planifiCaCión anUal - My English Trip · oral puede abordarse aunque no se conozca el significado...

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2 Teaching Notes Planificación Anual • p1 UNIDAD TIEMPO ESTIMADO CONTEXTOS/áREAS DE EXPERIENCIA PRáCTICAS/USO DEL LENGUAJE EXPONENTES LINGüíSTICOS VARIEDAD TEXTUAL: LO LITERARIO Y LOS TEXTOS DE LA VIDA COTIDIANA NAP HABILIDADES SOCIALES 1 Welcome back to school! 9 a 12 horas Vida cotidiana: yo y mi escuela. Mis útiles escolares. Mi salón de clase. Vida social: mi familia, mis amigos y yo. Yo y la vida en sociedad. La importancia de las reglas de convivencia. El mundo a nuestro alrededor: el cuidado del medio ambiente cercano. Los espacios sociales compartidos (la cancha, el parque, la plaza). Presentarse. Presentar a la familia propia y a la de los amigos. Nombrar, describir y contar los útiles escolares (colores). Describir sentimientos. Dar y seguir instrucciones/ recomendaciones. Revisión: colores, sentimientos, miembros de la familia, útiles escolares El aula: objetos escolares e instrucciones: desk, chair, board, door, window; stand up/sit down, talk, run, shout, open/close, walk, wave, turn around Números del 1 al 20 Recomendaciones: Please don’t run in the mall. Don’t drop litter in the park. be: I am Cathy. He is 10 years old. like: I like big cities. I don’t like small towns. He likes Trip. have: I don’t have a dog but I have a cat. He has two brothers. live: I live with my mum. can: He can play the piano and the guitar. Historieta Canción Póster El inicio en la reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende, por ejemplo: ` el uso de conectores básicos. La apreciación del ritmo y la musicalidad en los textos trabajados. La sensibilización ante diferentes formas de prejuicio en las relaciones interculturales para poder avanzar en su superación. Mantener una escucha atenta y respetuosa hacia las indicaciones con respecto a reglas de seguridad y convivencia en espacios compartidos. Hacer nuevos amigos. Compartir con nuestros amigos. PLANIFICACIóN ANUAL 1 1 There are several foci in this plan. The idea is that you pick and choose to develop your own yearly plan according to your context and to the demands made on you by the authorities at different levels.

Transcript of planifiCaCión anUal - My English Trip · oral puede abordarse aunque no se conozca el significado...

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2 Teaching Notes Planificación Anual • p1

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

1Welcome back

to school!

9 a 12 horas

Vida cotidiana: yo y mi escuela. Mis útiles escolares. Mi salón de clase.Vida social: mi familia, mis amigos y yo. Yo y la vida en sociedad. La importancia de las reglas de convivencia.El mundo a nuestro alrededor: el cuidado del medio ambiente cercano. Los espacios sociales compartidos (la cancha, el parque, la plaza).

Presentarse. Presentar a la familia propia y a la de los amigos.Nombrar, describir y contar los útiles escolares (colores).Describir sentimientos.Dar y seguir instrucciones/recomendaciones.

Revisión: colores, sentimientos, miembros de la familia, útiles escolaresEl aula: objetos escolares e instrucciones: desk, chair, board, door, window; stand up/sit down, talk, run, shout, open/close, walk, wave, turn aroundNúmeros del 1 al 20Recomendaciones: Please don’t run in the mall. Don’t drop litter in the park.

be: I am Cathy. He is 10 years old.

like: I like big cities. I don’t like small towns. He likes Trip.

have: I don’t have a dog but I have a cat. He has two brothers.

live: I live with my mum.

can: He can play the piano and the guitar.

Historieta

Canción

Póster

El inicio en la reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende, por ejemplo:

` el uso de conectores básicos.

La apreciación del ritmo y la musicalidad en los textos trabajados.

La sensibilización ante diferentes formas de prejuicio en las relaciones interculturales para poder avanzar en su superación.

Mantener una escucha atenta y respetuosa hacia las indicaciones con respecto a reglas de seguridad y convivencia en espacios compartidos.

Hacer nuevos amigos.

Compartir con nuestros amigos.

planifiCaCión anUal1

1 There are several foci in this plan. The idea is that you pick and choose to develop your own yearly plan according to your context and to the demands made on you by the authorities at different levels.

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2 Teaching Notes Planificación Anual • p2

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

2looks

10 a 15 horas

Vida cotidiana: yo y mi familia.Vida en sociedad: mi familia y mis amigos.El mundo de la creatividad y la imaginación: los monstruos.

Presentar/Describir a la familia, amigos y otros (apariencia física).Dar y seguir instrucciones/recomendaciones.

Partes de la cabeza y la cara: hair, eyes, ears, nose, mouthAdjetivos: long, short, blonde, big, smallInstrucciones: Touch your nose. Close your eyes. Recomendaciones: Wave your hand. Brush your hair.Wash your face.

have: She has blue hair and a red nose.Does your brother have blue eyes? Yes, he does. / No, he doesn’t.

Posición de adjetivos:one long orange nose

Historieta

Canción

Revista: “lookbook”

Póster

Iconos/Señales/ Signos estandarizados de indicaciones en espacios compartidos socialmente (Explore)

La lectura/escucha de textos breves instruccionales, relacionados con situaciones de la vida cotidiana de los niños y niñas.

El inicio en la percepción de particularidades culturales a partir del encuentro con otra(s) cultura(s), considerando sus formas de organización de la vida cotidiana: la escuela, el juego, las celebraciones, las comidas, entre otras (la forma de vestirse y arreglarse).

Darle importancia al aseo personal.

Escuchar atenta y respetuosamente las indicaciones de profesionales de la salud y otros adultos responsables.

Planificación Anual (continuación)

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2 Teaching Notes Planificación Anual • p3

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

3 Clothes and

weather

10 a 15 horas

Vida cotidiana: yo y mi medio ambiente cercano.El mundo alrededor nuestro: la naturaleza y su relación con las necesidades humanas.

Dar y seguir instrucciones/recomendaciones.Expresar sensaciones físicas.Describir el atuendo.Describir el estado del tiempo.

Prendas de vestir: shirt, shorts, T-shirt, jeans, skirt, boots, hat, shoesEl estado del tiempo: hot, cold, rainy, sunny, cloudyAdjetivos: small, big, old, newInstrucciones/Recomendaciones: Put on your shoes. Take off your sweater.

Present continuous: I am wearing jeans. He is wearing shorts.We/They are wearing boots.She is not wearing a sweater.

Expresión de posesión: ’s

Historietas

Revista

Póster

La lectura/escucha de textos breves instruccionales, relacionados con situaciones de la vida cotidiana de los niños y niñas.

La formulación de anticipaciones e hipótesis sobre el sentido de los textos a partir de palabras o expresiones relacionadas con el tema, del tono de voz de quien habla, entre otras pistas temáticas, lingüístico-discursivas, paraverbales y no verbales.

Compartir actividades con la familia y amigos.

Reconocer, aceptar y disfrutar de la variedad de estilos y apariencias.

Mantener una escucha atenta y respetuosa hacia las recomendaciones de los adultos responsables con respecto a la vestimenta en función del clima.

Planificación Anual (continuación)

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2 Teaching Notes Planificación Anual • p4

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

4my day

10 a 16 horas

Vida cotidiana: yo y mis actividades. Las comidas.Vida personal y social.Las rutinas cotidianas: contextos escolares.Las actividades humanas: los medios de transporte.El mundo de la creatividad y la imaginación: los vampiros.

Expresar agrado y desagrado.Relatar las rutinas propias y preguntar sobre las rutinas de otros. Identificar y decirla hora.

La hora: o’clockPartes del día: morning, afternoon, nightPreposiciones de tiempo: in, atLas comidas: breakfast, lunch, dinnerRutinas diarias: get up, have breakfast, go to school, have lunch, have dinner, go to sleepMedios de transporte: bike, bus, boat, car, train, motorbike by train /on foot

I am late.I am punctual.

Present simple: I get up at 8 o’clock in the morning.Do you go to school by bus?Yes, I do./No, I don’t.I go to school by bus.I don’t go to school by car.

Historietas

Folleto/Agenda (Explore)

Póster

La transcripción de textos breves, reemplazando diferentes elementos (acciones, cualidades, escenarios, entre otros) con la ayuda del/la docente.

La valoración de la práctica del diálogo para construir conocimiento y favorecer la participación y la convivencia.

La aproximación a la comprensión de que un texto oral puede abordarse aunque no se conozca el significado de todas las palabras que lo constituyen, y de que el sentido de un texto no depende exclusivamente de las palabras que lo conforman.

Ser puntual como garantía de participación en actividades sociales.

Expresar respetuosamente nuestros sentimientos con respecto a las acciones de otros.

Ser capaz de reconocer como somos con respecto a las reglas.

Planificación Anual (continuación)

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2 Teaching Notes Planificación Anual • p5

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

5my friend’s day

10 a 16 horas

Vida personal y social: las rutinas cotidianas.

Actividades del tiempo libre: los deportes, canto, tocar instrumentos musicales.

Relatar las rutinas de otros y preguntar sobre ellas.

Expresar agrado y desagrado.

Identificar y describir los sentimientos de otro.

Actividades de tiempo libre: go to the park, watch TV, play the trumpet, play video games, read books, visit GrandmaLos días de la semana: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Present simple: I don’t go to school on Saturdays.He plays football on Mondays.She goes to school at eight o’clock.Does he play the trumpet on Mondays? Yes, he does./ No, he doesn’t.She doesn’t go to school by boat.

Historietas

Canción

Agenda semanal

El inicio en la reflexión, con la ayuda del/la docente, sobre algunos aspectos fundamentales del funcionamiento de la lengua extranjera que se aprende (inflexiones verbales).

El reconocimiento de la vinculación entre la lectura y la escritura como modo de favorecer el proceso de aprender a escribir.

La escucha de diferentes textos orales expresados por el/la docente o provenientes de fuentes diversas (grabaciones de audio y video, entre otras). Esto supone:

` el inicio en la identificación de la situación comunicativa, los interlocutores y el tema abordado, es decir, de elementos relacionados con el contexto de enunciación.

Dar el ejemplo.Compartir respetuosamente los objetos de otros.

Identificar los sentimientos de otros

Planificación Anual (continuación)

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2 Teaching Notes Planificación Anual • p6

Unidad Tiempo esTimado

ConTexTos/áreas de experienCia

práCTiCas/Uso del lengUaje

exponenTes lingüísTiCos

Variedad TexTUal: lo liTerario y los TexTos de la Vida

CoTidiana

nap Habilidades soCiales

6Cities and towns

10 a 14 horas

Vida en sociedad: mi barrio/ciudad/provincia/país. Las instituciones y lugares de interés.La ciudad y el campo.Otros hábitats.

Describir la existencia de instituciones, negocios o lugares de interés cultural en una ciudad/ barrio.Describir la ubicación de animales objetos o edificios.

Lugares en una ciudad/barrio: mall, park, zoo, hospital, supermarket, cinema, café, museumAnimales silvestres/en un zoológico: iguana, elephant, flamingo, hippo, monkey, pumaPreposiciones de lugar: on, in, under

Expresión de existencia: There is litter on the grass.There is a school in my town.There are two parks.

Historietas

Tickets de entradas a espectáculos o lugares de interés

Texto informativo (Activate)

Texto informativo (Explore)

La comprensión y construcción de sentidos del texto escrito apelando a diferentes estrategias. Esto supone:

` la identificación del género;

` la identificación, con la ayuda del/la docente, del tipo de lectura requerida –global o focalizada– acorde con el propósito comunicativo;

` el recurso a pistas que brindan los textos y su paratexto;

` la confirmación o modificación de las anticipaciones e hipótesis formuladas.

El reconocimiento de algunas similitudes y diferencias en relación con el español.

Ser cuidadosos con la disposición de los residuos.

Considerar y proponer alternativas ecológicas de transporte.

Planificación Anual (continuación)

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2 Teaching Notes Unit 3 • p1

Optional lesson starters

a. Invite pupils to describe the children that appear on page 35 considering hair, eyes, height, size, etc.

b. Play ‘I say, you guess’. Looking at the pictures on page 35, you say the colour of the clothes the children are wearing and pupils guess which picture you are talking about, eg: T: Purple, white, blue, black. P1: Picture 6. Alternatively, have pupils say the colour of the clothes and you guess the picture.

` Tell pupils to look at the pictures and guess what the unit is going to deal with. There is no hint in the words for them to know. Ask them to observe each picture carefully and focus on similarities and differences. The pictures show different types of weather, though some coincide. The children in the pictures are wearing clothes according to the weather. Pupils will probably come up with winter, the seasons, clothes, holidays, etc. Make a list of all plausible guesses and find out at the end of the unit which were right.

` Focus on Tom and Trip. Ask pupils about what the weather is like and make them account for the answer. Ask them what they are looking at. They have tablets in their hands but it is obvious that Tom is looking at the boy in the sea and Trip is pointing up, to the girl in the snow. In order to realize what pictures they are talking about, invite pupils to read the exchange between Trip and Tom and tell you what they are saying.

` The two new words are almost 100% transparent. If pupils don’t realize, work on spelling comparison with L1: mountain/monta_ _ (the word ‘Mendoza’ is another clue); ocean/océan_.

Maps ` Show pupils a physical map of

Argentina. Ask about the colours and what they could indicate. Make pupils think of where they are and what the weather is like. You can then add a map with political divisions and ask pupils if they know about the weather in some of the places shown on the map. Have they ever been to any of those? How do they compare?

` You can use this map later to expand ‘It’s cold’ (in Santa Cruz) and ‘It’s hot’ (in Misiones) in Lesson 1.

Social Studieshttp://servicios2.abc.gov.

ar/lainstitucion/sistemaeducativo/educprimaria/efemerides/documentosdescarga/segundo_ciclo.pdfTechnology

` Here is a link to a large selection of weather apps:

http://us.wow.com/search?s_pt=aolsem&s_it=aolsem&s_chn=9&q=weather%20apps

` It is also important that pupils begin to learn about the dangers of wearing some clothes or footwear and that they learn to wear them occasionally.

http://news.health.com/2013/06/27/are-flip-flops-bad-for-your-health/http://www.webmd.com/pain-management/ss/slideshow-worst-shoes-for-your-feet

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2 Teaching Notes Unit 3 • p2

Lesson 1

Optional lesson starters

a. Turn to page 35 and invite pupils to speak about the pictures saying, I like/I don’t like/My favourite... Have them include the two new words: ‘ocean’ and ‘mountain’.

b. Play Hangman with the verbs they saw in Unit 2: ‘shout’, ‘brush’, ‘wash’, etc. Follow the same procedure as in Unit 1, Lesson 2, Optional lesson starter ‘a’.

c. Play a miming game with action verbs in Units 1 and 2.

1 15

` Ask pupils to have a look at the pictures and detect which of the girls Elly is. (Clue: She is the only one in all the pictures.) Then tell them to read the rubric and answer the question about Elly. In the second picture, she is in the park, so... Make them account for their answer. Now you can ask them if she is at school in Picture 1. The background tells us she is in the street. Maybe she is going to school – she is wearing a uniform. In case the word, ‘school’ has not been focused on, use the spelling comparison: school/_sc_ _l_, in association with the uniform to help pupils see the connection.

` Focus on the small pictures of Elly and ask pupils if she looks happy. See if they can say why she does not look happy. The gesture in the picture on the left is clear and perhaps they don’t notice the rain in Picture 2. Call their attention to what Elly says using ‘have’ and make them write the sentences on the board. Maybe they have already looked at the mini-glossary on the bottom right of the activity. Just to be sure, direct pupils’ attention to it and enquire why Elly feels so bad (her attitude – folded arms, her mouth – is self-evident). Get them to infer what word indicates what happens to her. You can use the onomatopoeic word Brrr that appears in the Unit Opener.

` Play the track and have pupils follow the text.

Answer: No, she isn’t.

 Learning strategies

Becoming grapho-phonically aware

a. Be careful as a new pronunciation for the diphthong ‘ea’ appears here \swet´\.

b. Ask pupils about how this pattern is realized in ‘Beakie’ and ‘read’, for example. Help them see English is a very complex language so they can understand that mastery will take time.

2

` Work on this activity all together. After reading the rubric, focus on the pictures. Ask pupils how many items they have to match. They have two sentences and four pictures. They should look for the key word in each sentence and scan the two texts above for those words. This will help them decide.

` If you have talked about the weather as a matter of course every day when you come in, they will remember ‘sunny’, apart from the ones focused on.

` Do the matching together and check.

Answers: 1 b; 2 a

Optional activity

Remember the suggestion in the Unit Opener. If pupils live in provinces or have been to them, they can make sentences, eg: It’s cold in Salta/Mendoza/Jujuy. It’s rainy in Misiones/Jujuy. It’s sunny in Santiago del Estero/Mendoza, etc.

3

` Have pupils read the rubric and tick in a few minutes.

Answer: Yes ✔

Optional activity

If you have not worked with ‘the weather’ as a routine and do not have a poster, ask pupils to start designing a poster for the classroom that they can later use for posting the weather every day.

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2 Teaching Notes Unit 3 • p3

Lesson 2

Optional lesson starters

a. Use Elly’s words and make pupils frame similar sentences adding their feelings, eg: I’m sad! I don’t have a dog. I’m happy! I have a new pen.

b. Go back to page 35 and name different pictures. Ask, Is it rainy? Is it cold? You can help with gestures if the items are new for them.

1 16

` Although there are no transparent words in this new vocabulary, pupils use the words ‘jeans’ and ‘shorts’ in their L1. Also they have already seen ‘boots’. So play track 16 once and ask them to put their hands up when they hear a word they recognize. They will probably say, jeans, as in Spanish \Si…ns\. Check answers. Then go back to work with the sound \dZ\.

` Play the track again with books open and pupils point. Then you say the words and they repeat.

 Learning strategy

Becoming phonologically aware

Ask pupils to mark the beginning of each word. It is important for them to notice the opening sound, in particular to distinguish \S‰…t\ from \sk‰…t\, words they easily confuse. Make them spot out those words beginning with the same sound. Then show them that even though ‘boots’ and ‘shoes’ don’t share the vowels, they are pronounced the same with the sound \u…\. Also, you may need to go back to the pronunciation of \dZ\ in \dZi…nz\.

` Play the track once more and have pupils repeat as close to the English pronunciation as possible. Encourage them to do so.

Optional activity

You say a word and pupils say what number it is. Mind the combination ‘skirt/shirt’ (Activity 2 can help you to group items). Remember it is ideal to repeat the difficult pairs several times. Then you can do vice versa.

2

17

` Have pupils read the rubric and explain what they have to do. Then make them read all the options to make sure they remember the pronunciation.

` Make them listen to the track once without circling, but getting their ears used to the differences.

` Play the track again and this time walk around checking difficulties while they circle. If it is necessary, play the track a third time.

Answers: 1 jeans; 2 T-shirt; 3 skirt; 4 shirt; 5 hat; 6 boots

3

` Have pupils read the rubric and tell you what they are supposed to do, what they are going to look at and what they are going to write. Do the first exponent together as an example. Give them some minutes to complete and then have them read the results.

Answers: 1 Rose; 2 Ben; 3 Rose; 4 Rose; 5 Ben; 6 Ben

` Focus on the clothes in this activity and ask if they notice any difference. Make sure they notice that some words are preceded by ‘a’ while others are not.

` Invite pupils to look at the ‘Grammar Trip’ section and focus on the sentence. Ask them if it is about Ben or Rose. Make them match the last part of the sentence and then invite them to guess what the only new word means. They can look back at the sentences about Elly to help them understand. Then frame a sentence, eg: Ben is wearing brown shoes. And pupils answer Yes/No accordingly.

Answer: skirt

Optional activity

Click here for photocopiable material (p11).

1 1 shirt; 2 boots; 3 T-shirt; 4 shorts; 5 jeans; 6 shoes; 7 hat; 8 sweater; 9 skirt

2 Pupils’ own answers

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2 Teaching Notes Unit 3 • p4

Lesson 3

Optional lesson starters

a. Go back to page 35 and while one part of the class describes the clothes, the other guesses what picture it is.

b. Play Hangman with the clothes. Follow the same procedure as in Unit 1, Lesson 2, Optional lesson starter ‘a’.

c. Play a ‘Finger drawing in the air’ game for pupils to guess what item of clothing it is.

1

` Have a look at the picture and spot Tom. Invite pupils to answer the question in the rubric. Then go back to Unit 1, Lesson 2 and go over Tom’s family. Scan the description for the name of his siblings. Go back to the reading and determine who is in the picture and who is not. Write the name under each character.

Answer: No, he isn’t.

Optional activities

a. Click here for photocopiable material (p12). Give pupils 8 minutes to read the text and then provide one of the activities for them to complete. The choice of activity depends on what you feel pupils know, what you may want to practise or what you may want to test. If you wish, pick and choose or use several in combination to sequence the challenge. In the first activity, the focus is on recognition of the written form of the items of clothing, ie: help them recycle the form that may still be weak. In terms of production, there is no challenge as the activity is to be completed with the pupils’ names.

b. In the second activity, the focus is on the recognition of the affirmative pattern – either singular or plural – to decide the name pupils will include. Again, in terms of production, there is no challenge.

c. In the third activity, the recall includes the memory and the written form of the new words. Invite pupils to write the clothes next to the name of each member of Tom’s family.

d. In the last activity the main challenge is cognitive, not linguistic. Give out this activity and invite pupils to complete it with information from the text.

` Go to the ‘Grammar Trip’ section. Make pupils focus on the sentences with the word ‘wearing’. Write them on the board. Invite them to provide the correct pronoun for each subject. Have them match the parts of the sentences orally first. Then they can draw the lines.

Answers: He/She is wearing jeans. We/They are wearing jeans.

2

` Have pupils read the rubric and explain what they have to do. Don’t forget to ask them where they will write the numbers.

` Before they start working, enquire how they are going to detect the first word in each sentence.

` Give them 10 minutes to work on the sentences. Check while they work. Have them write the final sentences on the board. Once finished, invite them to read the sentences aloud.

Answers: 1 He is wearing jeans. (b) 2 She is not wearing a sweater. (d) 3 They are not wearing sweaters. (a) 4 I am wearing boots. (c)

•! TIP Make sure you ask for any other versions before you say whether the version on the board is the only possibility. If you have spotted any different version – correct or incorrect – bring it out. Mention the author only if you know the pupil will not feel exposed. Otherwise, just ask, Would this be possible? Have them analyze it and provide their reasons. Do not just allow right/wrong.

3

` If your pupils wear uniforms or dust coats, play the game using the characters in the book from previous lessons or the Unit Opener.

3 1 He; 2 She; 3 She; 4 She; 5 He; 6 He

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2 Teaching Notes Unit 3 • p5

Lesson 4

Optional lesson starters

a. Write on the board: Rainy/Cold/Hot. Make pupils stick a card or draw what they wear in this kind of weather. While some are doing this, others write the name of the piece of clothing beside the card.

b. Play Hangman with clothes. Follow the same procedure as in Unit 1, Lesson 2, Optional lesson starter ‘a’.

c. Play ‘I say, you repeat if correct’. You say the name of an item of clothing and show the flashcard or touch your clothes. If it is correct, pupils repeat, if not, they should remain in silence.

1 18

` You can either use the same strategy you used in Lesson 2 or work with open books.

` Make pupils point at the words they know and read them. Then focus on the new ones. The pictures are very clear. You may ask why they think the dog is sitting in front of the fan, perhaps.

` See if pupils are capable of coming up with the pronunciation of the new words. ‘Hot’ poses no problem and as for ‘cloudy’, have a key word ready, ‘count’ for example, and invite them to say the new word.

` Play track 18 and pupils repeat the words. Then you say the word and they give the picture number.

2

` Before pupils read the rubric, focus on the pictures and the weather conditions in each.

` Make pupils notice the question is the same for Activities 1 and 2. What do they think is the basic meaning? This question is not expected to become productive.

` Give pupils 5 minutes to review the items in Activity 1. Challenge them to produce the ones they can remember without looking. Have pupils read their answers.

Answers: 1 It’s rainy. 2 It’s hot. 3 It’s sunny. 4 It’s cloudy. 5 It’s cold.

 Learning strategy

Activating memory

Tell pupils to try to do Activity 2 in pencil without looking and then uncover Activity 1 and check. Then ask them what they discovered about the problems they had. Did they change a vowel? Did they omit a

consonant? This should be done whenever possible as it will show them what they need to concentrate on when they study.

• N A P •“Durante la Educación Primaria y Secundaria, la escuela ofrecerá situaciones de enseñanza que promuevan en las y los estudiantes:

` la construcción progresiva de autonomía en el uso de la(s) lengua(s) que aprenden, en prácticas de oralidad, lectura y escritura...”

3

` Ask pupils to read the rubric and first focus in the question. Elicit what they will have to write on the line beside each description. Ask them to remind you what words about the weather they know.

` Call their attention to the following sentence and talk about the word ‘think’. Demonstrate the meaning of this word by touching your temple with a finger or making the ‘silence’ sign – finger on lips, hand on cheek and eyes semi-closed.

` Make it clear that they don’t have to look at any picture to do this activity, just read and think.

` Give pupils 10 minutes to complete the activity and then check. They can work with their desk partners. You may get different versions. Accept them if pupils can account for them.

Answers: 1 hot; 2 cold; 3 rainy

4 1 cloudy; 2 cold; 3 rainy; 4 sunny; 5 hot.

Across: sunny; cold. Down: rainy; cloudy; hot.

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2 Teaching Notes Unit 3 • p6

Lesson 5

Optional lesson starters

a. Draw a Tic-Tac-Toe grid on the board with the clothes pupils know. To be able to place a mark, they have to say what kind of weather suits each piece of clothing.

b. Pupils describe the clothes they are wearing (unless they are wearing a uniform) making complete sentences. The stress is on communication, so please accept faulty answers.

c. Chant or rap the following: Cold, cold, and sunny? Wear a sweater. Rainy, rainy? Hat and boots. Pupils can produce their own chant afterwards.

1

19

` One possibility is to try to answer the question in the rubric first, by giving a quick glance at Picture 4 and then do the listening paying special attention to the clothes the girl is putting on. Once pupils tell you what clothes she is wearing, ask them if that is the kind of clothes they would wear on a sunny day. Then invite pupils to open the books and follow the reading while listening to the track.

` Another possibility is to start by making pupils listen to the first three exchanges of track 19. Make them pay attention to the clothes the mother mentions. Ask what they think the weather is like according to the clothes she is putting on. At this point, make pupils open the book and make them look at picture 4 and ask if the girl is properly dressed for the occasion.

` Ask pupils what the mother wants her to do and what her friends tell her to do. Play the track again and make them underline the actions mentioned and guess what the meaning can be. (Clue: The girls says, OK Mum twice.) Once they can get the meaning of ‘Put on’, ask why she does not say, OK, Mum in the first picture. Focus on ‘take off’ in the last picture and help pupils infer meaning if they have not already.

` Make them tell you if their caretaker tells them what to wear. There will be many differences. Let them listen and be respectful of different options.

Answer: No, it isn’t.

• N A P •“Durante la Educación Primaria y Secundaria, la escuela ofrecerá situaciones de enseñanza que promuevan en las y los estudiantes:

` la capacidad de identificar aspectos socioculturales en los textos orales y escritos en lengua extranjera y de reflexionar sobre el papel que cumplen en la producción o interpretación de sentidos.”

2

` Start by playing a put on/take off game. Do it short and make it funny.

` With books open, ask pupils to read the rubric and give them 3 minutes to choose the correct verb.

Answers: 1 Put on; 2 Take off

3

` Bring large clothes for pupils to put on/take off easily or make them mime what they are putting on (buttoning a shirt, pulling a sweater over their head). One pupil gives the instruction and the other one mimes the actions.

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2 Teaching Notes Unit 3 • p7

Lesson 6

Optional lesson starters

a. Go back to page 35 and have pupils describe the pictures as fully as possible. Include features, clothes and weather.

b. Invite pupils to act out the story in Lesson 5, Activity 1.

c. Divide the class into teams. A member of a team mimes instructions provided by a member of another team for his/her team to guess.

1

` Tell pupils to look at the pictures and tell you the name of the characters. Then talk about the clothes the characters are wearing. Once they have mentioned the items of clothing, ask if there is something wrong with these clothes. Then have them see what the arrows are pointing to and ask them why, they think, the arrows point to these items of clothing.

` Work out the answers together and then give pupils 5 minutes to write down the answers.

` Focus on the arrows that point to the shoes and try to make them infer the meaning of the words.

` Mention a number and have pupils say what the arrow shows, eg: T: 3. P: Short jeans. T: 5. P: Old shoes. You can then add a difficulty by asking them to frame a complete sentence, eg: T: 1. P: He is wearing a small hat.

Answers: 1 small; 2 big; 3 short; 4 long

2

20

` Have pupils read the rubric and explain what they have to do. Invite them to tell you what they have to point to.

` Make it clear that the first time they will not have to repeat, just listen and if they can, point. Then play track 20.

` Play the track again and this time, add the repetition. As these phrases contain words pupils have heard and used before, insist on a pronunciation as close as possible to the recording.

3

` This activity poses no difficulty as pupils have worked with this kind of activity before. They understand the rubric and the only new word is ‘new’. So start giving them more independence by making them work entirely on their own. Tell them they are to complete Activity 3 in 5 minutes. Check.

Answers: 1 a new; 2 an old

4

` Pupils read and explain the rubric. If they don’t remember the meaning of True/False, make them go back in the book until they find an activity with these words and see what they did there.

` Enquire where they will find the information they need and whose clothes they are going to look for in sentence 1 and sentence 3. Make them notice the ’s and what it indicates.

` Give them 10 minutes to read, look and answer. Then check results.

Answer: 1 False, Tom’s jeans are short. 2 False, Tom’s shoes are old. 3 False, Maggie’s skirt is long. 4 True

` Focus on the ‘Grammar Trip’ section and have pupils say what they have to circle. If they have doubts, direct them to the activity they have just finished.

Answer: Tom’s T-shirt

Optional activity

1. Invite pupils to produce new sentences about Maggie and Tom orally, using the possessive case. They could be True or False. Their classmates will then say True or False.

2. Click here for photocopiable material (p14).

5 Pupils’ own answers6 1 (b); 2 (c); 3 (a) / a new; b small; c short7 2 She is wearing short jeans. 3 He is wearing a big sweater.

4 She is wearing a long skirt. 5 He is wearing a small hat.

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2 Teaching Notes Unit 3 • p8

Lesson 7

Optional lesson starters

a. Make groups of four and have them play ‘Whose is it?’ They have already seen genitive case so they can use it here. If they ask why they are adding the sound ‘s’ at the end (do not insist on their producing the voiced/voiceless distinction at this stage), make them aware of the meaning involved but do not go on about it, eg: T: Big hat? P: Maggie’s. T: Short jeans? P: Tom’s.

b. Sentence game: Invite pupils to frame sentences using the adjectives they have practised in the previous unit. They can mention school items, clothes, and so on. One of them names an object with an adjective, eg: Short pencil. Another member of the group needs to make a true sentence with it, eg: I have a long ruler. I don’t have a short pencil.

1

` Ask pupils to look at the picture quickly and tell you whose birthday it is and how old she is. Then focus on the clothes and while you call out the colours, pupils call out the item of clothing. Now call out a number and they have to say what item of clothing you are referring to, eg: T: 1. P: Sweater T: 2. P: Skirts, etc.

` Invite pupils to read the rubric, tell you what they have to do and explain where they will find the numbers. Give them 10 minutes to do the reading. Then check the answers and ask them to account for them.

Answers: a 2; b 3; c 4; d 1

2

` This activity does not check reading comprehension of Activity 1, as the information comes from the picture; it focuses on comprehension of the sentences in the activity and vocabulary. It also checks the use of the pronouns, as pupils will have to distinguish among ‘he/she/they’.

` Ask pupils to write the name of the characters under each child. Then they have to read the rubric and tell you what they have to write on the lines. You can work on the first sentence together as an example.

` When they finish, have them read the sentences and the answers aloud.

` For practice, they can frame sentences in groups to make the members of another group guess whose clothes they are.

Answers: 1 Jim; 2 Nina; 3 Nina, Tracy, Jack; 4 Jim, Jack; 5 Tracy

3

` Tell pupils to read the rubric but before they write their description, invite them to complete a card about Gina with the following information: Name: / Age: / Home: / Clothes: / New: / Old:

` Give pupils 10 minutes to read and fill in the card. Take some time to check answers and make pupils notice the structure of the text, ie: the distribution of the information: personal information first, then general information about clothes, description of clothes and, finally, personal comment.

` Give pupils 15 minutes to write their piece. If there is not enough time, they can do it as homework.

Optional activity

Click here for photocopiable material (p15).

8 1 are wearing; 2 are not wearing; 3 are wearing; 4 is wearing; 5 is not wearing; 6 is not wearing

9 1 Oh! A hat! 2 I am hot. 3 Hello! 4 My hat! Thank you!

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2 Teaching Notes Unit 3 • p9

Lesson 8

Optional lesson starters

a. Go back to the picture in Activity 1 on page 42. Call out an item of clothing and pupils tell you who it belongs to. Although it is not a focused item, help them recall and use the genitive case as this is a structure nobody learns easily and you will need to keep on working. If you just answer by saying the name + ‘s’, it is easy to check, eg: red skirt, Nina’s; green shirt, Jim’s.

b. Have pupils share the description they wrote the previous class with the rest of the group.

1 21

` With books closed, play track 21 once. Tell pupils to pay attention to the name of the protagonist and what is going on. As there is no new vocabulary, pupils will have no problem in understanding the situation and it is possible to ask in the end what the presents are. The only new aspect is the distribution/giving away of the T-shirts.

` Have pupils open the books and read the rubric. Invite them to answer the question. Then they can write what colour her hair is in the book or on the board or in their notebooks/folders. If they say, Her hair is red, remind them to use the genitive case and frame the sentence again.

` Play the track again. Pupils follow the listening with their books open and focus on what Alice does with her presents.

` Discuss what they think about giving away/sharing the things they don’t need with friends or people who need them. Ask them what we call the people who share their things with others. And then focus on Trip’s advice.

` If you don’t feel confident starting by listening, start by the second step, then elicit what is going on through looking at the pictures and, finally, do the listening.

Answer: No, she doesn’t.

2

` There is no need to explain this activity first. This is another chance to allow pupils to work independently. Praise their courage to work on their own when they finish.

` When they have finished, check the activity on the board. Have one pupil at a time go to the front and write one sentence. Be on the alert to spot wrong answers to be able to help. Make everybody account for their choices.

Answers: 1 Alicia’s; 2 purple; 3 blue

3

` The only difficulty here lies on the word ‘generous’, though it is a transparent word. If the word brings about a problem, use the spelling comparison.

Answer: 1 ✔

4

` Distribute roles among pupils; while two read the text (Alicia and mother) other five mime/act out what the others say.

Page 43

Share with family and friends.

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2 Teaching Notes Unit 3 • p10

Lesson 9

Optional lesson starters

a. Play ‘Clothes and weather‘. You say the weather and pupils name the clothes, eg: T: rainy, P: boots. After a few examples, they can play on their own in pairs.

b. Provide a word/phrase and have pupils frame a sentence, eg: like I like cold weather. I like red hats. don’t like I don’t like shorts. I don’t like old boots. love I love sunny days. I love T-shirts.

p35

` Make pupils read the exchange and tell you where they will get the information from. If they don’t notice it, call their attention to Trip on the top left corner where they get the number of the page they have to turn to.

` After playing a few times, you can add a third person giving advice on what to wear, eg: T: Picture 6. P1: It’s cold. P2: Put on (a) sweater.

` Be permissive with the omission of the article. If pupils can say, Take off sweater (even if they cannot recall ‘your’), this is a great achievement. Remember that this combination of lexical items will bring accurate syntax later.

1

` Make pupils aware of the source of the text. They should realize these could be a series of interviews in a children’s magazine. Ask what similarities/differences they can see with those they have had access to.

• N A P •“La lectura de textos breves y simples de diferentes géneros discursivos, relacionados con diferentes temáticas y acordes al momento de la escolaridad y a las condiciones de enseñanza [...]La aproximación a la lectura como posibilidad de disfrutar, emocionarse, conocer otros mundos posibles y reflexionar sobre el propio, y como recurso para buscar información o realizar una tarea. El inicio en la reflexión sobre algunas características de los géneros discursivos trabajados.”

` Scan the text very quickly to get the name of the children. Write them one under the other on the board under the heading Name.

` Repeat the scanning for the weather mentioned and write it beside the name of every child under the heading Weather.

` Scan once more for the kind of clothes they like. List them on the right, under the heading Clothes.

 Learning strategy

Scanning for necessary information only

Give pupils 1 or 2 minutes at the most to do this. Explain that they only have to look for the information asked and skip the rest. It is not necessary to read all the text for that.

` Tell them that when there is no information on what the children are wearing, they can add them by looking at the pictures.

` Tell them they have 15 minutes to read the texts and complete the sentences. Walk around the classroom and check their work. Help when necessary.

` Make them read aloud the resulting sentences.

Answers: 1 hot and sunny days; 2 sunny days; 3 the park; 4 rainy days; 5 her pink boots; 6 cold days; 7 her new pink sweater

My Project ` This project can be done collectively joining pupils who

like the same kind of clothes. Otherwise they can do it individually.

` Invite them to add information about their favourite weather as well.

` Once the posters are ready, have pupils share them and explain their content. Hang them in the classroom and praise their work.

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2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p11

Complete, look and match.

Unit 3 • Lesson 2

1 h t

2 j ns

3 sw t r

4 sh s

5 b ts

6 sk rt

7 sh rts

8 sh rt

ab

c

e

f

g

h

d

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2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p12

Unit ? • Lesson ?Unit 3 • Lesson 3

a Look at the picture on page 38 and write Anna, Tom, Bart or Greg.

b Look at the picture again and complete with the correct names.

c What are they wearing?

d Tick (✔) or cross (✘)

sweater skirt boots T-shirt cold

Tom

Anna

Greg

Tom

sweater:

skirt:

boots:

shoes:

shirt:

T-shirt:

Anna:

Bart:

Greg:

Tom:

1 are not cold.

2 is cold.

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2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p13

Colour and complete.

Unit 3 • Lesson 3

It’s rainy.

She is wearing .

He is wearing .

It’s .

They are wearing .

2

1

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2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p14

Read, look and circle. Then draw the missing item.

Unit 3 • Lesson 6

my big hat ✔my black shorts ✔my old shoes ✔my long white sweater ✔my new T-shirts ✔

a c

d

gfe h

b

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2 PHOTOCOPIABLE © Macmillan Publishers S.A. 2015 Unit 3 • p15

Look, read and match. Then write.

Unit 3 • Lesson 7

1 2 3 4 5 6 7 8

1 Tom is wearing short sweater.

2 Sally is wearing a long jeans.

3 Adam is wearing a small hat.

4 Lisa is wearing a big skirt.

Tom Sally Adam Lisa

5 Tom’s skirt

is

are

long.

6 Sally’s hat short.

7 Adam’s sweater big.

8 Lisa’s jeans small.

2 3 41