! Elicit from them what other
AUDIOSCRIPT MP3 TRACK 33 options you can have. Have kids perform
Pam: Hello! I’m six. the different songs.
Susie: Hello, I’m eight.
Gus: Hello! I’m six.
Colin: Hello, I’m seven.
Willie: Hello, I’m ten.
Pam, Susie, Gus and Colin:
Willie:
No, Willie!
OK, I’m six.
14 MY FAVOURITE
COLOURS
› Ask kids to look at the instruction icon and tell
BUILDING CONFIDENCE ACTIVITIES you what they have to do.
› Tell them they’ll be choosing what colours to
1 Memory game. Tell kids you’ll play a memory game. They have to look at the cakes and take a
use. They can choose as many as they want.
mental photo of them. Tell kids to close their books. Remind them of the rules for participating.
› Elicit from them which materials they need.
Ask different kids How old is Pam? How old is Gus? If you want to make it more challenging, do
They can use coloured pencils or pieces of
not follow the order in the book.
paper.
› Give kids a time limit.
2 Interview. You’ll play the role of the interviewer, and you’ll interview different kids.
Demonstrate the activity with a kid. Follow this order: Hello, how are you?, then What’s your
name?, and finally How old are you? You can use this interview as part of the routine. You can
Homework
interview two kids per class.
Remind kids to bring their cut-outs of
colours from magazines and catalogues.
COPYBOOK ACTIVITY
Unit 3 >> 45

Getting started
Introduction.
Pam gang
and
the
› Ask kids what children generally collect when
they’re on the beach. Most probably, kids will
say caracolitos.
› Tell them that Pam and the gang also collect
shells (“caracoles”, “conchillas”) and pebbles
(“piedritas”). You can bring some shells and
pebbles to school, if you happen to have any.
Otherwise, you can draw them on the bb. Kids
do not need to learn these words.
› Elicit from kids what the animals are collecting
(some of the shells and pebbles which are on
the beach), what Miss Whiskers is telling them
(which colours to paint them) and what the
matter is with Susie (Pam is about to paint
her).
› Ask kids to predict what is going on.
drawings.

1
Gus, Pam and Colin: 1… 2… 3… 8… 9…
10 shells! And how
many pebbles!
2
Pam: Look! Ten pink pebbles.
Colin: Six orange pebbles…
Willie, what colour are Memory game. Ask kids you’ll test their memory. Tell them you’ll ask questions about colour and
your pebbles? quantity. Play the recording again (first and second frames only). Ask kids How many pebbles
Willie: White! for Pam? (Ten), What colour are the pebbles? (Pink), How many pebbles for Colin? (Six), What
colour are the pebbles? (Orange), How many pebbles for Willie? (We don’t know), What colour
3
are the pebbles? (White). Tell kids you’re going to play the recording again and they will have to
Miss Whiskers: Hello, kids.
check if their answers are correct.
Pam, Gus and Colin: Hello, Miss Whiskers.
Miss Whiskers: Ready? OK. Colour the
pebbles blue and red.
4
Miss Whiskers: Now colour the shells 1 LISTEN AND MATCH
orange.
Susie: Help! I’m not a shell, › Have kids look at the icons for instructions and tell you what they have to do.
I’m Susie!!! › Ask kids how they know which object belongs to which character. They’ll learn while listening.
Pam: Ooops! Sorry, Susie. › Elicit from them what materials they need.
› Show them that it’ll be clearer if they use different colour lines for each character.
› Make sure they have all the materials: five coloured pencils and a rubber.
› To check, ask kids about Pam How many shells for Pam?
› Do the same with the other characters.
46

2 ACT OUT
› Have kids look at the instruction icon and tell
you what to do.
› Give them time to take out their character
puppets. Tell them they’ll need all of them
except for Mr Longlegs to act out the story.
› Play the first line or read it yourself. Make sure
they know who says it.
› Have kids repeat each line. Encourage them
to imitate the character’s pronunciation and
intonation.
› Tell kids they can draw and colour the pebbles
and shells to remember how many there are
and what colour they are.
› Have kids act it out. It may be advisable to play
the first two chunks. If kids want to act out
the whole story, you can play the role of Miss
Whiskers. You can divide the class into groups,
with each group representing one character.
You will be Miss Whiskers. Ask groups to
change roles.
› If you feel kids are ready to act it out
themselves in groups, let them do so.
OUR POSTER
Collect the kids’ cut-outs to make the poster. You
can have four pieces of poster or cartridge paper,
each one to glue the cut-outs of the same colour.
Each kid will glue his or hers. Remind them of the
rules for this activity.
AUDIOSCRIPT MP3 TRACK 35 CONSOLIDATION ACTIVITY

Willie: Seven shells. Once the poster is ready, ask kids what
Colin: Nine shells.
colours they can see.
Pam: Six big shells.
Gus: Eight shells.
Susie: Six small shells.
COPYBOOK ACTIVITY
1 Colour dictation. Tell kids you’ll give them instructions on how to colour the shells of the
previous exercise. Make sure they have their coloured pencils ready.
Seven pink shells
Nine white shells
Eight blue shells
Six big yellow shells
Six small green shells
2 Picture dictation. Tell kids they’ll need to draw pebbles and that you’ll tell them how many.
They’ll be drawing them in groups. They’ll need to have their black pencils ready.
Five pebbles
Seven pebbles
Ten pebbles
Six pebbles
Three pebbles
Nine pebbles
Unit 3 >> 47

4
VOCABULARY
ball, car, doll, train, plane, soft toy, robot
ANSWERS TO
Are you…?
What’s your favourite …?
What’s that?
RECOGNITION
Feelings: happy, tired, OK
LANGUAGE AWARENESS
adjective before the noun
use of a
plural nouns
phonological differences between English and Spanish
stressing of /animal/, /robot/
See Introduction for suggestions on how

social and intercultural awareness in children.
Getting started
1 LOOK AND LISTEN
Introduction. Possible lead-ins (you may choose):
a. Tell kids about your first or favourite toy.
Feelings b. Ask kids about their favourite toys when they were smaller.
c. Ask kids what toys they take to the beach or to the sandpit in the park or playground.
As from this unit, kids will work on three states:
happy, OK and tired, as part of the routine. › Ask kids to open their books at page 38 and look at the pictures.
› Draw a happy face on the bb . Tell › Elicit from kids why the two children are leaving, whose toys they can see on the beach and what
learners I’m happy today. attitude Pam, Gus and Colin have towards the toys.
› Then ask three or four kids Are you happy today? › Ask kids to imagine what toys Pam and Colin and Gus play with. Keep a record of their answers to be
› Do the same with tired . used later on (Exercise 10).
› Then point to the face in the middle. Ask kids › Play the recording or play the role of Colin using his flashcard and dramatising the situation.
Happy? They will say No. Ask them Tired? › Point to the different toys as Colin (you) names them. Dramatise this part as much as you can. You
They will say No. Then tell them OK. Not can draw the toys and the sand as well. You can also use the toy flashcards on the bb.
happy, not tired. OK. › After playing the recording draw a happy face and a sad face on the bb and ask kids What about
› Next, ask kids Who’s happy today? Put up Colin? Happy? Tired? (pointing to the two faces). If kids can’t reproduce the word happy, ask them
your hands, and put up yours for them to see again Happy? Yes or no? Then Tired? Yes or no?
what they have to do. Show these kids they
have to circle the happy face. AUDIOSCRIPT MP3 TRACK 36
› Do the same with tired and OK.
Colin: Oh, look! A plane, great! A car and a doll! What’s that? Oh, a ball, super! And this? A robot…
and a soft toy. Wow! A train! Fantastic!
48

3 LISTEN AND
NUMBER
tell you what they have to do. Work on the
rules for listening.
› Ask them what materials they need.
› After playing the MP3 or reading the script,
check kids’ answers with the flashcards. Stick
them on the bb. Write the numbers next to
each picture.
› After all the pictures are on the bb, make sure
kids check kids’ the numbers in their books. Walk
around to make sure every kid writes a tick next to
each toy.

Number 1 is a soft toy.
Number 2 is a ball.
6 4 2 Number 3 is a robot.
Number 4 is a plane.
Number 5 is a train.
Number 6 is a car.
Number 7 is a doll.
7 1 Kids may confuse ball and doll. Ask
3 5
them to identify what difference they
can hear as you repeat the words two
or three times (/ball/ /doll/). If kids can’t
hear the difference, say the two words
stressing the /b/ and /d/ sounds and ask
them if they’re the same or different.
BUILDING CONFIDENCE ACTIVITY You can play a game before doing
Card game. Ask kids to take out their cards. You can elicit which cards they are going to use Exercise 3: say ball or doll in a
(toys). First check that everybody has the materials. Remind kids of the rules for playing with
different order a number of times for
the cards.
kids to point to the right picture on
the bb or show the correct card.
Your kids may still find it difficult to remember all the words, so you can do the same
activity but starting with only two or three pictures (e.g. ball, plane and train).
Homework
Ask kids to bring cut-outs of toys.
2 LISTEN AND SHOW

› Elicit from kids what they have to do. COPYBOOK ACTIVITY
› You can also provide easier sequences at the beginning. It’s a good opportunity to work on
strategies that kids can use to remember each sequence.
› You can use the Listen and point technique described in the Introduction and shown on the DVD.

Miss Whiskers: First, easy. Ready? OK, here we go. Car, robot, train, soft toy, doll, plane.
Now, not very easy. Ready? OK. Robot, doll, soft toy, train, plane, car, ball.
Now, difficult. Are you ready?… Go! Doll, soft toy, car.
Ready again? Plane, train, robot!
Ready again? Here we go! Plane, train, doll, ball!
Unit 4 >> 49

Getting started
Introduction.
Guessing game. To review the vocabulary

from the previous lesson, ask kids to take
out the cut-outs. Pick up one, show kids
only a part of it, and ask What’s this? for
them to guess. Follow the procedure with
several cut-outs.
4 LISTEN AND COLOUR

› Elicit from kids what they need in order to do
the activity.
2
› Check that the materials are ready.
Students may need to revise the

names of toys before engaging in
4
this activity. You can go over them
by playing the card game described 1
on page 47.
3
The doll is pink and blue.
The train is black and red.
The soft toy is brown and yellow.
The ball is green and blue.
The car is orange and black.
The plane is orange and yellow.
5 COLOUR AND COUNT
The robot is brown and pink. › Elicit from kids how to work, e.g. you may suggest to them that for every toy they find, they should
draw a tally mark ( I ) in the quantity column.
› To check answers, ask How many balls? How many soft toys?
Remember some kids may still

associate black with “blanco”. If you Kids will need to have the grid on the bb. Some kids will probably still mispronounce
know they’re likely to confuse some five /fai/ and three /free/. In the case of five, make sure they pronounce the final /v/.
of the colours, or if some colours are In the case of the /θ/ sound, they usually find it difficult to say it since it is not a sound
not as popular as others, e.g. brown, we use in our version of Spanish, and it will take time for them to say it correctly. Every
do a Show me… activity first to time students mispronounce a word, you can give them corrective feedback, e.g. /fri:/ or
work on colours. / θri:/? for the kids to realise they have to correct themselves.

Memory game. Tell kids to “take a mental
Drawings in the air. Draw one of the toys in the air for kids to answer the question Is this a ball?
photograph of the drawings” with their mind
Ask kids whether they want your clue to be easy or difficult. Kids can take over or play in small
camera and close their books. Ask What
groups or pairs.
colour’s…? for kids to say the colour. Work
on the rules for participation. This can also be
done as a Yes/No game, e.g. you say The doll
is pink and red for kids to say Yes or No.
50

You may have to stop the recording
after each number to check that
everybody is following and doing
the right thing. It is natural for kids
to feel confused because there are
many drawings.
1 Counting game. Ask kids to look at the

whole grid and answer the questions
How many rubbers? How many soft
toys?
2 Memory game. Ask students to look

at the drawing for a minute. They have
to “take a mental photo of the picture.”
Then, they should close their books and
answer your questions, e.g. How many
rubbers? How many planes? You can
also ask them to remember the number
of each line, e.g. car, ball, pencil case,
robot and kids say One!. If you feel kids
are ready, ask them to name the objects
for you to say which line it is.
3 Colour dictation. Draw three balls.

Colour the balls green. Draw a robot.
Colour the robot yellow. You can also
dictate the objects first, e.g. Draw three
balls. Draw two rubbers., and then
ask kids to colour them following your
instructions. Colour the balls green. etc.
BUILDING CONFIDENCE ACTIVITY You can also dictate this part by saying
Cut-outs game. Kids have to work with the cut-outs they’ve brought. Tell them if they haven’t The balls are green.
brought them, they will have to do the activity at home.
Ask kids what toys they’ve learnt. Tell them they should glue seven toys in their copybooks, one
for each word. If they don’t have all the cut-outs, they can draw the missing ones.
Homework
Ask kids to draw a bingo board with six cells
and to bring it to class.
6 LISTEN AND CIRCLE
› Elicit instructions from kids.
› Work on the rules of the activity and on the materials needed.
› Ask kids why there is a thicker line dividing the grid. If their answers are varied, you can play the
COPYBOOK ACTIVITY
recording for them to see which prediction was right. If they cannot come up with an answer, tell
them that the thicker line shows some type of change. Play the recording for them to see what type
of change there is between the first and the second part. Make sure that before they actually do
the listening activity, all the kids know that in the first part they will circle only one item, and in the
second part two.

Number 1. A robot Number 4. A ball and a rubber
Number 2. A train Number 5. A plane and glue
Number 3. A soft toy Number 6. A car and a doll
Now, circle two! Ready? Here we go!
Unit 4 >> 51

Miming game. Ask a kid to come to the

front and ask him or her to mime a toy.
When the kid is miming the toy, ask him
or her Are you a ball? Do this with several
kids in order to revise vocabulary.
7 LOOK AND SAY

tell you what they have to do. Elicit from kids
the rules for participating.
› Ask kids What’s number one? Is it big or
small? Encourage the kids to say A big
soft toy.
Kids will tend to say A ball big and

it’s only natural they should. Resort
to the song in this Unit in which
the correct word order is used. You
can also give them two options,
e.g. What do we say, ‘a ball big’ or
‘a big ball’? Make sure the correct
option is the second one, as kids will
remember it better.
Guessing game. Challenge kids to guess

› To make it more challenging, other cards can be used. Kids can try longer sequences. Elicit from kids
the words you’re saying. Explain to them
what strategies they can use to help them remember the sequences.
that you’ll mouth the name of a toy (that
is, no voice will come out of your mouth
but you will move your mouth as if you
were saying the word). Ask kids What’s Kids may need to start by playing with the whole class instead of in pairs. One kid says
this? and mouth a word. To make it more the sequence and the others place the cards on their desks. It’s OK if kids tend to use the
challenging, you can tell kids you’re going
same words (the ones they remember). Little by little, you can help them incorporate
to include words from other lexical sets,
e.g. numbers, school objects, colours. more words.
Mouth a toy and ask What’s this? Kids
answer.
1 What’s missing? Use the flashcards. Place them on the bb. Ask kids to close their eyes and
remove one. When they open their eyes, ask them What’s missing? Remind them of rules.
8 A CARD GAME
Sometimes kids feel frustrated if they know the answer and you do not call on them. Tell them
that when they know the answer, they can draw it in their copybooks.
› Ask kids to take out their cards. Remind them
of the rules for playing. 2 Flashcard game. Use the flashcards. Remove one card and show the others, one by one, for
› First demonstrate with the whole class: say a kids to identify which one’s missing.
sequence of three toys and have kids place
the cards on their desks in the right order. If
necessary, repeat this with two or three kids
at the front so that everybody can see what
you’re doing. Then kids pair up and play.
52

Bingo! Ask kids to take out the Bingo board

and draw six objects. Ask them how many
words they can remember. If they only tell
you names of toys, show them a pencil or
another school object to guide them into
this vocabulary area. Play Bingo by having
kids draw a picture from a bag. They should
be in charge of saying the word. Elicit from
them why they shouldn’t show the picture
to the rest of the class (because if they do,
kids do not need to pay attention to the
words, they will know what it is by looking
at the drawing). Remind them of the rules
for playing.
Chain game. Tell kids you’re going

to test their memories and power of
concentration. Tell kids you’ll start a
sequence, and that they’ll have to repeat
what the previous kids have said and
add something else. Elicit from them all
the words they know for the kids not to
stick to toys only. You can guide them
by showing a flashcard from a lexical set
you want to incorporate, e.g. number 4,
for the kids to remember all the other
numbers. Demonstrate the activity. Elicit
from kids the rules for playing. This is a
good opportunity to work on strategies
to remember the sequence. You can tell
the kids to “keep the pictures in their
mind”. You may decide to accept a chunk
as correct if a kid manages to say all the
9 GAME words though not in the correct order. If
you are going to accept this, it should be
made very clear to kids.
› Show the game by playing with the class: choose a card, name the toys on the card for kids to say the
number of the card you have chosen. Encourage kids to say the colour of the card too.
BUILDING CONFIDENCE ACTIVITIES COPYBOOK ACTIVITY

1 Memory test. Ask students to “take a mental photo” of the cards and then close their books.
Tell kids the colour of a card –e.g. Pink–, for them to tell you the names of the objects in the
card - e.g. pencil case, soft toy, pencil, ball.
2 Guessing game. Describe the colour of one of the objects in the cards, e.g. It’s blue and red.
Kids have to say what it is, e.g. A pencil! To check, you can ask them OK, which card? Kids have
to tell you the number or colour of the card.
Unit 4 >> 53

10 LOOK AND LISTEN
Possible lead-in:
❐ Ask kids about their favourite colour or
number for them to answer in English.
› Ask kids to open their books at page 44 and

look at the picture.
› Elicit from kids what questions Miss Whiskers
can be asking the characters, and why she’s
pointing to the toys in the poster.
› Play the recording or say the dialogue.
› Go back to the kids’ predictions.

Miss Whiskers: What’s your favourite
number, Colin?
Colin: Eight.
Miss Whiskers: What’s your favourite
colour?
Colin: Orange, my colour!
Miss Whiskers: Is this your favourite toy?
Colin: No…
Miss Whiskers: And this?
Colin: No!
Miss Whiskers: What’s your favourite toy?
Colin: My orange pebble!
› If you have asked kids to predict what toys

Pam, Gus and Colin play with, go back to their
predictions and see if anybody guessed that
Colin plays with pebbles. It is not necessary for
kids to remember the word pebble.

11 LISTEN AND MATCH
1 A survey on toys. Ask kids to predict
which is most kids’ favourite toy. Draw › Elicit from kids what they have to do. Remind them of the rules for listening. Make sure they have
a chart on the bb, as in Exercise 5. Draw their materials ready.
the toys or use flashcards, and ask kids › Ask kids if animals play with human toys. Mention that these animals play with their toys: pebbles
What’s your favourite toy? As they and shells. You can make reference to the name of the Shell Oil Company and its icon for kids to
answer, draw a tally mark. remember it better.
› To make sure everybody understands the words, tell kids Point to the blue pebble, point to the
2 A puppet activity. Kids use the puppets. pink pebble, point to the red pebble. Then ask kids what difference they find between the two
Each one decides which one to use. Go shells (size).
round the class asking each “character” › Ask kids how many toys there are (five) and how many animals (four) for them to see that they won’t
about their favourite colour, number draw a line to every toy.
and toy. › To check, you can ask kids The blue pebble? and the kids will say Gus, then The big shell? and the
kids will say Susie.

Miss Whiskers: What’s your favourite toy, Gus?
Remember that at this stage,
Gus: My blue pebble.
kids are not supposed to ask the Miss Whiskers: And your favourite toy, Susie?
question. If some kids are ready to Susie: My big black shell.
Miss Whiskers: What’s your favourite toy, Pam?
do so, you can tell them to help you Pam: My pink pebble.
with the questions. Miss Whiskers: And your favourite toy, Willie?
Willie: My small black shell.
54

Some groups may need the teacher
to conduct every activity. If you feel
your kids are not ready to work on
their own yet, you can work line by
line with them. You can decide to
change only the colour of the objects
in the rap. Tell kids it’s OK if they
want to use the same colour you
have chosen for the new rap. This
does not mean they are cheating.
Things in common. Ask kids to take

out their cards. You will be working on
categories: colours, numbers, school
objects and toys. Ask kids What’s your
favourite number? Kids will provide
different answers. Help them reflect on the
fact that the answers may be different, but
there is something in common: they are
all numbers. Do the same with the colours.
Now tell kids you will say a word - toy,
colour, number or school object - and they
will have to show a picture. Elicit from them
that the pictures can be different, but there
should always be something in common.
It may take time for kids to

understand the concept of categories
12 RAP
according to colour, quantity, etc.
› Ask kids to look at the drawings and describe them. You can point to the ball and ask them What’s Therefore, it is better to do two or
this? while pointing to it. If they say Ball, say OK, big or small? They will say Big. Next, ask them
What colour?, and they will say Red. Then you tell them Yes! It’s a big red ball. three together with the kids before
› Do the same with the other objects. you start to play. You can also ask
› Then play the recording for students to rap. You can check the DVD to see another procedure. them if they feel ready to play or if
N GS
SO
they prefer to rehearse two or three
LYRICS MP3 TRACK 7
more times.
What’s this? It’s a ball, it’s a big red ball. What’s this? It’s a car. It’s a small yellow car.
What’s this? It’s a doll, it’s a small pink doll. What’s this? It’s a plane. It’s a big white plane.
What’s this? It’s a robot. It’s a big blue robot. What’s this? It’s a train, it’s a small black train.
Homework
Tell kids that each should bring a drawing of
13 MY FAVOURITE TOY their favourite toy. It should be on a separate
sheet of paper because you are going to
› Ask kids to look at the instruction icon and tell you what they have to do. make a poster with all their favourite toys.
› Elicit from them which materials they need. They can use coloured pencils or pieces of paper.
› You can set activities for early finishers.
BUILDING CONFIDENCE ACTIVITY COPYBOOK ACTIVITY

A new rap. Work with kids to make a new rap based on the one in their books. Elicit from them
what changes they can make. For instance, in the first line they can change the size and/or colour
of the ball. Kids draw the lyrics of their new rap in their copybooks.
Unit 4 >> 55

Getting started
Introduction.
Pam gang
and
the
Possible lead-ins (you may choose):
a. Ask kids what a doll for Pam and a soft toy for
Gus would look like. The kids can also draw the
characters’ toys.
b. Ask kids whether Pam, Gus and Colin will
meet the toys’ owners. If they do, will they play
together? Will the children get angry?
› Focus kids’ attention on the story. Elicit from

them what the characters are doing with the
toys.
› Focus kids’ attention on the fact that Pam and
Gus seem to be asking questions which Colin
can answer.

1
Colin: How many toys!!!
2
Pam: What’s this?
Colin: It’s a car.
Gus: What’s this?
Colin: It’s a plane.
3
Pam: Is this a doll?
Colin: Yes, it is.
Gus: Is this a doll?
Colin: No, it isn’t. It’s a robot.
4
Pam: What’s this?
1 MATCH
Colin: Oh no, Pam, it’s a train. › Ask kids to look at the toys and ask them: Different? Yes or no? Most probably, kids will say Yes. Elicit
Shh … Let’s go now. the difference.
› If kids don’t understand what they are supposed to do, ask them by pointing to each one Is this big
or small? Once they see the difference, ask them What about Colin? Is he big or small? Are his toys
big or small? What about Gus? Is he big or small? Are his toys big or small?
› Now you are ready to elicit from kids what they have to do and the materials they need.
Boys and girls. Ask kids to discuss which › To check, ask kids What about the orange ball? Is it for Gus or Pam? What about the red, orange
toys they think are for boys and which they and green ball?
think are for girls. › Do the same with the other toys.
You can also ask the girls in the class Memory game. Tell kids you’ll be testing their memory. You may elicit from them what they have
to do (take a mental photo of the picture). Tell kids to close their books.
if they play with cars, trains, etc.; You can conduct this game in two different ways. You can describe the toy and kids tell you who
then you can ask the boys whether it belongs to, e.g. A small orange ball. If kids are ready, they can name all of Pam’s toys and then
they play with super-hero dolls. all of Gus’s toys.
Explain to kids there is nothing

wrong with girls or boys playing
with toys which are traditionally
thought to be appropriate for one
gender only.
56

What’s this? Tell kids you’re Pam. You can

borrow the Pam puppet from a kid. They
have to imagine they’re the kids on the
beach who have left their toys behind. You
meet them and you ask them about their
toys. Go around the classroom and ask
kids What’s this? Kids can use the cut-outs
or the cut-outs from magazines, the ones
they’re going to use to make the poster.
OUR POSTER
Collect the kids’ drawings or cut-outs from
magazines to make the poster. Each kid will glue
his or hers. Remind them of the rules for this
activity.
CONSOLIDATION ACTIVITY
Once the poster is ready, ask kids what toys

they can see, how many trains, balls, etc.
there are.
COPYBOOK ACTIVITY
BOARD GAME 2
What for?
integration.
2 COUNT AND SAY is to play and have fun, whether you win
or lose.
› Elicit from kids what they have to do. Ask them Which toys? Trains? Balls? Dolls? As they say Yes, How to?
draw the toy on the bb. Make sure kids know the game. Try it
› Then ask kids What colour? Show them they can draw the toys in their copybooks and colour them, out with the kids first. Go over the rules
and every time they see one, they can cross it out and draw a tally mark. Explain that this is how they before they start playing.
can keep a record. You may play against the class first and
› Once they have the answers, ask them to tell you what they’ve found. If they do not feel confident then, if you see that kids are ready, you
enough to say Two black trains, ask them How many trains? What colour? to guide them. can let them play in pairs or in small
groups.
Act out. Pam, Gus and Colin’s toys are shells and pebbles. Ask kids to make cut-outs of shells and
pebbles of different colours. Choose three kids to play the roles of the three little animals.
You can impersonate either the girl or the boy and ask the little animals What’s this? to which
they can answer It’s a pebble/shell.
Unit 4 >> 57

5
VOCABULARY
Family: dad, mum, brother, sister, baby
Pets: dog, cat, bird, fish
ANSWER TO
Is that…?
ORAL INTERACTION
Personal information
LANGUAGE AWARENESS

children.
Getting started › After playing the recording, ask kids if their predictions about families coming to school to celebrate
Family Day were right.
Start the lesson with the routine suggested in the › Ask kids whether there’s a new baby in Pam’s family (there’s a new baby). Ask them who has a baby
Introduction. sister or brother and whether they’ve been brought to school for any celebration.
› Focus kids’ attention on Gus’s brothers. Ask kids if they find anything unusual (they’re the same,
because they’re twins). Ask kids if they have twin brothers or sisters and whether the twins they
1 LOOK AND LISTEN know are similar or different from each other.

a. Ask kids what families they know (from TV,
The differences between the three families have a two-fold purpose. Firstly, to show
cartoons, comics, etc.). When they mention a kids that many parents are unable to attend school celebrations because of their work
family, ask them if it’s a big or a small family. schedule. Secondly, to illustrate that some families are double-parent ones and others
Then, without going into the type of family
they may have, you can ask them how many
are single-parent.
siblings they have or whether anybody has a
baby brother or sister.
b. Comment on how Family Day is celebrated at AUDIOSCRIPT MP3 TRACK 44
school if kids don’t remember.
Miss Whiskers: Hello, Pam. Is this your family?
› Ask kids to open their books at page 50. Pam: Yes, my mum, my dad, my brother and look! My sister. She’s a baby!
› Work on the instruction icons. Mr Longlegs: Hello, Gus. What a big family!
› Ask kids to describe the scene (where the Gus: Yes! My mum, and my two brothers, Tom and Sam.
animals are and what they are doing). Ask them Miss Whiskers: Is this your dad, Colin?
why the families are at school (it’s Family Day). Colin: Yes, and Freddy.
› Play the recording or play the role of the Miss Whiskers: Freddy? Your brother?
different characters using the character Colin: No, my pet. A sea-horse!
flashcards and dramatising the situation.
58

Gus: This is my mum.
Colin: Look! My dad!
Gus: Look! My two brothers.
Pam: My sister. The baby!
1 Miming game. Tell kids you’re going to

play a miming game. They’ll pretend to be
one of the members of Pam’s family. Have
the flashcards on the bb. Ask kids how they
3 2 4 1 can mime Pam’s mum, dad, brother and

baby sister. Name one of the members for
kids to mime them.
2 Guessing game. Hold the family

flashcards in your hand so that kids do not
see the pictures. Select one and ask kids,
e.g. Is this mum? Kids will have to guess by
saying Yes or No. Show them the card for
them to check if they’ve guessed.
3 GAME
› First ask kids to look at the instruction icon
and tell you what they have to do.
› Flash the cards and ask kids, e.g. Is this mum?
for them to answer Yes or No.
› You can make it more challenging by asking
kids directly Who’s this? You can do this after a
few rounds with kids saying Yes or No.
1 Family photos. You’ll need photos of your family, either current photos or photos from your BUILDING CONFIDENCE ACTIVITY
childhood. Show kids the photographs and introduce your family, e.g. Look, this is my mum, my
Memory game. Tell kids you’ll be asking
dad… Look! Two sisters and my brother. If you have no brothers (or no sisters) tell kids, e.g. Two
them about their families, the members
sisters, and no brothers.
in the family. Stress the word members.
Remind them to include themselves.
2 Show me… Ask kids to take out the cut-outs of the penguin family. Call out the members
Approach one kid and ask him or her How
one by one for kids to put up the corresponding card, e.g. mum, dad, brother, sister. Play a
many members in your family? Do this
Show me… game. You mention one of the members of the family and kids have to put up the
with about six kids. Then tell the rest you’ll
corresponding card. Do this several times. To make it more challenging, you can name two
be testing their memory. Ask the rest How
members together.
many members in (e.g. Ignacio’s) family?
Do the same with the other kids whose
families you’ve asked about.
2 LISTEN AND NUMBER

› Work on the instruction icons. Homework
Tell kids to bring photos of their families.
› Ask kids what materials they need for this activity.
› Place the family flashcards on the bb and try out the activity with the kids.
› Play the recording or read the instructions yourself.
› For checking, name the family member, e.g. Gus’s brothers for kids to tell you what number they are.
COPYBOOK ACTIVITY
If possible, draw them on the bb. It will be easier for the kids to follow.
Unit 5 >> 59

Getting started
Introduction.
1 Counting activity. Tell kids you’ll

test their memory. Remind them of the
previous lesson. Play the recording again
for them to tell you how many members
each family has. They have to answer this
question: How many members? for each of
the families.
2 What families? Ask them what families

are at school and place the three flashcards
on the bb (Pam, Gus and Colin).
1 Family photos. Tell kids to take out

their photographs. Encourage them to
introduce their families to the rest.
2 Counting game. Once the kids have

introduced the members of their families
using photos, you can ask the class about
a few kids, e.g. How many members in
Lucila’s family?
4 LOOK AND SAY

› Have them look at the instruction icons and
tell you what they have to do. 5 ACT OUT
› Ask them what they can see (Willie’s family)
and what he’s doing (introducing his family). › Ask kids to look at the instruction icon and tell you what they have to do.
Tell kids they’ll have to imitate Willie. › Tell kids to take out their family cut-outs and Pam (the puppet).
› First, you can have the whole class imitating › This time they have to imitate Pam introducing her family.
Willie. Then you can ask individual kids to play › Elicit from kids the rules for playing.
the role of Willie. › You can have the whole class imitating Pam first. Then you can ask individual kids to play the role of
Pam.
BUILDING CONFIDENCE ACTIVITY › You can have four kids playing the role of Pam’s mum, dad, brother and baby sister and a fifth kid
playing the role of Pam.
Act out. Tell kids they will have to introduce
the members of their family, but they have
to imagine they are somebody else, e.g. a
princess, an ogre, a small mouse, an elephant.
Encourage them to use different voices.
60

Homework
Ask kids to colour the drawings at home.
COPYBOOK ACTIVITY
6 LOOK AND SAY

› H ave kids look at the instruction icons and tell you what they have to do.
› You’ll be using the family flashcards. Show them to the kids, one by one, so that they revise the
vocabulary. Kids should name each family member as you show them the cards.
› Stick the five flashcards on the bb or place them on the bb sill (include Pam). Ask kids to close their
eyes. Then, remove one of the cards.
› Tell kids to open their eyes and to say which member is missing.
› If you want to make the activity more challenging, you can remove one card and shuffle the ones on
the bb.
7 MY FAMILY
› sk kids to look at the instruction icon and tell you what they have to do.
A
› Tell them they’ll be drawing their family.
Unit 5 >> 61

Getting started
Introduction.
8 LOOK AND LISTEN

a. Ask kids if they have any pets, what pets they
have at home, or what pets they’d like to have.
b. Tell kids about a pet you have. Bring photographs
if possible.
c. Tell kids about a pet you had when you were a
child. Photographs can be useful here too.
› Ask kids to open their books at page 54. Make

sure everybody’s at the right page.
› Ask kids to describe the scene.
› Play the recording or say the dialogue yourself.

Gus: What’s this?
Colin: A pet shop.
Gus: What’s that?
Colin: A dog, and look… a bird.
Gus: And that? Is that a pet?
Colin: Yes, it’s a fish.
Gus: A fish!!! What’s that? Is it a soft toy?
Colin: No. Listen. It’s a cat!… Look at that
pet, Gus. It’s a small bird.
Gus: No, Colin. It’s my brother!
Colin: Oh. Sorry, Gus.
1 What’s different? Ask kids what

9 LISTEN AND CIRCLE
difference there is between the animals in › Have kids look at the instruction icons and tell you what to do.
the shop and the characters (pets and wild › Elicit from them what materials they need.
animals). Divide the bb into two parts, tell › Remind them of the rules for listening.
kids the left part will be for pets and the › Play the recording or say it yourself. If necessary, play it a second time, stopping after each time a
right part for wild animals. Take out the pet pet is mentioned.
and character flashcards. Call on kids to › To check, place the pet flashcards on the bb and have kids circle the correct cards. You’ll also need
place a card on the correct place of the bb. Susie, and you’ll have to draw a sea-horse.
2 Pets. Ask kids if they remember whether AUDIOSCRIPT MP3 TRACK 47

the characters have any pets. Ask them to Gus: What’s this?
go to page 50 to see if they can see any Colin: A pet shop.
pets. Play the first recording of the Unit Gus: What’s that?
(MP3 track 44) for kids to check. Ask kids Colin: A dog, and look… a bird.
Look at Pam’s pet, what’s her name? If Gus: And that? Is that a pet?
kids do not come up with an answer, give Colin: Yes, it’s a fish.
them options, e.g. Baby or Susie? Do the Gus: A fish!!! What’s that? Is it a soft toy?
same with Colin’s pet. Colin: No. Listen. It’s a cat!… Look at that pet, Gus. It’s a small bird.
Gus: No, Colin. It’s my brother!
Colin: Oh. Sorry, Gus.
62

First, easy. Ready? OK, here we go. Dog, cat,
fish, bird.
Now, not very easy. Ready? OK. Bird, cat, dog,
fish.
Now, difficult. Are you ready?… Go! Cat, fish,
bird, dog.
Ready again? Fish, bird, cat, dog.
Ready again? Here we go! Cat, dog, fish, bird!
11 GAME
› Have kids look at the instruction icon and tell
you what to do.
› Assign one pet to each kid. Tell them to take
out the corresponding cut-out.
› Try it out with the kids first. Tell them you’ll be
giving different instructions to each group, e.g.
Dogs, stand up! Cats, sit down!
Group activity. You can play this activity

if you think that your kids are ready. Ask
them to take out their pet cut-outs. They
should hold all the cut-outs in their hands,
select one and put it first. They should not
show them to the rest. The rest have to
guess what pet they have selected. Each
kid in the group names one pet. After
everybody has mentioned a pet, the first
kids shows his or her cut-out to the rest.
Then another kid is in charge of selecting a
cut-out and the rest have to guess.
1 Point to… You’ll need the pet flashcards. Place them wide apart at different spots in the
classroom, e.g. right and left sides of the bb and two side walls. Tell kids to show you their
forefinger. Use gesture. Tell them you’ll say which pet they should point to, e.g. Point to the dog. Homework
Try out the activity with the kids. Do this several times. Ask kids to bring photos of their pets.
2 What’s missing? You’ll need the pet flashcards again. Show them to the kids, one by one, so
that they should revise the vocabulary. Stick the four flashcards on the bb or place them on the
bb sill. Ask kids to close their eyes and remove one of the cards. Tell kids to open their eyes and COPYBOOK ACTIVITY
to say which pet is missing. Remind kids of the rules for playing. If you want to make it more
challenging, you can remove one card and shuffle the ones on the bb.
10 LISTEN AND SHOW

› Ask kids to focus on the icons for instructions and tell you what they have to do.
› Make sure they take out their cards and place them on their desks.
› To check that they have all their cards, name the pets one by one. As you mention each pet, kids put
up the corresponding card.
› Try it out with the kids first.
Unit 5 >> 63

Getting started
Introduction.
1 Who’s this? Tell kids to take out their

photos. Ask kids as they show their pet
photos Who’s this? They can answer
e.g. This is my dog, Manchita/ My dog,
Manchita/ Manchita, my dog. Make sure
they use the new vocabulary.
2 Miming game. Tell kids you’ll name

a pet, and they have to mime it. Try out
the activity with the kids. Depending on
the characteristics of your group, you can
let them mime the pet and imitate the
sound as well. Remind kids of the rules for
playing.
12 LOOK AND SAY

› Have kids look at the instruction icons and the
pictures and tell you what they have to do.
› Remind kids of the rules for participating.
› Tell kids they have to identify the animals. It
can be just one animal or more than one.
› Say each number for kids to tell you what
animal it is and how many there are.
Memory game. Kids take a mental photo

of the pictures in Exercise 12 and they
close their books. You say a number and 13 LISTEN AND SAY
they have to tell you what animal it is, e.g.
› Have kids look at the instruction icons and the picture and tell you what they have to do.
Number 1, a dog.
› Elicit from kids what they’ll listen to. Either for them to check or to find out, play the first sound of the
recording.
Remember that kids are not ready to › Play the recording and stop for them to say which animal it is. When you play Number 2, if kids say Cat
or A cat, ask them How many? for them to say Three. Ask them to say the whole thing, e.g. Three cats.
understand the concept of articles.
You can show them why they have AUDIOSCRIPT MP3 TRACK 49
to say A dog by referring to Spanish, Animal sounds
Number 1: A dog Number 4: Five dogs
e.g. ¿Qué decimos, “perro” o “un
Number 2: Three cats Number 5: Two cats
perro”? If kids apply the rule to Number 3: Two birds Number 6: Four birds
plural nouns, ask them again ¿Qué
decimos, “perros” o “un perros”?
A survey on pets. Ask kids which they think is the most popular pet: The bird, the dog, the cat
or the fish? You’ll conduct a survey to check the kids’ predictions. Draw a four-column grid on the
bb and place a pet at the top of each column. Ask each of the kids What’s your favourite pet?
Draw a tally mark ( I ) in the correct column for each of their answers. Add up all the tally marks to
see which is the most popular pet.
64

Counting activity. Once the kids have

finished drawing their favourite pet, ask
them to put up their hands when you
name the pet they have drawn. Do this
with all the pets. Then ask kids How many
dogs? How many cats? How many fish?
How many birds?
Homework
Ask kids to bring cut-outs of pets.
COPYBOOK ACTIVITY
14 SONG
› Ask kids to focus on the instruction icon and elicit from them what they have to do.
› Point to each of the drawings and ask kids Who’s this?
› Point to the heart and ask kids what it can mean. Tell them we say I love my dog, for instance, when
we want to mean that I like my dog very much. Use gesture to make this clearer to kids.
› Play the song once. Tell kids to follow it by pointing to each of the drawings as the singer names them.
N GS
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LYRICS MP3 TRACK 8

My mum, my sister and my dad, I love my family.
my brother and the baby. I love my family.
The dog, the fish, the cat. My family’s nice!
I love my family.
15 MY FAVOURITE PET
› Ask kids to look at the instruction icon and tell you what they have to do.
› Tell them they’ll be drawing their pets. If they don’t have any pets, they can draw the pet or pets
they’d like to have.
Unit 5 >> 65

Getting started
Introduction.
Pam gang
and
the
› Tell kids about a dog that you (or a friend)
have had or have and how much it liked/ likes
to go out or to go to the park (you can bring a
photo). First, ask kids why this is so. Then, ask
them why it is that dogs love to go out with
their dog-walkers (apart from doing exercise,
they meet other dogs).
› Elicit from kids what is going on: What the
pets are doing and how they look (happy,
OK, tired, sad) in the first frame; what they are
doing with Pam, Gus and Colin next (playing);
how the pets look when they go back to their
houses (happy).
drawings.
› Ask kids which of the characters opened the
bird’s cage. You can then discuss with them
whether birds in cages are happy or sad and
whether they sing because they are happy or
sad.

1
Pam: Look at the pets! The
cat is sad…
Gus: And the dog is sad, too.
Pam: My snail Susie is happy.
Colin: My sea-horse is happy
too! 1 Happy, tired or OK? Point to the pets in the first and second frames and ask kids whether they
Pam, Gus and Colin: Poor pets! are happy, tired or OK, e.g. Is the dog happy? Find out which kids have dogs, cats or birds at
home. Then ask them whether their dog/ cat/ bird/ fish/ hamster, etc. is happy or tired or OK.
2
Pam, Gus and Colin: Hello! How are you? 2 Act out. Tell kids they’ll act out a part of the dialogue. Appoint three kids. One should get
Dog, cat and birdie: Fine thanks! Let’s play. the dog cut-out, another one the cat cut-out and the third one the bird cut-out. This time you’ll
play the role of Colin. Approach the kid with the dog cut-out, mime how you open its garden
3
gate and say Hello, dog. How are you?, while you shake hands. Encourage the kid playing the
Dog, cat and birdie: Goodbye!
role of the dog to say Fine. Do the same with the other animals. Appoint six kids. Three play the
Colin, Pam ,Gus
and Susie: Goodbye! pets and the other three take out the character puppets for Colin, Pam and Gus. Do this with
the rest of the class.
66

1 Memory game. Once they have

coloured the drawings, ask kids to “take a
mental photo” of them. Tell kids to close
their books. Ask kids What colour is the big
dog? Do the same with the other animals.
2 Pet colours. Tell the kids who have a

dog at home to raise their hands. Then ask
them what colour is their dog. Do likewise
with those who have cats, birds, hamsters,
fish, etc.
2 GUESS AND ACT OUT

› Have kids look at the instruction icons and tell
you what to do.
› Ask them to take out the Gus puppet and the
bird cut-out.
› Tell kids first they’ll have to guess the
dialogue, which you will represent.
› Show the bird flashcard and mime Hello. Then
make an asking gesture. You can also draw a
question mark on the bb. Elicit from kids what
question you’re asking (What’s your name?).
› Do the same with the other lines. If kids say
Big alone, say It’s OK and echo the correct
sentence I’m big.
› Have kids act it out. The first time you can play the
role of the bird and the kids play the role of Gus.
› You can have the class divided into groups,
with each group representing the bird or Gus.
Ask groups to change roles.
› If you feel kids are ready to act it out
1 LISTEN AND COLOUR themselves in groups, let them do so.
› Have kids look at the icons for instructions and tell you what they have to do. Bird to Gus: Hello. What’s your name?
› Elicit from them the materials they need. Gus: Gus. I’m big. What’s your name?
› Make sure they have all the materials: coloured pencils and a rubber. Bird: Sam.
› To check, ask kids about each of the animals, e.g. What colour is the big fish? What colour is the Gus: I’m six. And you?
small fish? Bird: I’m two. I’m small!
› Do the same with the other animals.
AUDIOSCRIPT MP3 TRACK 51 OUR POSTER

Pam: Miss Whiskers, what colour is the big cat? Collect the kids’ cut-outs to make the poster.
Miss Whiskers: It’s black and brown. Each kid will glue his or her pet cut-outs. Remind
Colin: And the small cat? them of the rules for this activity.
Miss Whiskers: It’s white.
Colin: Is the big dog black? CONSOLIDATION ACTIVITY
Miss Whiskers: No, it’s pink.
Colin, Pam, Gus, Willie and Susie: Pink??? Once the poster is ready, ask kids what
Miss Whiskers: Yes, pink! And the small dog is yellow. animals they can see.
Colin, Pam, Gus, Willie and Susie: Wow!
Miss Whiskers: The two birds are orange, and the small fish is…
Willie: Blue?
Miss Whiskers: No, it’s green, and the big fish is red. COPYBOOK ACTIVITY
All: Wow!
Unit 5 >> 67

6
VOCABULARY
Food: sandwich, biscuit, ice cream, apple,
orange, banana, egg, pizza
ANSWERS TO
Do you like…?
ORAL INTERACTION
I like…
I don’t like…
LANGUAGE AWARENESS

children.
Getting started › After playing the recording, ask kids if their predictions were right.
› Ask kids what mistake Mr Longlegs makes (he takes the four pebbles for eggs).
Introduction. AUDIOSCRIPT MP3 TRACK 52
Pam: How many apples, Gus?
Gus: Three, please. And four oranges.
1 LOOK AND LISTEN Pam:
Gus:
Here you are.
Thank you.
Possible lead-ins (you may choose): Miss Whiskers: How many sandwiches, Colin?
a. Ask kids if they ever go on a picnic with their Colin: Ten, and three bananas.
Miss Whiskers: A sandwich and two bananas, please.
families or if they ever have a picnic at school.
Pam: That’s a big pizza!
b. Tell kids about a picnic you’ve been to.
Willie: It’s for me.
c. Ask kids what food they eat when they go on Pam: Wow!
a picnic. Ask them to predict what food the Gus: Biscuits or ice cream, Mr Longlegs?
animals eat when they go on a picnic. Mr Longlegs: Biscuits, ice cream, and the four eggs.
Gus: Eggs? They are pebbles!
› Work on the instruction icons.
› Ask kids where the animals are (at school) BUILDING CONFIDENCE ACTIVITY
and what they are doing (having a picnic).
Point to… You need four of the food flashcards: banana, sandwich, apple and eggs (two
Encourage different answers from the kids.
transparent and two “new” cards). Place the four cards wide apart at different spots in the
› Remind kids of the word pebble (a small round
classroom, e.g. right and left sides of the bb and two sidewalls. Tell kids to show you their
stone found on sea-shores and river beds) and
forefinger. Use gesture. Tell them you’ll say which food they should point to, e.g. Point to the
ask them to find pebbles in the picture.
apple. Try out the activity with the kids. Do this several times. After a few rounds, change the
› Play the recording or play the role of the
flashcards and use the other four (pizza, biscuits, orange and ice cream).
different characters using the character
flashcards and dramatising the situation.
68

First, easy. Ready? OK, here we go. Banana,
sandwich, orange, apple, ice cream, pizza,
biscuits, egg.
Now, not very easy. Ready? OK. Sandwich,
orange, apple, biscuits, ice cream, egg,
banana, pizza.
Now, difficult. Are you ready? … Go! Apple,
banana, ice cream, pizza, biscuits, sandwich,
egg, orange.
Ready again? Orange, egg, sandwich, biscuits,
pizza, ice cream, banana, apple.
Ready again? Here we go! Biscuits, sandwich,
egg, orange, apple, banana, ice cream, pizza!
Guessing game. Hold the food flashcards

in your hand so that kids do not see the
pictures. Number them from one to eight
and ask kids Which number? Once a kid
tells you a number, select that card and ask
the kid Is this [an orange]? Kids will have to
guess and answer Yes or No. Show them the
card for them to check if they’ve guessed.
3 LISTEN AND DRAW

tell you what they have to do. Make sure they
understand they have to draw the food items in
the air.
› Name different food items and check the kids’
BUILDING CONFIDENCE ACTIVITIES drawings. Do this several times.
1 Miming game. Tell kids you’re going to play a miming game. You’ll name a food item and
they’ll have to mime it. Make sure everybody agrees on a way to mime each item. Go over all of
them, one by one. Miss Whiskers: Apple, banana, ice cream,
pizza.
2 Food groups. Tell kids they have to divide the food into two categories: Group 1, sweet or Orange, egg, biscuits, apple.
dessert; and Group 2, salty (“dulce o postre”/ “salado”). Divide the class into two, one half for Banana, sandwich, pizza,
each category. Start with the transparent words. Show kids the pizza flashcard and ask them orange.
Biscuits, ice cream,
pizza, Group 1 or Group 2? Stick the pizza flashcard in Group 2. Do the same with banana and
sandwich, egg.
sandwich. Then pass on to orange, which kids will associate with the colour. Then do the same
with apple, ice cream, eggs and biscuits (tell them they’re chocolate or vanilla biscuits). Tell kids
you’re going to play a memory game. Remove the cards from the bb. You’ll name the food (while
showing the flashcard) and they’ll have to say whether they belong in Group 1 or Group 2.
Homework
Tell kids to bring cut-outs of food items.
2 LISTEN AND SHOW

COPYBOOK ACTIVITY
› Ask kids to look at the instruction icons and tell you what they have to do.
› Ask kids to take out the cut-outs of the food items.
› Call out the items one by one for kids to put up the corresponding card, e.g. pizza, banana, etc.
› You may need to divide the cards into two groups. It’s advisable to include two transparent words in
each group.
› To make it more challenging, you can name two items together.
Unit 6 >> 69

Getting started
Introduction.
Show me… Tell kids to take out their cut-outs.

Play a Show me… game.
4 GUESS
› Have them look at the instruction icon and tell
› Elicit from them the rules for playing.
› Show them only a part of a card and ask them
Is this [an apple]? Kids have to guess.
Act out. Play the first recording of the Unit,

MP3 Track 52 (up to thank you) and ask
kids if the animals are being polite or not.
Take the Gus card and pretend to ask for
food, e.g. Three apples, please. Ask kids to
listen to Pam to see what she says when
she gives him the apples: Here you are. Ask
kids to listen to Gus to see what he says:
Thank you! Ask kids to repeat Here you
are, imitating Pam.
Tell kids you’ll act out this first dialogue
together. You’ll play the role of Gus and
they’ll play the role of Pam. Hand out the
food flashcards to eight kids. Ask them to
come to the front so that all the rest can How many? Place the food flashcards on the bb, one below the other. Tell kids you’ll play the first
see them. Approach the first kid and ask recording of the Unit (MP3 Track 52) for them to tell you the quantity for each food item. Play the
Two [oranges], please. Encourage the kid first part and stop the recording. Ask kids How many apples? Do the same with the rest of the cards.
to say Here you are, and then say Thank
you! Do this with the other food items. You
can ask another group of eight kids to do
this again. Kids won’t find the answer for biscuits and for ice cream. Tell them that you can’t see how
many biscuits because they’re in a packet, and as to the ice cream, tell them it’s in a pot
–it’s not a lollipop ice cream (“palito helado”) or an ice cream cone (“cucurucho”).
5 LOOK AND SAY
› You’ll be drawing a food item in the air and
kids will have to tell you what it is.
70

7 LOOK AND SAY
› Remind them of the rules for playing.
Memory game. Ask kids to take a mental

photograph of the eight drawings. Tell
them to close their books. Say one of the
numbers for kids to tell you which food
item it is.
Homework
Ask kids to bring a bingo board to class. The
board should have four squares and they
should draw four food items introduced in
this Unit.
COPYBOOK ACTIVITY
6 LISTEN AND SAY

› Have kids look at the instruction icons and tell you what they have to do.
› Tell kids you’ll name the colour of one of the cards and they’ll have to tell you which food item it is.

Miss Whiskers: Yellow.
Orange.
White.
Red.
Brown.
Yellow and red.
Pink, yellow and brown.
Yellow, red, green and brown.
What’s missing? You need the food flashcards. Stick the eight flashcards on the bb or place them
on the bb sill. Ask kids to close their eyes and remove one of the cards. Tell kids to open their eyes
and to say which food item is missing. Remind kids of the rules for playing. If you want to make it
more challenging, you can remove one card and shuffle the ones on the bb.
Unit 6 >> 71

Getting started
Introduction.
Bingo! Ask kids to take out their boards.

Remind them of the rules for playing. Use
your flashcards. Take one and say the food
item. Do not show the card to the kids.
Introduction of I like
› Tell kids you’ll play a guessing game with
them to see how much they know about you.
› Divide the bb into two and draw a smiley face
at the top of one half and an unhappy face
at the top of the other half. Tell kids Group
1: Yummy! (gesture and facial expression),
Group 2: Yuk! (gesture and facial expression).
› Try out the activity with the kids. Take the
pizza flashcard and say I like pizza, yummy!
Yes or no? Then place it in the correct column.
Do the same with the rest of the items. In one
or two cases you can say I don’t like apples,
yuk! Yes or no?
8 LOOK AND LISTEN

› Ask kids about their favourite food. You can
start by telling them My favourite food is ice
cream. What’s your favourite food? If they
don’t come up with an answer, you can give
them options, e.g. Biscuits, sandwiches…
› Tell kids to predict what is Gus’s favourite food
and then Willie’s favourite food. Guessing game. Ask kids to take out their food cut-outs. They should divide them into two piles,
› Ask kids to open their books at page 64. food they like and food they don’t like. Tell them you’ll try to guess their likes. Ask a kid to come
› Tell kids to look at the instruction icons and to to the front and bring his or her cards. Ask him/ her Do you like bananas? If the banana card is in
tell you what they have to do. the I like group, you score one point, if it’s in the other group, children score one point.
› Ask kids to describe the scene.
At this stage, it’s OK for kids just to answer Yes or No.
AUDIOSCRIPT MP3 TRACKS 56 AND 57
Pam: An apple, please.
Colin: Do you like apples,
Pam?
Pam: Yes, I do. Mmm! I
like apples, and I like
9 LISTEN AND CIRCLE
bananas! › Have kids look at the instruction icons and tell you what to do.
Colin: Do you like apples, › Elicit from them what materials they need.
Gus? › Remind them of the rules for listening.
Gus: No, I don’t. I don’t like › You’ll need to draw the chart on the bb copying the one in the book. Use the character flashcards.
apples, I don’t like Make sure kids understand they have to circle the correct symbol depending on what they hear.
oranges, I don’t like
› Try out the activity with a fourth and fifth character: Susie and Colin. Ask Susie Susie, do you like
bananas!
eggs? Play the role of Susie and say Yes, I do! and you circle the smiley face. Then ask Colin, do you
Willie: I like apples, oranges,
bananas, biscuits, like ice cream? Play the role of Colin and answer No, I don’t. Circle the unhappy face.
pizza, sandwiches… › Play the recording or say it yourself. Play the first three lines and stop to check. Play the second part
Colin, Gus and Pam: Stop, Willie! so that kids should circle the correct face for Gus. Check and then play the last part.
› To check, ask each of the characters, e.g. Pam, do you like apples? Encourage kids to answer Yes or
No, as appropriate, and circle the corresponding face in the bb grid.
72

Mr Longlegs: Oranges?
Gus: No, I don’t like oranges.
Mr Longlegs: Biscuits? Do you like biscuits?
Gus: Oh, yes, I do. And I like
bananas!
Mr Longlegs: Do you like ice cream?
Gus: No, I don’t. I don’t like ice
cream. Yuk!
Mr Longlegs: Oh, stop it, Gus.
Chain game. Kids have to imagine they’re

Willie. Remind kids Willie loves food! You
play the role of Willie and start saying I
like [pizza]! A kid follows the chain, again
playing the role of Willie, I like [pizza and
eggs]! A third kid goes on I like [pizza, eggs
and apples]! You can play the game several
times to see how many food items kids can
remember.
11 SAY AND LISTEN

› Have kids look at the instruction icons and tell
you what to do.
› They have to play the role of each of the
characters and say what they like or don’t like.
› Try out the activity with the kids. Stick one of
the characters’ flashcards on the bb, draw a
happy face and an apple. Ask kids to imagine
what this character is saying, I like apples. Do
the same with a sad face and an egg for kids to
say I don’t like eggs.
BUILDING CONFIDENCE ACTIVITY › Tell kids that you’ll play the recording in order
to check their answers.
A survey on colours. Ask kids which they think is the most popular colour in the group. Place › You can have all the kids interpret the
the colour flashcards on the bb one below the other. Tell kids that those who answer Yes to your drawings and then check, or you can have
questions should put up their hand. Try out the activity first. Start with one of the colours, e.g. kids say the first example and check with the
Brown and ask kids Do you like brown? Kids who like brown should say Yes and put up their recording before doing the second example.
hands. Count the number of hands up and write this number next to the colour. Do the same with
every colour. Then go back to the kids’ predictions as to the most popular colour in the group. AUDIOSCRIPT MP3 TRACK 59
Mother Penguin: I like bananas.
Father Penguin: I don’t like sandwiches.
Father Crab: I like eggs.
10 LISTEN AND DRAW Mother Seagull:
Sister Whale:
I don’t like biscuits.
I don’t like ice cream.
Brother Penguin: I like oranges.
› Ask kids to focus on the instruction icons and tell you what they have to do.
› Tell them that this time, they have to draw a happy or unhappy face indicating whether Gus likes or
doesn’t like the food he mentions.
› Draw the grid on the bb following the one in the book and do the first part together with the kids. Homework
› To check, ask kids again as if they were Gus Do you like sandwiches? Do you like pizza? Ask kids to bring cut-outs of one item of
food they like and one they don’t like. You
should remind them that they look for food
Mr Longlegs: Do you like sandwiches, Gus? pictures of words they know.
Gus: Yes, I do. And I like pizza.
Mr Longlegs: Apples? Do you like apples?
Gus: No, I don’t.
Mr Longlegs: Do you like eggs?
COPYBOOK ACTIVITY
Gus: Yes, I do.
Unit 6 >> 73

Getting started
Introduction.
I like/ I don’t like… Tell kids to take out

their cut-outs and to tell you about them,
e.g. I like apples, I don’t like biscuits.
12 GUESS AND SAY

picture to tell you what they have to do.
› Tell kids you’ll mime a sentence which they
have to guess.
› Pull a yummy face and mime food, e.g. an
apple. Kids have to put that into words, e.g.
I like apples.
› Pull a yuk face and mime food, e.g. pizza. Kids
say I don’t like pizza.
13 LOOK AND SAY

picture, and tell you what they have to do.
› As you show each of the toy cards, kids have
to say whether they like the toy or not.
› You can have all the kids answer at the same
time or you can call on individual kids.
14 SONG
› Ask kids to focus on the instruction icon and elicit from them what they have to do.
1 A survey on school objects. You need › Point to each of the drawings and ask kids What’s this?
the school object flashcards. You’ll conduct › Point to the happy and unhappy faces and ask kids what they mean.
the same type of survey as you had with › Play the song once. Tell kids to follow it by pointing to each of the drawings as the singer names
colours, but this time with school objects. them.
2 A survey on toys. You need the toy N GS
SO
flashcards. You’ll conduct the same type of
LYRICS MP3 SONG TRACK 9
survey as you did with colours and school
objects, but this time with toys. I like biscuits, apples and ice cream.
I don’t like bananas, pizza or sandwiches!
Do you like bananas, eggs or ice cream?
I don’t like bananas, but I love sandwiches!
74

A new song. You can invite kids to change some of the words in the song. You can suggest to
them what words they can change, e.g. the first word after like and the first after don’t like.
You can challenge the kids into creating different songs, which they can mime to the rest of the
class for them to guess the new words.
15 MY FAVOURITE FOOD
› Ask kids to look at the instruction icon and tell you what they have to do.
› Tell them they’ll be drawing their favourite food.
Homework
Ask kids to bring cut-outs of food.
COPYBOOK ACTIVITY
Unit 6 >> 75

Getting started
Introduction.
Pam gang
and
the
a. Ask kids what activities they do or what
games they play when there is some type of
celebration at school.
b. Tell kids about the games you played when
you went on a picnic with your school friends.

› Elicit from kids where the animals are (at
school), what they are doing (having a picnic
and playing) and what is wrong with Colin
(he has eaten too much so he has a stomach
ache).
drawings.
› Ask kids whether they remember all that Colin
has eaten (ten biscuits, three bananas, two
eggs).
› If they don’t, make them listen to the
recording again.
› Now ask kids what Colin should have eaten so
as not to have a stomach ache, e.g. one egg,
two biscuits, etc.

1
Mr Longlegs: What a nice picnic!
Willie: Hmm… Yes, lots of BUILDING CONFIDENCE ACTIVITY
food! Sandwiches,
pizza, ice cream… A survey on games. Ask kids which they think is the most popular game in the group. Draw
a symbol on the bb for each of the games: a ball for football, a racket for tennis. Ask each
2 kid What’s your favourite game? Draw a tally mark ( I ) for each answer. Go back to the kids’
Mr Longlegs: What’s your favourite predictions.
game?
Pam, Gus and Willie: Football.
Mr Longlegs: Then, let’s play football.
Pam, Gus and Willie: Yeahhh!!!
3
1 A CARD GAME
Miss Whiskers: And you Colin? Do › Have kids look at the instruction icon and tell you what they have to do.
you like football? › Remind them of the rules for playing.
Colin: Yes, I love football, › Show the game by playing with the class: choose a card, say what you like and what you don’t like
but I’m not OK today: for kids to identify the card.
ten biscuits, three › Give another example.
bananas, two eggs…
4 Kids may not be ready to play in pairs or in small groups. You can conduct this game with
Pam: Me! Me!
Pam, Gus and Willie: Goooaaal!!! the class as a whole.
Mr Longlegs: Please Willie… Give
me the ball!
Willie: A ball? It’s a big
sandwich!
Mr Longlegs: Stop it, Willie!
76

CONSOLIDATION ACTIVITIES
1 My favourite… As this is the last unit,

you can ask kids to draw their favourite
character. You can then make a display of
the different characters.
2 Memory game. Ask kids to go over the

book to revise all the words they have
learnt. Take two different vocabulary sets
of flashcards, e.g. colours and toys, and
tell kids you’ll test their memory. You can
play against the whole class. If at least
one of the kids remembers each word,
score one point for the children. If nobody
remembers one of the words, score one
point for you. You may change the level of
difficulty by incorporating more flashcards.
COPYBOOK ACTIVITY
BOARD GAME 3
What for?
integration.
BUILDING CONFIDENCE ACTIVITY is to play and have fun, whether you win
or lose.
Memory test. Ask kids to “take a photo” of the cards and then close their books. Tell them what
How to?
you like and don’t like for kids to say which card it is.
Make sure kids know the game. Try it
out with the kids first. Go over the rules
before they start playing.
OUR POSTER You may play against the class first and
Collect the kids’ cut-outs to make the poster. Each kid will glue his or her food cut-outs. Remind them of then, if you see that kids are ready, you
the rules for this activity. can let them play in pairs or in small
groups.
Once the poster is ready, ask kids what food they can see.
Unit 6 >> 77

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STORYLINE
Unit 2
Activity 1. It is better to do this activity on the board first without starting
from number 1, since the relationship between the spoken and the
written word is more difficult to see.
Activity 3. It is better to have two or three examples on the board for
Booklet Teaching Notes
everybody to understand what they have to do. Kids may interpret they
The following are general considerations that apply to most of the have to colour everything.
activities in the booklet.
Activity 5. Some kids may still focus on the initial sound and letter to find
❯❯ Make sure kids know what they have to do and that they have all the the connection between the spoken and the written word. For these kids,
materials they need. blue and black present a challenge. You may write the letter B on the
❯❯ For the first activities, do them on the board first. For the rest of the board and ask kids what colour you may have in your mind. You can place
activities, have at least one or two examples on the board before kids the colour flashcards on the board to help them. Add the second letter
do the activities in their booklets. As they develop their literacy skills, and ask kids if they would stick to the same options. Then add A. They will
they will be able to work more autonomously. go for BLACK. Ask them how they can be sure it is black if the word is not
❯❯ Teach kids some strategies: solving what they find easier first instead complete. This type of interaction helps kids develop reading strategies.
of starting by the first option, crossing out the elements they have
Activity 7. It is very important to stick to the steps: matching first, then
already used but doing so in pencil so they can erase it if they find a
colouring. If kids focus on the object only, they will probably choose the
mistake, using coloured pencils to draw lines when they have to do a
first drawing that shows pencils, which may not be the correct one (there
matching activity.
are two instances of pencils). If they have already coloured the drawings,
❯❯ Help kids become aware of the sources they can consult if they have a
they won’t be able to correct their mistake, which will be frustrating. You
query: their books, their notes, posters on the wall, among others.
can have one example like this one on the board for them to see how
important it is to follow the instructions.
Unit 1
Activity 8. It is important to show kids that the variable can be the
Activity 1. The first activities can be done even if kids cannot read number or the object. A couple of examples on the board can help. Some
conventionally in Spanish, the language of instruction. They should know kids will realize that the options are the ones on either side of the line
some letter-sound correspondence only. You can start by showing the while others will check if there are two numbers or two objects. Seeing
Pam flashcard for kids to say who it is. Stressing the initial sound, you kids reflect will provide us with useful information to approach the
can write the characters’ names on the board or ask kids to look at their following activities. You may tell kids that these phrases are tricky – they
booklets and identify the word that starts with the /p/ sound. Do the love finding where the trick lies!
same for the other names. Willy can be challenging, especially because
kids can confuse the /w/ sound with the Spanish variety of the /ɡ/ Unit 3
sound. Show kids the difference between the two sounds. You can point
Activity 1. Before starting the activity, you could have ten cards (or slips
kids’ attention to the length of the two words – Gus and Willy – for them
of paper) with the numbers written on and the numbers flashcards. Ask
to find another clue to identify the correct word. You can also help them
ten kids to come to the front and distribute flashcards and slips (only 1-5)
focus on the vowel sound that follows the initial consonant. As already
at random. Tell them that you will count to ten and they should find their
suggested, the activity can be first done on the board, and kids can then
match (1 - one) while you count. Then, repeat this with another group of
work in their booklet looking at the information on the board. While
kids, this time with numbers from 6-10. Finally, you can distribute them
doing this, kids will develop the strategy to learn how to identify words
all and ask them to find their match before you count to 10. Remember
and where to find them. A second point to be made: it is crucial that the
timing is very important since it sets kids to work quickly and, because
first reading and writing activity should be a positive experience for kids.
when you say they should be ready by the time you count to 10, all those
Activity 2. Before kids do this activity, you can place the character kids that can do this activity within this time limit will have a very strong
flashcards on the board together with their names, and do the activity. sense of achievement - which is better than congratulating only the ones
After this, remove the character flashcards and dictate the numbers that can find their match first.
as well to see if kids can read. Then ask kids to do the activity in their
Activity 2. Before this activity, you can collect some school objects from
booklets.
the kids’ desks. Make sure you have a big and a small item of each – if
Activity 3. Before the activity, place two images on the board and ask kids possible, some of the ones included in this written activity. Draw two
to circle the one you say. After a couple of examples, tell them this time circles on the board and label them BIG and SMALL. Display the school
you will write the word instead of saying it. Once the kids feel confident, objects on a desk or table (it’s important to have the two sets together,
they can do the activity in their booklets. i.e. two rubbers, two pencils) so that they can perceive the difference.
Activity 6. Before the activity, a matching game can be done on the board, Finally, ask kids to come to the front, choose an item and stick it inside the
using the flashcards and writing the words. Once this is done, tell the kids correct circle (masking tape could be a good option). When everything is
they’ll do something similar. Ask them to have a look at the activity and ready, tell kids they will carry out a similar activity in the booklets, but this
tell you what they think they have to do. Accept all their ideas before you time, instead of sorting, they will circle the correct word.
tell them what they have to do to make sure everybody understands. Activity 4. Take advantage of this exercise to see if kids are gradually
Once the activity is complete, you can do a colour dictation. incorporating reading strategies – checking initial sounds first and then,
going for the second or third sound when the first one is the same in
some of the cases.
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Activity 5. This activity is great to teach kids some strategies: some Stick a flashcard on the board (a toy would be OK for revision before the
kids read the word blue and, when they follow the arrow, they read the written activity) and trace two words as in the activity (one of the options
following word pencil. This is quite an effort for some kids at this stage, should match the picture on the chosen flashcard). Tell them to find
and then they forget the first one! Ask them to read the first word and where the correct option is. Once they have traced the word, read it with
grab, in this case, a blue pencil or marker. When they read the following the kids to check if it’s right. You can write the words Great Detectives on
word, they will know what to draw and what colour to use. Kids who still one side of the board and write the names of the kids that traced and
find reading very challenging can be allowed to draw in colour directly. guessed. When you assign the booklet activity, tell kids to show you the
You can also tell them to grab the right coloured pencil and trace the activity when it’s ready so that you can add their names to the list!
arrow with it. Activity 5. This activity can be done at one sitting or you can do it in
Activity 6. Before the activity, the teacher can write sentences on slips two different lessons. First, draw the same grid on the board (only the
of paper and organize them into two columns on the board: I’m Gus, first three items) and ask kids to read instructions. Read the first word
I’m Susie, I’m Pam…(it could also be names of characters in a story they (pink) and ask them to choose the correct colour from the set of colour
read or just invented names, too) on the left side and I’m six, I’m seven… flashcards. Ask them to stick it next to the word. Then, ask kids to find
on the right side. Ask a kid to come to the front and match the parts of the word pink in the middle column and match it to the flashcard. Read
information you mention “I’m Gus. I’m six”. Then, tell another child to write the whole phrase together – a pink doll – and ask them to find the
the age in number next to each sentence. Finally, tell kids to open their correct picture in the last column. Once they find it, ask them to colour it
booklets and explain to them that this time they will have to draw the according to the given colour. It’s very important to show kids this is an
number and the candles on the cake. effective strategy to solve the activity and avoid wasting time. When the
Activity 7. This substitution activity is a very good opportunity to keep teacher models the activity, it helps kids understand how to solve it and,
working on strategies: this time you will help kids focus on where to look gradually, they start developing different strategies to solve activities.
for information when they are in doubt. Write a similar sentence on the Activity 6. Before starting the activity, draw three columns on the board
board and ask kids to write the correct name next to the first picture. with the same or different sets from the ones given in this activity. Get
When they get to the second one (a number) ask them where they can different flashcards (belonging to any of these sets) and distribute them
check how to spell it – some will mention the teacher first! Encourage among half of the kids at random – they could be pictures or words. Ask
them to find other ways of getting information. Some might add other them to take their own flashcard and place it under the correct heading.
options like a poster on the wall, a photocopy in the copybook, or the Once all the flashcards are stuck on the board, ask the other kids (the
book itself. Ask them to use any of the sources mentioned to complete ones that have not received any flashcard) to draw the picture next to
the missing words. the words or write the words next to the pictures. Remind them they
can check spelling in any of the different sources they have available.
Unit 4 Once they have finished, read instructions with them, show them the
Activity 1. If you think some kids might find this activity challenging similarities with the activity they have just done and ask them to do the
(maybe some kids still need a lot of guidance on the part of the teacher) same in their booklets.
you can start by playing the shadow game with the whole class: choose
a flashcard and show kids just a small part of it for them to guess what Unit 5
toy it is. Then, tell kids you will make it more difficult: this time, write two Activity 1. Before starting the activity, stick flashcards with different family
options on the board and show them a part of the flashcard again (make members on the board. Ask a child to come to the board and sequence
sure it’s one of the options you’ve just written). Kids will directly circle the these flashcards in the order you mention. Then, get some slips of paper
toy they think it is and then, you will show the whole picture to see if it and write my mum, my dad, my sister, my brother, and stick them on one
matches the word chosen by the child. Take advantage of this moment side of the board. Ask the kids to read them. Most probably, they will need
to introduce them to words like ball and doll so that they know how to help with the word my. Then stick the slip below the corresponding picture.
identify them when they work in the booklet activity on their own. Finally, Finally, tell the kids to open their booklets at page 20 and go over the
tell kids to open their booklets at page 16 and read the title with them. instructions with them. Remove the slips from the board while the kids solve
Ask them what they think they should do – show them that this time, the activity, unless there are many kids who still find it very challenging.
they have another kind of shadow to guess and match. Activity 2. Before the kids approach the activity, do a similar one on the
Activity 2. Before kids are asked to solve this activity in the booklets, board to solve with the whole class. Focus on the s for plurals – you can
there should be a whole class activity to help kids understand how to go write sisters so that when they do the activity in their booklets they can
about it. Write a similar phrase on the board (e.g. Three small red trains) find the plural in brothers. Tell students to open their booklets at page 20.
and tell them to read, draw and colour. Ask them to tell you what to draw Read the instructions with them and ask them to solve the activity in the
first: ask them if they can read three and draw – some kids will say it´s not same way they have just done on the board.
possible while others will say they can: 3. Keep on reading three small and Activity 3. Read the instructions with the kids and do the activity orally
ask again. Let them tell you their ideas in Spanish: making hypotheses first to see if they agree on the information they see: mum, dad, etc. Ask
is a great activity for learning and it gives them the possibility of solving them to tell you where they can check the spelling to make sure they
challenges. These two elements together are key to motivate kids. Go on write the words properly. Another possibility is to work on a word bank
reading until you reach the end and kids can say that the most important on one side of the board: draw a column on one side and write all the
clue is at the end of the phrase. Once they have solved what to draw and words they will need. Kids should choose from this list to complete the
colour, ask a child to come to the board and do it. Try similar phrases sentences in the activity.
a couple of times and, only then, ask kids to solve this activity in the
booklet. Remember that, even though there are only four phrases, it may Activity 5. Before the activity, draw two objects on the board: a big one
be quite a challenging activity for them. and a small one. It could be a pet or items from any other category. Then,
write a similar sentence to that in the activity. Read it with the kids and
Activity 3. If it is the first time you ask kids to trace the correct option, then decide which item to choose according to size and the colour, too. If you
it’s better to do a couple of examples on the board first. Tell kids that you think it’s necessary, have one more example. Finally, read instructions
will play detectives and their mission is to find something that is hidden. with the kids and let them work in their booklets.
Addenda>> 83

Activity 6. Read the activity with the kids and ask them to tell the whole Activity 4. Even though this activity is very simple, it is a good idea to
class about their favourite colour, pet and toy. Remind them they should carry out a similar model on the board since some kids might confuse the
draw first, and then write the word. Provide the kids with different number they have to write with the number written on the phrase. When
possibilities to help them write the words: posters, Storyline books, word you see kids have clearly understood, ask them to take out their booklets
banks on the board, or the notes in their copybooks. In this way, they and get ready for a similar number dictation.
will not need to ask the teacher for help and they will start developing Activity 5. Before the activity, carry out a similar one on the board. If you
autonomy. You may ask kids to write this activity on poster paper to see that some kids still find it really challenging, you can write a simpler
display in the classroom or organize a travelling folder in which you will version first: write aefivero and tell them that either number 4 or 5 is
keep all the kids’ texts. Parents love to see their kids’ productions. hidden there. When the kids get the hang of it, make it more challenging
Activity 7. Before kids do this activity, it’s important to help them – three words will do – and stick the corresponding flashcards nearby
understand the concept of category to be able to group the words and for kids to spot the word and then write it below each picture. Finally,
find the odd one out. Start by saying four colours: red, green, yellow, pink kids will be ready to do the same in their booklets. Yet, read instructions
and tell them to discover what they have in common: they are all colours. together so that you clear any queries that might crop up. Though this
Do the same with other categories- numbers, family members, pets, activity may look simple, finding where a word begins and where it
toys. Then, tell them you are going to make it more difficult: instead of finishes is a necessary step in the development of literacy.
saying the words, you are going to write them and they should guess the Activity 6. This is a very good activity to work with the whole class and
category. Ask them to tell you the category in secret – if it’s OK, tell them teach some strategies. Read the instructions together and show the
that they are right. If not, ask them to keep thinking of another possibility. kids the drawings and the sentences. Ask them to find the connection
Saying the answer in secret gives the possibility of thinking rather than between the drawings, the sentences and the instructions. Then, read the
waiting for only one child to give the correct answer. Next, write four first sentences for them and help them find the necessary information in
words on the board – three belonging to the same category and one from the drawings. If you see they are ready to work on their own, ask them
a different one. Ask them to spot the odd one out and explain why. Now to keep on solving the activity. If some kids still can’t read (probably, not
that kids handle the different categories, it will be much easier for them to conventionally even in Spanish), turn it into a Listen and circle activity
account for their answer. Before the kids do the activity in their booklets, rather than letting them choose any option at random. Remember that
you can play a Kill the mosquito activity. Two kids stand with their backs in order to circle the correct option, they should look carefully at the
to the board. Write four words on the board, three belonging to the same drawings. Reading pictures is a very important step before reading words.
category and an odd one. Draw a mosquito on top of each word. When In fact, it is one of the multiple literacies kids will be developing in their
you say ‘Go’, they should read the words and kill the mosquito on the lives.
odd one, by putting their hand on it. Finally, ask them to carry out the
activity in the booklet. Careful! Instead of saying the category, they will Activity 7. There are different options for this activity, especially if we take
have to circle and draw the one that is different. After they have circled into account that kids can be at different reading stages both in English
the words, they have to draw the odd one out. You can provide kids with and in Spanish. Some kids will be able to draw next to the phrase and
the two options, circling first and drawing second, or circling and drawing then, write the word in the correct sentence. Encourage them to find
each word. Maybe half the class wants to go one way and another group any available sources to check how to spell a word (posters on the wall,
prefers the other way. This is OK. You can also tell them everybody will their Storyline book, a word bank on the board, and also their notes in
check how long it takes either way. their copybooks). Some, though not many, might find it very challenging
to write five words…and spell them correctly, too! They might write the
Unit 6 words as they hear them. If you see this has been really hard, write the
Activity 1. Before doing the activity, you can take some food flashcards correct spelling in pencil next to each word. Remember to congratulate
and play a guessing game. Choose a card and show only a small part of it them on their effort so that they don’t get discouraged when they see
for kids to guess. After the fourth or fifth flashcard, tell kids you will show you writing next to each of their words. You can tell them that this is the
a small part of the following flashcard but this time, you will write two way you spell it for them to check if there are any differences.
options on the board (one of them should match the chosen flashcard). My Picture Dictionary. This is an activity that can be done at different
Kids have to tell you in secret if the piece of the flashcard shown matches sittings so that kids don’t get very tired. There are different ways
option 1 or 2. Instead of using flashcards, you can follow the same to go about it: ask kids to go word by word and write them in the
procedure by drawing parts of an object. Finally, ask kids to open their corresponding category. Another possibility is to give them a category
booklets at page 24 and read the instructions together so that they can and they should find and write all the corresponding words. Since
solve this activity. we have been working with the concept of categories for some time,
Activity 2. Before working in the booklet, have some slips of paper with this activity could also be carried out little by little – probably for early
similar phrases to those in the activity. Distribute these slips at random finishers to complete when they have some time to spare while they wait
(you could have 2 or 3 of the same phrases) and ask kids to draw what for the rest to finish. Towards the end of the booklet, some kids will have
they read next to the phrase (that is, on the same slip of paper). If the it ready while some others might have it totally undone. Ask the ones that
group is very big, kids won’t be able to see the drawings. In this case, have finished to help the others carry out the activity. This is a very good
ask them to do the drawing on a separate sheet of paper. Give them not way to encourage peers to help one another and to share their reading
more than four or five minutes. Then, ask kids to come to the front, read strategies, too.
their phrase and show their drawing to see if they match. If some other Days of the week.
kids have the same phrase, they can show theirs, too. Probably, it will be
similar but not the same. You could put all these phrases on poster paper These activities can be done at any time during the year, usually after
or simply stick them on the board until the activity is over. Finally, ask kids kids have been exposed to the names of the days of the week when the
to open their booklets, read the instructions with them, show them that teacher writes the date on the board. Activity 1 and 2 can also be done at
it is very similar to the one you have just done, and ask them to solve the different times.
activity.
84

Activity 1.This could be a difficult activity since some kids don’t even characters has a commitment to embrace diversity and avoid conflict – an
know the order in Spanish. It is a good idea to find a song for the days intercultural attitude. They are putting themselves in the other person’s
of the week so that kids can learn them easily. When they need to write shoes. It is interesting to analyze the bird’s attitude: he knows the hamster
the days in order, they will just sing the song and solve the activity. If kids does not like insects, which he points out. The hamster’s attitude is worth
learn the days of the week by singing a song, they may find it difficult to noticing as well: instead of rejecting the insects, he agrees on having only
segment words, i.e. to know where a word starts and where it finishes. one. We see something similar in the dog’s attitude: he’s ready to have a
This is the purpose of the second activity. small fish, and he also knows the hamster cannot eat food which is big, so
Activity 2. As kids will have already solved a similar activity, it is important he offers him a small sandwich.
to know where they can find the written words (posters, board or other) A second point worth mentioning is the characters’ attitude to solving
to compare them when they find the days of the week and should write conflict. While they were on the campsite, they complained about the
them on the lines provided. food which they did not like. However, they later realize they miss their
friends when they go back home. Even though they can eat what they
How to go about the story FOOD FOR FOUR like, the fact that their friends are not there makes them sad. We see how
their attitude changes when they meet again at the school party. They
In this section, we will provide teachers with ideas on how to work on have realized that it is in their hands to solve conflict, and they are ready
the story and use it for kids to present at the end of the year, if there is a to take responsibility for it.
celebration, or maybe, to other kids at school.
You can have different activities on the board. Kids will need to go back to
As with all stories, start with a lead – in to help kids make predictions. the story to either solve the activity or check their answers.
Possible lead-ins:
❯❯ You can tell kids about your own experience when camping with Activity 1
classmates or friends. Make sure you tell them about what you ate Matching game
when you went camping.
Write the names of the characters in one column and draw or write the
❯❯ You can also tell kids about different occasions on which you had to
following food items in the other one: sandwiches, oranges, fish, biscuits,
share food with others, the decisions you made to help avoid or solve
hot dogs, apples. Tell kids that the animals may like more than one food.
conflict.
❯❯ In most homes, different members of the household will have different
Activity 2
likes and dislikes. Tell kids about your experience as a child, what
happened when different members of the family wanted different Circle or Write
things, how you all contributed to solving the conflict by being flexible, Write speech bubbles on the board with the following sentences:
generous and open-minded. I like fish.
❯❯ Invite kids to tell the rest about their own experience as regards I like apples.
camping – maybe they have not been to a campsite yet but they may I don’t like sandwiches.
have elder siblings who have – or as regards food and preferences at I don’t like fish.
home. I don’t like insects.
❯❯ Another possibility is to ask kids what they know about the food that I like oranges.
pets eat, or how different TV shows and cartoons show what types of
food animals like, e.g. cats like fish, dogs like bones and meat, hamsters You can either ask kids to identify who may say each or you can provide
like fruit, birds like seeds and insects. two options for each, e.g. for the first one Cat / Dog. In some cases, more
than one name is OK, e.g. I don’t like insects: dog, cat and hamster.
Make copies of the story and give one to each kid. Focus their attention
on the first illustration. Where are the pets? What day is it? What time of the Activity 3
day can it be? Read the title of the story – Food for Four – and ask kids what
they think the story may be about. As usual, accept all their predictions Write
and hypotheses. You may keep a record of them on the board and go You can ask the kids to imagine the situation on Friday at the cat’s and at
back to them after they have read the story for the first time. the bird’s houses. Following the model in the story, they can complete the
Read the story to them while they follow by reading their copies. You may following scenes:
use the days of the week flashcards or write the names of the week on the
FRIDAY
board to make sure all the kids follow. Point to each day as a new scene
begins. You can also make paper puppets and use them to represent the Cat: Look! A big ______________. I like _____________. It’s my favourite
play. To make these puppets, use drawings of the characters and glue food. But I’m _______________.
them to a lollipop stick.
SATURDAY
After the first reading, go back to the kids’ predictions to see how close
they were. You can ask them what they had based their predictions on, Bird: Wow! Three _______________ and five __________. Fantastic! But
e.g. words from the story, only the illustrations, the illustrations and the I’m _____________.
title. In the second case, show kids there may be different possibilities, i.e.
Ask them if the story has a happy or a sad ending. Some kids may say it three or five biscuits or insects. Kids can be invited to draw the plate with
is not happy since the characters are not eating what they like, e.g. the the food for each of the scenes. If you feel this may be too challenging for
dog is eating fish, the hamster is eating an insect and the cat is eating the kids, you can transform this activity into a Circle activity, in which you
a sandwich. Though this is true, you need to point out that each of the provide kids with options instead of blanks.
Addenda>> 85

Activity 4 Those who act will only need a mask with the face of the animal. These
masks can be made of paper and again, they can be made with the Arts
We do not know what the bird is eating in the last scene. You can ask kids
teacher. Another possibility is to use paper bags in which there are holes
to include two more lines to the dialogue:
for the eyes, the nose and the mouth. The kids can have the drawing of
Cat: Here’s two small ___________ for you, Bird. And a big insect! the character stuck to a lollipop stick, as well, which they will use to show
the audience which character they are.
Bird: Thank you!
Learning the lines
You can ask kids what food the cat may be offering the bird. It can be
sandwiches, apples, oranges, fish or hot dogs. We know the bird likes Along Storyline, kids have been invited to act out on several occasions, so
biscuits and insects, and that all the animals are eating something they this is not new to them.
don’t like that some other animal does. You may start by reading each of the lines yourself and having kids imitate
you, including tone, intonation, pitch and gesture. Kids can use the
Activity 5 illustrations or any other prompt to remember what they have to say, e.g.
The kids can be invited to make the menu for the school party. There are the food in most of the scenes, the icons when the characters are sad, etc.
different possibilities to go about this, from which we present one below. Once you have worked on the first scene, you can divide the class into
First tell kids you’re going to draw a menu. Ask them where they can see four groups, one per character, for them to say the lines. You can then
menus, e.g. at restaurants. If they are not familiar with menus, you can invite kids to the front, one from each group, to act out the first scene.
show them a couple of examples. You can use the same procedure for the other scenes.
Elicit from them what they need: Remember you can include the extra lines for Bird and Cat on Friday and
❯❯ The list of food they’re serving. Saturday, and also a line for Bird on Sunday. Anyway, to close the play and
❯❯ An element to display the menu – a board or a sheet of paper. have all the kids on stage, you can teach them this rap:
❯❯ Writing materials – pencils, coloured pencils or crayons, markers. We are pets, happy at school
❯❯ Illustrations – for the different types of food. They can also bring Food for four, for you, for all!
cutouts from magazines or supermarket catalogues.
(Showing 4 with your hands, then pointing to the audience, and finally
Some kids may conclude it is necesssary to include the prices. However, making a gesture in which you include everybody.)
as this is a school party, the food is not paid for by the guests, so there is
Once the play is over, tell kids to leave the stage (if possible) or to go to the
no need to write the prices.
back. As you name the different characters and participants in the play,
Kids can work in groups to make the menu. Before they start working, they should go to the front of the stage and bow to the audience. Start by
make sure they all have their materials ready and that they know where naming the helpers (those in charge of the invitations, the programmes,
to look for information if necessary – the Storyline book, the booklet, the decoration), and then the characters. Finally, call out 2nd A – i.e. the
posters on the wall, the story, etc. As they are working, walk around and class – for everybody to walk to the front and take a final bow.
offer help as needed. You can make a classroom display of the menus. If
It will be necessary to rehearse the play several times at the spot in which
the kids are going to act out this play, they can display the menus as part
kids will perform, either the stage, if there is one at school, or an area in
of the decoration.
the main hall. It is important for kids to know where they need to stand
before it’s their turn to act, and where they have to go once their scene
Presenting the play at a school celebration is over to wait for the final bow. If microphones are going to be used,
The kids have to be familiar with the story first. You can use the kids will need to pass them from kid to kid, which needs to be planned
procedures suggested above. Once they all know the story, you need to and practised as well. You will also need one or two kids in charge of
assign roles. the props. They need to bring the ones for each scene and remove
those which are no longer used. Again, it is crucial to rehearse all these
The following is the list of characters:
movements.
• Cat
• Dog You may decide it is better to rehearse one or two scenes at a time,
• Bird instead of having the complete play at the first rehearsal. Once everybody
• Hamster knows the lines and knows exactly what to do and when to do it, you can
organize a dress rehearsal: the kids will be wearing the masks or carrying
To make sure every kid has a role to play, there may be one kid per animal the paper puppets. In case they are using puppets, you need to check
per scene, which means 5 cats, 6 dogs, 4 birds and 6 hamsters. You can they show the puppet to the audience.
add the two scenes for the bird and the cat as well, for which you need
2 more kids. This is a total of 23 actors. There are always kids who do not Something else to bear in mind is the size of the flashcards, the prompts
like acting, yet they may have an active role. One or two can be the ones and the paper puppets, should you use them. They need to be big
who appear when there is a change of scene, carrying the day of the enough to be seen from the back of the room.
week flashcards, which they can design with the Arts teacher. Some other One last idea. It may be the case that the celebration at the end of the
kids can be in charge of writing the invitations for the play, and they can year is some other group’s responsibility, or that the school has decided
also design the programme in which they will have to write the names of to include other performances. You can still have the kids act out this play
the kids playing the different roles, plus the names of those in charge of for their families. You can invite them to school and instead of using the
other areas: decoration, invitations, programmes, props, etc. In this way, main hall, if there is no stage, the kids can perform in their classroom.
every kid can be involved in the play. You can ask all the kids, if possible As you will know this in advance, all the tips and pieces of advice on
together with the Arts teacher, to make the food props, since they will rehearsal apply in this case as well.
need a number of apples, biscuits, fish, oranges, sandwiches, insects, a
pizza and a hot dog.
86

FOOD FOR FOUR
MONDAY TUESDAY
CAMPING
DOG: TODAY IS MY TURN. HOW

MANY SANDWICHES, CAT?
CAT: SORRY… I DON’T LIKE
CAT: TODAY IS MY TURN! LOOK! MY FAVOURITE BIRD: AND I LIKE BISCUITS. AND SMALL SANDWICHES, I LIKE FISH!
FOOD! INSECTS! BIRD: I’M SMALL AND THE
DOG: FISH? I DON’T LIKE FISH. I LIKE HAMSTER: AND I LIKE ORANGES AND APPLES. SANDWICHES ARE VERY BIG!
SANDWICHES, BIG SANDWICHES! NO FISH FOR ME! HAMSTER: BISCUITS! NO SANDWICHES!
WEDNESDAY THURSDAY FRIDAY
GOODBYE
BIRD: FRIENDS, LOOK! MY FAVOURITE CAT: GOODBYE...

FOOD: PIZZA WITH INSECTS!!! DOG: SAD? I’M SAD TOO.
CAT: ARGH… NO INSECTS FOR ME… HAMSTER: BYE!
HAMSTER: YUK! … BLACK INSECTS… BIRD: BYE, BYE… HAMSTER: LET’S COUNT. THREE ORANGES AND TWO
DOG: SORRY, CAT! I LOVE PIZZA BUT I APPLES! EXCELLENT FOOD! BUT I´M NOT OK.
DON’T LIKE INSECTS! I’M SAD…
SATURDAY
SCHOOL PARTY
DOG: ONE… TWO… THREE… DOG: HOW MANY SANDWICHES, CAT? BIRD: BUT YOU DON’T LIKE INSECTS. HAVE ONLY ONE!
SANDWICHES. AND… WHAT’S THIS? CAT: ONE, PLEASE. FISH FOR YOU? HAMSTER: OK! AN INSECT AND TWO BISCUITS.
A NICE HOT DOG! MY FAVOURITE
FOOD! BUT I’M SAD… WHERE ARE DOG: MMM…. OK! A SMALL FISH. DOG: HERE’S A SMALL SANDWICH FOR YOU.
MY FRIENDS??? HAMSTER: BIRD? TWO INSECTS, PLEASE. HAMSTER: WOW! THANKS, DOG!!!
Addenda>> 87

Datos de catalogación bibliográfica
Corradi, Leonor
Storyline Starter A Teacher’s Companion / Leonor Corradi y Beatriz Pena Lima.
2a ed. - Ciudad Autónoma de Buenos Aires: Pearson Education, 2015.
88 p.: il.; 30x23 cm.
ISBN 978-987-615-404-8
1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. Pena Lima, Beatriz II. Título

CDD 420.7
Pearson Education S.A.

Av. Belgrano 615 piso 11°
(C1092AAG) Ciudad Autónoma de Buenos Aires, Argentina.
www.pearsonelt.com.ar
© Pearson Education S.A., 2009

2ª edición © Pearson Education S.A., 2015
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written
permission of the Publishers.
Queda hecho el depósito que dispone la ley 11.723

Printed in Argentina by
ISBN: 978-987-615-404-8 Teacher's Companion Starter A Second Edition
This edition published by

Pearson Education, 2015
Editorial Director Adriana Gómez-Arnau Díaz-Cañabate

Senior Publisher Isabel Marrón
Publisher Marta Rodríguez
Freelance Editorial Elena R. Orta, Charlotte Johnson
Design Eclipse Gráfica Creativa, Españoleto EG
Illustrations Carlos Bulzomí, Carlos Gallego
Cover Design Elena Jaramillo
Production Manager Karina Liste
The Publisher and the authors would like to give special thanks to Mercedes Pérez Berbain and Lina Casuscelli
for contributing to the soul of Storyline with the writing of Encuentros Escuela + Hogar.
Este logo alerta al lector sobre la amenaza que fotocopiar libros representa para el futuro de
la escritura. En efecto, la fotocopia de libros provoca una disminución tan importante de la
venta de libros, que atenta contra la posibilidad de los autores de crear nuevas obras y de las
editoriales de publicarlas.
Z03_STL_TB_AARG_4048_CPY.indd 88 30/4/15 16:31

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T ARTER

A01_STL_TB_AARG_4048_FM.indd 1 6/5/15 8:01

UNIT VOCABULARY ANSWERS TO RECOGNITION INTEGRATION ORAL INTERACTION

Pam and the Gang Integration through a story 26

Pam and the Gang Integration through a story 36

Board Game 1 Integration and Consolidation 37

Pam and the Gang Integration through a story 46

EDUCATIONAL OBJECTIVES Space management Accepting and following rules and

A01_STL_TB_AARG_4048_FM.indd 2 6/5/15 8:01

Pam and the Gang Integration through a story 56

Board Game 2 Integration and Consolidation 57

Pam and the Gang Integration through a story 66

banana, egg, pizza Oral interaction

Pam and the Gang Integration through story 76

Board Game 3 Integration and Consolidation 77

Months of the year - photocopiable 79

FOOD FOR FOUR – End-of-the-year play 87

AWARENESS Cognitive awareness Intercultural awareness

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MP3 songs Encuentros

Integrated Pupil's Book

MP3 Class Teacher

A01_STL_TB_AARG_4048_FM.indd 4 6/5/15 8:01

Story lead-ins Copybook activities

Building conﬁdence activities Consolidation activities

Notes to teachers Lyrics Personalisation An end-of-the-year play

A01_STL_TB_AARG_4048_FM.indd 5 6/5/15 8:01

The approach is multi sensory (including visual, auditory and kinaesthetic

A02_STL_TB_AARG_4048_INT.indd 6 2/4/15 10:00

A02_STL_TB_AARG_4048_INT.indd 7 2/4/15 10:00

• Do not correct another kid if he or she makes a mistake.

How to go about games

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How to go about the level of challenge

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A02_STL_TB_AARG_4048_INT.indd 10 2/4/15 10:00

Encuentros Escuela Hogar

Un saludo cariñoso, [firma del docente]

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A02_STL_TB_AARG_4048_INT.indd 12 2/4/15 10:00

A02_STL_TB_AARG_4048_INT.indd 13 2/4/15 10:00

La familia: dad, mum, Is that…? Información personal: Reconocer las La familia.

La comida: sandwich, Do you like…? I like… . Buscar similitudes La alimentación sana.

Contenidos transversales Reflexión/ Toma de conciencia:

The first week LYRICS MP3 TRACK 2

Introduction of I’m… End of the lesson

in Argentina to use Miss, Mr or Mrs with the teacher’s first

LYRICS MP3 TRACK 3

A02_STL_TB_AARG_4048_INT.indd 17 2/4/15 10:00

I See Introduction for suggestions on how

BUILDIng ConFIDEnCE ACTIVITIEs

1 Lip reading. Tell kids you’ll be mouthing

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AUDIOSCRIPT MP3 TRACK 3

You may have to stop the recording

2 5 1 3 4 to check that all the kids are

BUILDIng ConFIDEnCE ACTIVITIEs

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BUILDIng ConFIDEnCE ACTIVITY

Miming game. Remind kids of the names

Introduction of Who’s this?

AUDIOSCRIPT MP3 TRACK 5

5 › Let kids count the books and then ask them